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What is WSA or WSCA?
A whole-school approach involves all parts of the school working together and being committed. It needs partnership working between senior leaders, teachers and all school staff, as well as parents, carers and the wider community.
Creating Partnerships
A whole-school approach involves all parts of your school or college working together, creating partnerships with senior leaders, teachers, school staff, parents, carers and the wider community.
It ensures that all people share the same attitude and use the same language, terminology and approach to situations, creating a solid foundation for children and young people (CYP).
Nurture the 'whole'
The whole school approach (WSA) to mental health and wellbeing encourages psychoeducation for the whole school community.
We know that you can't pour from an empty cup; teacher and staff wellbeing are just as crucial as pupil wellbeing, so from Mia the teacher or Grahame from the canteen to Elijah the Governor, we are in this together!
WSA recognises that nurturing children and young people as a whole creates resilient, critical thinkers who develop the capacity to support themselves and others.
Culture Shift
WSA is not just an extra thing to do or an add-on to your existing offering; it is a change in how your school works and communicates. By adopting the 8 principles regularly, this way of working becomes second nature.
This evolution takes time to implement and continuous development to maintain and improve. It is a journey worth embarking upon, a culture change that will benefit everyone who is a part of your school community now and in the future.
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The 8 Principles
The Whole School Approach has been broken down into 8 principles, informed by evidence (4,5,15,16), and practitioner feedback to identify what works, building upon what many schools and colleges are already doing across the country.
We give you the tools
This could seem a little daunting, but the Co.lab project themes are designed to link directly to the eight principles, guiding you step by step to plan, support, connect and integrate. So start with a simple theme identified from your Co.lab digital audit and take the first step on your Whole School Approach journey.
Already on your improvement journey? Showcase your project themes with other schools and colleges.
Trust the experts
Project themes and interventions are created by teachers, mental health experts and education mental health practitioners and approved by expert clinicians before appearing on the platform.
Some themes cleverly touch on all 8 principles, whilst others target your priority areas.
The Co.lab platform will suggest the best project themes for your school based on your usage data and feedback.
References
1. Durlak JA and others. ‘The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions’ Child development 2011: Volume 82, issue 1, pages 405-432
2. Public Health England. ‘The link between pupil health and wellbeing and attainment’ 2014. (viewed 14 July 2021).
4. NICE. ‘Social and emotional wellbeing in primary education’ London: 2008
5. NICE. ‘Social and emotional wellbeing in secondary education’ London: 2009
8. Department for Education and Department of Health. ‘Promoting the health and wellbeing of looked-after children: statutory guidance for local authorities, clinical commissioning groups and NHS England’ London: 2015
9. Department for Education. ‘Mental health and behaviour in schools: Departmental advice for school staff’ London: 2018
10. Department for Education. ‘Counselling in schools: a blueprint for the future: departmental advice for school staff and counsellors’ London: 2015 (Updated February 2016)
12. Public Health England. ‘COVID-19 mental health and wellbeing surveillance report, Chapter 7: Children and young people’ London: 2021
13. Department for Education. ‘Keeping children safe in education’ London: 2021 (Viewed 16 July 2021)
14. Department for Education, Department of Health. ‘Transforming children and young people’s mental health provision: a Green Paper’ London: 2017
15. Langford R and others. ‘The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement’ Cochrane database of systematic reviews 2014: volume 4
16. Weare, K. ‘What works in promoting social and emotional wellbeing and responding to mental health problems in schools? Advice for schools and framework document’ London: National Children’s Bureau 2015