1. Professor of Education St Mary’s University, Twickenham
Wellbeing for All
Anna Lise Gordon
Professor of Education
St Mary’s University, Twickenham
UCET 6 March 2018

2. Two-pronged approach Wellbeing of trainees Recruitment onwards
Tutorial provision
Lectures and workshops
Reducing workload
Wellbeing of pupils
Professional Studies provision
Enrichment provision
Cross-curricular café

3. Wellbeing of trainees Recruitment onwards … Interview question
Pre-registration module (e.g. e-safety)
Pre-course support
… and beyond to NQT+

4. Tutorial provision Three formal tutorials per year
Explicit focus on wellbeing in each one

5. Lectures and workshops
September lecture: Introduction to resilience as a teacher January lecture: Managing workload and relationships June workshop: Transition from trainee to NQT

6. Reducing Workload
Teacher Resilience and Wellbeing Research Cluster Constant cycle of review and streamlining in consultation with school partners Importance of trainee voice ‘If the hours spent do not have the commensurate impact on pupil progress: stop it’

7. Wellbeing of pupils
Briner, B. and Dewberry, C. (2007) Staff wellbeing is key to school success, Worklife Support Ltd Gu, Q. and Day, C. (2013) ‘Challenges to teacher resilience: conditions count’, British Educational Research Journal, Vol.39, No. 1:

8. Professional Studies provision
Spiral approach to curriculum design
Lectures with ‘experts’
Mixed subject PS workshops to complement lecture input
Relevant readings on VLE
Mirrored in PS provision on placement

9. Enrichment provision First Aid course
Partnership with Autism Education Trust
Two-week placement in SEND setting
Coming soon … Introduction to Mental Health First Aid

10. Cross-curricular café
2018 ‘Valuing Diversity’ themes:
Mental Health
Looked after children
LGBT+
Race and diversity

13. Next area for development …
Wellbeing of ITT colleagues ‘How in a world of disintegration and constant renewal – a continuum, a world of flow – one must find one’s own rhythm exactly by recognising the incompleteness of the melody.’ (Foden, 2010: 315)