Delivering a Whole School Approach to Emotional and Mental Wellbeing: helpful practice examples

Main findings

Schools reported that delivering a Whole School Approach to Emotional and Mental Wellbeing (WSAEMWB) is a long‑term process that depends on: 

• strong leadership
• positive relationships 
• consistent whole‑school engagement 

The research highlights the examples of practice that schools found most helpful when developing and sustaining their approach.

Positive school culture

Schools said that clear leadership was essential for embedding wellbeing across daily practice. Leaders who modelled consistent behaviours, communicated clearly and used evidence to guide decisions helped strengthen whole‑school commitment. Understanding the needs of pupils, staff and families also supported more responsive approaches.

Relationships across the school community

Strong relationships were viewed as central to a successful WSAEMWB. Schools reported that daily check‑ins, staff visibility and active listening helped pupils feel safe and supported. Engaging families, including those less confident in approaching school, was also important. Where schools built wider community links, their capacity to support wellbeing increased.

Links with Curriculum for Wales

Schools explained that wellbeing was most effective when integrated into curriculum planning and teaching time. Providing meaningful opportunities and experiences helped broaden learners’ aspirations and support the four purposes of the Curriculum for Wales. Collaboration within clusters also supported shared learning and consistent approaches.

Staff wellbeing

Staff wellbeing was seen as vital. Schools reported that when staff felt listened to, supported and treated fairly, they were better able to support pupils and contribute to a positive school environment. Both quick, practical actions and broader cultural changes were seen as helpful.

Factors influencing delivery

Schools highlighted challenges such as uneven resources, differences in professional language and varied staff responses to new approaches. These factors influenced how easily schools could embed the WSAEMWB.