During the develop stage, your workplace should reflect on the root causes of the issues to be addressed. Your workforce may want to prioritise those that will have the greatest impact and that can be resolved.
People generally support what they help to create so, to achieve success in any activity, it is critical to involve all members of the workforce.
You may decide to ask dedicated teams and/or champions to work on developing solutions. These solutions should be realistic, desirable and achievable. Remember that communication across the school is vital as solutions evolve to ensure sustainable improvements.
The deepen section identified a number of Healthy Schools approaches to promoting the emotional health and well-being of the workforce. The following presentation highlights practical ideas on how to achieve these approaches.
Social and emotional aspects of learning (SEAL)
What is the importance of SEAL for adults?
An effective whole-school approach to promote social and emotional skills takes the needs of pupils and staff seriously because:
- evidence from the United States shows that programmes which include staff development and education are more likely to have an impact on pupil behaviour than those that do not
- social and emotional skills are as central to the performance and emotional well-being of staff as they are to the learning and well-being of young people
- teaching is fundamentally a social activity – staff need high levels of social and emotional skills to do their job effectively, and having higher levels makes the job more enjoyable and manageable. These skills contribute to staff well-being, and thus to staff retention; they help to lower levels of stress, and reduce time off work and premature retirement.
The development of pupils’ social and emotional skills involves both the formal and the informal curriculum, and it is therefore important that aspects of planned professional development include all school personnel, including lunch time supervisors, cover supervisors, administrative staff, technicians and any other staff who have direct contact with pupils.
SEAL and school improvement
"Staff will need to be trained in social and emotional skills in order to be professionally effective – it is obvious that staff will need these skills in order to help students to develop them ... experience has shown that improvement in staff well-being and stress reduction are two features of its success.”
SEAL: a convincing engine for school improvement – Neil Parry
The HSE offers, within the management standards steps 3-5, advice and guidance on how to develop and deliver solutions. This guidance offers support with running focus groups, developing practical solutions for problematic problems, forming an action plan (with a template provided), involving staff and feeding back. The website also offers valuable information on monitoring and reviewing against the action plan and evaluating the effectiveness of solutions.
The County Council also have resources developed to support both individuals in understanding and managing their own stress and for managers in taking responsibility for the stress of their staff.
Please see the following information for further detail:
Occupational Health also offer the opportunity to have a stress workshop. Further detail can be found on the Health and Well-being Team pages
the Employee Support Line can offer staff with support in personal stress management and counselling
an e-learning managing stress package is available to all staff via the Learning Zone.
Workforce rights and responsibilities
The WoW Team have developed a well-being traffic light self-audit tool, which is currently being piloted in Hampshire schools, to support evaluation of staff perception in respect of receipt of their rights and responsibilities. Once schools have used this tool with their staff, they will be able to ascertain if there are particular areas that staff believe need addressing.
For more information on this tool, please contact email@example.com.
Research has been undertaken on the national rights, respects and responsibilities (RRR) strategy, including some evaluation on the impact on school staff, not just the pupils.
"In essence, when children are behaving in a socially responsible, rights respecting way in the classroom ... teachers have improved relationships with the pupils and a greater sense that their teaching is effective"
You can read the full report and Research Summary on Hampshire's RRR pages.