1. Leadership for Wellbeing RTU Conference 28th April 2015 SHAUNA CATHCART

2. 2 Promoting EHWB in school What is involved?

3. What promotes EHWB in schools? 3 A four-part model for promoting EHWB in schools A structured & progressive explicit curriculum to teach the skills of social and emotional learning (SEL) Reinforcing the SEL skills across the curriculum A Positive Ethos – Relationships, Language & Environment Staff EHWB and Role- modelling

4. Social and Emotional Learning (SEL) A set of skills Skills such as managing our feelings, being able to deal with conflict, be assertive, set and achieve goals etc. contribute to our emotional health and well-being. Important Complementary Elements Emotional health and well-being (EHWB) A state …of acceptance of ourselves and our circumstances, which pertains even when we are faced with challenges in life. The skills of SEL (as well as our environment) contribute to our EHWB.

5. How do EHWB and SEL link to other Educational agendas? 5 WE CAN MAKE A DIFFERENCE

6. What promotes EHWB in schools? A whole-school approach to helping children achieve EHWB, including the ability to develop the social, emotional and behavioural skills that underpin effective learning positive behaviour good relationships employability success in its broadest sense. 6 A four-part model for promoting EHWB in schools A structured & progressive explicit curriculum to teach the skills of social and emotional learning (SEL) Reinforcing the SEL skills across the curriculum A Positive Ethos – Relationships, Language & Environment Staff EHWB and Role-modelling

7. The iceberg model Explicit Programme for pupil skills and curriculum reinforcement Teacher skills (and ability to act as role models) ETHOS

8. Element 1: A positive ethos Key characteristics of a Positive Ethos -Relationships -Language -Environment  Physical  Social  Emotional 8 A structured & progressive explicit curriculum to teach the skills of social and emotional learning (SEL) Reinforcing the SEL skills across the curriculum Staff EHWB and Role-modelling

9. The importance of ethos They will forget what you said They will forget what you did But they will never forget the way that you made them feel (Maya Angelou)

10. Ethos and learning it is difficult to: Pay careful attention Focus and concentrate Generate creative ideas Work well in a group Be motivated Overcome difficulties Take a risk Keep going, despite frustration Bounce back after a setback Remember learning If we are feeling Cross Frustrated Scared Anxious Stressed Embarrassed Pre-occupied or if we do not feel emotionally safe…

11. Of all the keys to effective learning that research throws up, it is the ‘state’ that we are in when we learn which comes through time and time again as the single most important factor in the learning process. Working memory is disrupted by ‘neural static’. It has a finite capacity and if concerned with processing strong emotions, it cannot be freed up to deal with other cognitive information. Ideal states for learning …

12. The Key Elements of building a positive school ethos A Positive Ethos Relationships Language Environment

13. Element 1: A Positive Ethos Relationships 13 People don’t care how much you know until they know how much you care… John C. Maxwell The quality of teacher-student relationship has been shown to be one of the most significant factors influencing student-learning outcomes (Cornelius-White (2007),Hatie (2009),Rowe (2001)

14. The importance of relationships (feelings of belonging, connection and being valued) The quality of teacher- student relationship has been shown to be one of the most significant factors influencing student-learning outcomes (Cornelius-White(2007;Hatie 2009;Rowe 2001)

15. Language 15 Element 1: A Positive Ethos A warm smile is the universal language of kindness William A. Ward Words can heal or hurt, and it only takes a few seconds to prove this neurological fact’ Newberg & Waldman (2102)

16. ETHOS Element 2: Language What is the impact of ethos? -Language 16 Three tools to ensure the language we use contributes to a positive ethos

17. THREE things we can do differently John Smyth you are just so unbelievably rude. Don’t you dare do that again in my class 1.Relate correction or criticism to the behaviour, not the person 2.Use I-messages (‘magic messages’) 3.Use positive phrasing instead of negative

18. Element 3: Environment What is the impact of ethos? -Environment © RTU and Barnardos18  Physical  Social  Emotional

19. There is no such thing as a neutral ‘ Everybody and everything around the school adds or subtracts from, the process of being a beneficial presence in the lives of human beings, personally and professionally’ (Fundamentals of Invitational Education Purkey & Novak 2008) Element 3: Environment

20. The Physical Environment Welcoming notices Displays celebrating individuals, encouraging a sense of belonging Safe places in playground Buddy stops Making-up corners Playground games and equipment

21. The Social Environment Quality of relationships Explicit activities to help pupils to get to know and trust each other (E.g. clubs, group activities) Celebration of pro-social behaviours and attitudes Whole-school events (assemblies) and fostering of class/ school as a community

22. The Emotional Environment The three key areas: Need to be safe Need to belong Need to feel valued

23. Element 2: Staff modelling 23 The way (children) are treated and the examples they are set by their peers and by adults (are) almost certainly the strongest influences on how they will treat others, their environment, and develop respect for themselves. Sir Jim Rose, CBE A structured & progressive explicit curriculum to teach the skills of social and emotional learning (SEL) Reinforcing the SEL skills across the curriculum A Positive Ethos – Relationships, Language & Environment Staff EHWB and Role-modelling

24. Do we ‘walk the talk’? What we teach students…  Don’t let your anger control you!  Know your triggers  Recognise the signs that you are getting angry  Calm yourself down  Don’t escalate the situation by raising your voice, standing too close, using aggressive body language, interrupting, refusing to listen… Do not worry that they do not seem to listen to a word you say, worry that they are watching everything you do! If you are not modelling what you teach, you are teaching something else!

