The link between pupil health and wellbeing and attainment

The link between pupil health and wellbeing and attainment

Public Health England briefs headteachers, governors and staff in education settings about ‘The link between pupil health and wellbeing and attainment’. Key points from the evidence show that health and wellbeing, including social and emotional competencies, improve educational attainment. This can also be benefited by the culture and environment of the school itself, and as such schools have a duty to promote pupil wellbeing in and of itself and for improvements in education.

There is a cycle of benefit to this as academic success goes on to improve children’s satisfaction with life and further benefit wellbeing in later life. Furthermore, overall wellbeing impacts behaviour and engagement in school, leading to better or worse attainment from this.

Programmes in school to improve social and emotional competencies, as well as wellbeing, have the potential to develop skills for academic progress, as these have been found to determine attainment more so than IQ. Higher academic scores also applies for those who are more physically healthy in terms of aerobic fitness.

This research has been supported by Ofsted assessments, which further states that schools that achieve better results for personal, social, health, and economic education (PSHE) are more likely to be graded as outstanding overall. The report also references the benefit of breakfast clubs in order to ensure that all are ready to learn in terms of short-term cognition and memory. This demonstrates the gains of education embodying a whole school approach.

“Healthy children are happy children and happy children do better at school. If we spend more time ensuring that pupils are healthy and happy we will not need to spend as much time on their academic progress, which will take care of itself.

All Evolve programmes have been built upon this principle and partner schools have seen the benefit of this holistic approach to education and child development. It is surprising that this important report is not common knowledge amongst the majority of school leaders and I encourage all schools to review the evidence base it describes.”

– John Bishop, Managing Director

To read the full report, click here.