1. 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

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

3. 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 The Stress Container

4. 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

5. 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)

6. 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

7. Emotions and Resilience High Energy Negative Emotions
Positive Emotions
Low Energy

8. 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

9. 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

10. 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

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

12. Next Steps www.publichealthdorset.org.uk/whole-school-approach/
Needs
Options
Partnerships
Budget requirements
Proposal
Next Steps  
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