25. DVD Teacher losing It

26. Our own EHWB matters ! Achievement of pupils linked to staff EHWB The importance of promoting pupil EHWB. Can we do it if our own EHWB is not good?

27. How is is your own EHWB right now? Individual Exercise How stressed out are you? Plot yourself on a scale of 1-10 1 =Calm & relaxed 10 =Stressed-out

28. What impacts on our stress levels in school ?

29.  A major impact on the EHWB of staff in our schools  Staff EHWB directly impacts upon pupil EHWMB Stress

32. Why it matters. The effect of Stress on performance Extreme stress inhibits performance as stress chemical paralyses areas of learning and cortical processing slows down. Mild to moderate amounts stimulate more brain activity and the production of more connections in areas of learning.

33. What impacts on our stress levels in school? There are factors at three levels that impact on stress levels within schools. These are: LEVEL 1: Leadership and management styles LEVEL 2: The extent to which the community culture supports us in feeling safe, valued, and connected (that we belong). LEVEL 3 : Our personal work-life balance and actions we take to promote our own EHWB

34. LEADERSHIP & MANAGEMENT Managing workload and resources Dealing with work problems Planning and organising Empowerment Participative approach Development Accessible/visible Health & safety Feedback Managing conflict Expressing & managing emotions Acting with Integrity Friendly style Communication Taking responsibility Knowledge of job Empathy Seeking adviceHSE Management competency framework

36. The Law Of Initiative Fatigue ‘ The latest priority diminishes the time, resources and emotional energy that are devoted to the previous priorities’ Douglas B. Reeves (2011:pg 6) ‘ When everything important, then nothing is important ’ Douglas B. Reeves (2011:pg 36)

37. Level 2: Community Culture How can we as a school community promote Feelings of emotional security and safety? A sense of belonging? A sense of being cared for and valued by others?

38. Level 2: Community Culture: Case study ½ Day INSET on staff EHWB Training in conflict management A staff room to relax in… Staff meetings start with refreshments, a minute to prepare, a check-in and end with a compliment. Feelings check in Shared lunches Birthday treats Buddy system Staff car valeting Ironing service Indian head-massage! Team-building opportunities (SEL activities for staff!)

39. Level 3: Personal work life balance/What we can do for ourselves What can we do? We need to recognise when we are becoming stressed. Don’t leave it too late! Identify the sources of our stress-. Take stock and make changes to our lives –e.g. use the ‘wheel of life’ Learn from research on happiness! Get help

40. Psychological Fitness E +R=O

41. Are you getting the changes you want? If you regularly rest your mind upon worries, self-criticism and anger then your brain will gradually take the shape-will develop neural structures and dynamics of –anxiety,- low sense of worth,and prickly reactivity to others. On the other hand,- if you regularly rest your mind upon,- for example,- noticing you’re all right,- right now,- seeing the good in yourself,- and letting go …….. then your bran will gradually take the shape of calm strength,- self-confidence,- and inner peace (pg 3) Rick Hanson- ‘Just ONE thing’

42. Ask yourself What do I want? What am I not paying attention to in my life right now? What is the easiest first step I can take in the direction I want? Making changes: Using the ‘wheel of life’

43. Build in ‘me time’ to your busy schedule Seek and build a ‘support team’ Practice mindfulness Reframe negative thinking Keep a ‘gratitude journal’ Seek support What does research on happiness tell us about minimising stress?

44. Reframe your negative thoughts (your internal commentary) Are your thoughts stopping you in your tracks? Get going again!

45. Reframe those negative thoughts! I CAN’T do this I am NOT good enough I CAN’T cope This job is TOO MUCH for me Everyone else is BETTER THAN ME I CAN do this I am GOOD ENOUGH I am doing the best I can I am STRONG and I can deal with this This too will pass. I am CALM and RELAXED

46. RESILIENCE IN CHALLENGING TIMES Challenges Resources

47. PREPARING SCHOOL PRINCIPALS TO BE EFFECTIVE LEADERS Education and Training Inspectorate Recommendations arising from the review R3 The need to investigate the implications of introducing the principles of review and renewal of leadership. Serving Principals are clear that once appointed, their need for support while in post and their need for career development continue unabated. One they are trained and appointed, while evidently satisfying the standards, they require continuous professional development, including the need for continued mentoring, coaching and counselling.

48. Seek Out Support Coaching Counselling Clustering Mentoring

49. ELEMENT 3: An explicit curriculum to teach the skills of social and emotional learning (SEL) The evidence demonstrates that the skills of SEL will not be simply ‘caught’. They need to be explicitly taught through a structured and progressive curriculum What are the key areas of social and emotional learning? One model: – Self awareness and self-valuing – Managing our feelings – Motivation – Empathy – Social skills (within each area, there are a number of sub-skills) 49 A structured & progressive explicit curriculum to teach the skills of social and emotional learning (SEL) Reinforcing the SEL skills across the curriculum A Positive Ethos – Relationships, Language & Environment Staff EHWB and Role-modelling

50. Some of the SEL Programmes Available 50

51. Element 4: Reinforcement Isn’t it enough to just teach the skills? If you are wearing a watch, take it off and place it on the other wrist….. 51 A structured & progressive explicit curriculum to teach the skills of social and emotional learning (SEL) Reinforcing the SEL skills across the curriculum A Positive Ethos – Relationships, Language & Environment Staff EHWB and Role-modelling

52. What Does an EHWB/SEL promoting school look? 52

53. Your Choices?

55. Thank You