Social, emotional and mental wellbeing in primary and secondary education [A] Evidence reviews for whole-school approaches. NICE guideline NG223

National Institute for Health and Care Excellence (2022)

National Institute for Health and Care Excellence - n/a

Ewch i'r cyhoeddiad

Mapiau Tystiolaeth

• Lleoliadau Gofal: Lleoliad Addysgol
• Grwpiau Poblogaeth: Oedran ysgol gynradd (5-11)
• Grwpiau Poblogaeth: Oedran ysgol uwchradd/coleg (11-18)
• Ymyriadau: Hyrwyddo/addysg iechyd Neu Ymyriadau sy'n seiliedi
• Ymyriadau: Datblygiad emosiynol didactig
• Ymyriadau: Ymyriadau rhithwir a digidol
• Canlyniad: Canlyniadau llesiant cymdeithasol, emosiynol a med
• Canlyniad: Canlyniadau sy'n gysylltiedig ag ysgol ac academai
• Canlyniad: Eraill: canlyniadau anfwriadol/ economiadd

Math o Dystiolaeth

Adolygiad Sylfaenol NICE

Trosolwg

Dywed yr awduron:

"This underpinning review aimed to answer this review question "What principles or combination of principles of whole-school approaches to promote social, emotional and mental wellbeing in children in primary education are effective and costeffective?"

Argymhellion

Dywed yr awduron:

"The quantitative data found an improvement in behaviour in both primary and secondary education in terms of bullying and victimisation and in improvement in the school climate in terms of wellbeing. Qualitative data report that whole school approaches were found to have a positive effect on classroom and school culture but reports that relationships between pupils were not improved. The positive effect on school culture and sense of wellbeing could in part explain the reduction in bullying and victimisation, as could the finding that pupils were more aware of the support that was available to them within the whole school approach. The lack of improvement in relationships between pupils might also partly explain the lack of impact detected by the intervention studies on emotional distress and social and emotional skills.

The qualitative data provided a good level of information about the perceived barriers to the implementation of whole school approaches, both from the perspective of pupils and teachers.and although it is not possible to attribute a causal relationship, it seems likely that the barriers identified are part of the reasons that whole school approaches may be less effective than they could be. The qualitative evidence highlighted areas that could contribute to making whole-school approaches unsuccessful such as lack of staff buy in, lack of leadership investment etc. These factors could be partially responsible for some of the interventions that did not show an effect. The data from the qualitative studies also identified some perceived facilitators that may contribute to the success of whole school approaches. These included training and support for staff, leadership buy-in and consistency."