Emotional Health and Wellbeing through Physical Activity Whole School Approach Hinkley et al, 2017; Lubans et al, 2016; Eime et al, 2013; Biddle & Asare, 2011; Ross et al, 2010

Building vision and partnership Health and Care system influence on health across four work streams: Starting Well Living Well Ageing Well Healthy Places

Why is this important? stress in Container fills and overflows = ‘emotional snapping’ No coping strategies = tap blocked and container fills Coping strategies = tap working = stress out Source: MHFA England 2017 - The Stress Container

Whole School Approach Builds scale or increases pace of change Develops sustainable ways of working (potentially match funded) Builds partnership and engagement Demonstrates what works through robust evaluation

Prevention at Scale and Sustainability Whole School Approach, Prevention at Scale and Sustainability “a whole school approach is cohesive, collective and collaborative action in and by a school community that has been strategically constructed to improve student learning, behaviour and wellbeing, and the conditions that support these” (Department of Education 2009)

Logic Modelling and Development of Outcomes INPUTS ACTIVITIES OUTPUTS Short Term OUTCOMES Medium Term Long Term The resources being put in to the project What is happening to support the project moving forward Aimed for results from the INPUTS & ACTIVITIES Aiming to achieve in a shorter period from the OUTPUTS Aiming to achieve from the Short Term Aiming to achieve in the long term…the future ambition! Improved mental health of children and young people, with reduced referrals to wellbeing support Children and young people who have improved awareness of ways to manage stress and achieve calm To transform the wellbeing of children and young people through increased engagement of physical activity, including sport and PE, to become keen active adults

Emotions and Resilience High Energy Negative Emotions Positive Emotions Low Energy

High Energy Low Energy Surviving Zone Negative Emotions Defiant Incensed Anxious Impatient Annoyed Irritable Fearful Envious Angry Worried Defensive Frustrated Thriving Zone Excited Proud Happy Astonished Engaged Optimistic Eager Receptive Enthusiastic Confident Challenged Negative Emotions Positive Emotions Burnout Zone Exhausted Sad Empty Tired Hopeless Depressed Recharge Zone At ease Calm Peaceful Reflective Carefree Low Energy

Requirements More than further PE or sport curriculum time or clubs Creatively working (possibly with a range of partners) Innovative and creative to meet the individual needs of the school community Opportunities for physical activity, integrated within the school day which demonstrably impact on emotional health and wellbeing Inclusive for all abilities and levels of interest to make it easy to participate within everyday routines Explore low and high impact physical activity used as a tool to manage anxiety or stress and to increase students’ own ability to experience calm and positive wellbeing Include staff, children or young people, parents and carers, and school governors in the considerations, design and development

Identifying School Community Needs using your own school knowledge and data, exploring thoughts of the school community (staff, parents/ carers, students, governors) exploring opportunities and needs to work with neighbouring schools or other settings using support from your named team within the Public Health School Nursing service and the knowledge and information they have

Process Evaluation… …and Self-Monitoring M E L P HWB Monitoring Wheel

Next Steps www.publichealthdorset.org.uk/whole-school-approach/ Needs Options Partnerships Budget requirements Proposal Next Steps www.publichealthdorset.org.uk/whole-school-approach/  www.publichealthdorset.org.uk/whole-school-approach/ Submission deadline: Monday 5th November 2018 Notification of funding approval: Monday 26th November 2018. Thursday 4th October 2018 4:30-6:30pm Queen Elizabeth’s School, Wimborne