The Big Book of Whole School Wellbeing

Kimberley Evans is an experienced teacher, higher level teaching assistant and heritage educator. After seeing so many people leave education due to unhappiness and workloads, she set up ‘Nourish the Workplace’ to make a difference to the profession she loves. Nourish the Workplace gives schools the tools they need to prioritise and celebrate staff wellbeing. It gives every member of staff a voice and helps the school recognise their staff and their particular needs. Kimberley has worked with every type of school - primary, secondary, private, PRU and international - giving her a unique view of staff wellbeing from the ground up. She provides CPD training to schools, individual coaching, and workshops at conferences on how to take responsibility for your own health, wellbeing and productivity.  Kimberley is on the steering group  for #teacher5aday, an organisation which supports and encourages teachers to take an active responsibility for their own wellbeing. She has run well-attended workshops on staff wellbeing for Optimus Education, TeachWellFest, PedagooHampshire, SouthernRocks, Cobham Hall and Resilient Rutland. She tweets at @nourishworkplce and can also be found on LinkedIn and at the Nourish the Workplace website.  Thérèse Hoyle has a passion for creating positive and harmonious school cultures.  For 20 years (and counting) she has worked as an education consultant, leadership coach and trainer with over 500 schools and organisations nationally and internationally. She advises schools and school staff on positive behaviour management; creating positive playtimes; social, emotional and mental health needs of children; staff wellbeing; coaching and leadership and is an adviser with Optimus Education on their Wellbeing Award for Schools. Her books include 101 Playground Games 2nd edition (2021) and 101 Wet Playtime Games and Activities (2009) and she is a contributing author to How to be a Peaceful School (2018).  Thérèse is founder of Thérèse Hoyle Consultancies and creator of the Positive Playtime Academy, where she supports primary schools to significantly improve the quality of playtimes and lunchtimes, with a consequent beneficial impact on wellbeing, learning and behaviour.  She is also a sought after speaker at conferences nationally and internationally and her work is regularly featured in the media, podcasts and journals. Thérèse’s charity work involves her being on the Board of Directors for the Arbonne Flourish Foundation, supporting the mental health and wellbeing of children and youth for over eight years. Thérèse tweets at @theresehoyle and @playgroundqueen. Positive Education advocate and former teacher Frederika Roberts has extensive experience in supporting the mental health and wellbeing of children and adolescents, staff, and parents / carers through her speaking, training and consultancy work.   She holds an MSc in Applied Positive Psychology and is undertaking a Doctorate in Education with a research focus on whole school wellbeing, based on the model of whole school positive education she developed during her Master’s degree.  She is the author of Recipe for Happiness (2013) and For Flourishing’s Sake (2020) and co-author of Character Toolkit for Teachers (2018) and the Character Toolkit Strength Cards (2020).  Frederika is also the founder and Managing Director of ‘Educate to Flourish CIC’, a social enterprise with a mission to support children’s flourishing.  Educate to Flourish CIC supports schools in adopting a whole school approach to wellbeing, placing it at the heart of everything they do. Frederika has presented at Positive Psychology and Education conferences in the UK and worldwide and is a guest lecturer on postgraduate Positive Education modules in Paris and Singapore.  Frederika tweets at @frederika_r, @EduFlourish and @FlourishingED. Bukky Yusuf is a senior leader, science teacher and consultant. She has undertaken a number of leadership roles within mainstream and special school settings, centering around professional development programmes, quality first teaching and learning and effective implementations of Educational Technology. In 2019, Bukky was appointed by the UK Department of Education as co-chair for the EdTech Leadership Group.  As part of her commitment, as a qualified coach, to increase diverse leadership within education, she participates in a number of grassroots educational initiatives and organisations. These include her roles as an ambassador for Leadership Matters, a Network Leader / coach for WomenEd & BAMEEd and a Steering Group member of the #teacher5aday well-being initiative.  She has run workshops / presentations, on a regional and national basis, that provide practical strategies which help teachers, at all levels, to prioritise their mental health and wellbeing.  Furthermore, Bukky has contributed chapters to a number of books, including The Early Career Framework Handbook (2020) by the Chartered College of Teaching, where she provides suggestions to help newly qualified teachers to manage their wellbeing.  Bukky is well known by her Twitter handle @rondelle10_b

SECTION ONE: LEAD WELL
Chapter 1: Cultures and systems for whole school wellbeing - Frederika Roberts
Chapter 2: Self-care for leaders - looking after your mental health - Anna Bateman
Chapter 3: The role of leadership in retaining early career teachers - Stephen Waters
Chapter 4: Staff safeguarding and supervision - lessons from COVID-19 and beyond - Jane Bee and Ceri Stokes
Chapter 5: How EdTech can help maintain our wellbeing - Bukky Yusuf
SECTION TWO: EDUCATE WELL
Chapter 6: Self-care for busy educators - a practical guide - Maria Brosnan, Kimberley Evans and Thérèse Hoyle
Chapter 7: Wellbeing and safeguarding - Jane Bee
Chapter 8: Getting back to great behaviour by building connections - Adele Bates and Mark Goodwin
Chapter 9: LGBTQ+ Pupils, staff and wellbeing - Adele Bates
Chapter 10: The water is draining away - burnout and retention - Stephen Waters
Chapter 11: How do we address wellbeing in a culture of assessment? - Alison Kriel
Chapter 12: The role of self-care in retaining Early Career Teachers - Stephen Waters
SECTION THREE: LEARN WELL
Chapter 13: How to create resources for wellbeing activities with children and young people - Becca Faal
Chapter 14: Wellbeing - What SEMH Schools, PRUs and APs do really well, and how it can help all schools - Adele Bates
Chapter 15: Creating a new reality - making words matter - Mark Goodwin
Chapter 16: Exploring character and supporting wellbeing with Frida Kahlo and Albert Einstein - Frances Corcoran and Selena Whitehead
Chapter 17: Social and Emotional Learning - Circle Solutions and ASPIRE - Sue Roffey
Chapter 18: Taking the stress out of exams for students - Sarah Brazenor
SECTION FOUR: ENGAGE WELL
Chapter 19: Relationships and social capital - Sue Roffey
Chapter 20: Purposeful parent engagement - Kelly Hannaghan
Chapter 21: Staff wellbeing - it′s not just for teachers - Kimberley Evans
Chapter 22: Supporting happy, healthy playtimes - Playground Wellbeing Buddies - Thérèse Hoyle
Chapter 23: Driving pupil engagement through the PSHE and R(S) HE curricula - John Rees
SECTION FIVE: INCLUDE WELL
Chapter 24: A man in a woman′s world - Collated by Kimberley Evans, with sections by Matthew Brooker and Chris Reddy
Chapter 25: Flying the flag! How to develop a safe place for the LGBTQ+ community - Alex Purdie
Chapter 26: Wellbeing in a culturally diverse society - Collated by Kimberley Evans
Chapter 27: Disability wellbeing - why inclusion matters for disabled children - Elizabeth Wright
Chapter 28: Language and stigma around mental health - Jen Beer
Chapter 29: The education system and me - Holly Evans
Chapter 30: You and Me (a poem) - Anita Kate Garai