These sessions will bring together colleagues from across the sector to explore new insights, research, and practical approaches to supporting learner health and well‑being. We’d love for you to join us, and we’d also be grateful if you could share the details within your networks to help spread the word.
You can learn more about each webinar and book your free place using the links below.
Wednesday 28 January, 3.45pm – 4.30pm, Microsoft Teams
Join us for a free webinar where we’ll share insights from a three-year evaluation of the Whole School Approach to Emotional and Mental Well-being in Wales, funded by the Wolfson Centre for Young People’s Mental Health, Cardiff University.
Using data and insights from The School Health Research Network (SHRN), the webinar will explore if children and young people’s mental health and sense of connection to school has changed over time since the Whole School Approach to Emotional and Mental Well-being was introduced.
Improving School Climate to Support Children and Young People’s Mental Health
Thursday 26 February, 3.45pm – 4.30pm, Microsoft Teams
Schools play an important part in shaping how learners feel. But what does a supportive school climate look like (e.g. relationships, routines, values, and the general ‘feel’ of a school) and how much difference can it make to the mental health and well-being of learners?
Join us for our free webinar, where we will discuss school climate approaches and interventions; their impact on mental health; and their potential to reduce or widen health and well-being inequalities.
Rethinking Secondary Schools: Insights from SHRN Data to Support Leaners with ADHD
Wednesday 25 March, 3.45pm – 4.30pm, Microsoft Teams
Join us as we dive into a SHRN-informed research study exploring how school practices and environments impact the mental health and well-being of learners with attention deficit hyperactivity disorder (ADHD).
Using data from The School Health Research Network (SHRN), drawn from over 21,000 learners aged 13 – 14 across Wales in 2019, this study investigates the links between self-reported ADHD symptoms and mental well-being, depressive symptoms, and emotional difficulties, while also uncovering how these outcomes differ between schools.
Building on these findings, we take a closer look through in-depth interviews with leaners and staff in three secondary schools. This qualitative research reveals how elements of school climate e.g. belonging, shared values and relationships, alongside everyday practices, shape the well-being of learners with ADHD.
The research provides practical insights to help schools create more inclusive environments, supporting learners with ADHD while also boosting well-being for every learner.