Sue Roffey
University College London, Clinical, Educational and Health Psychology, Department Member
- University of Cambridge, Institute of Wellbeing, Department MemberWestern Sydney University, School of Education, Adjunctadd
- My main interest is in whole-child, whole-school wellbeing so all students can enjoy school, love learning and thrive... moreMy main interest is in whole-child, whole-school wellbeing so all students can enjoy school, love learning and thrive in life. We need an education system that values diversity, focuses on strengths and acknowledges all - including teachers. My interest in behaviour is what works in turning kids around, not just managing them and this is reflected in many publications. Much of this is to do with connection and the quality of relationships. My research includes parents' experiences in schools, how schools become emotionally literate, a pedagogy for social and emotional learning - how young people learn about healthy relationships and a scoping study on student wellbeing for the Australian government. I have been involved with the Aboriginal Girls Circle, an intervention aimed at increasing confidence, resilience and positive relationships in Indigenous young women in regional Australia and am now researching the usefulness of Circle Solutions and the ASPIRE principles and pedagogy for social and emotional learning. Although now based primarily in the UK rather than Australia I am working with schools and universities across the world. Currently exploring funding for an international project on teaching and learning 'shared humanity'.edit
This is the author accepted manuscript. The final version is available from the British Psychological Society via the link in this record
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Positive psychology has much to offer in exploring ways to increase well-being. Relationships are a highly significant part of our world and make a great difference to how we see ourselves and others, our sense of meaning and purpose, our... more
Positive psychology has much to offer in exploring ways to increase well-being. Relationships are a highly significant part of our world and make a great difference to how we see ourselves and others, our sense of meaning and purpose, our engagement and the positive feelings we experience. When they work well, relationships help deepen and expand the good times, support us in adversity and lead to greater efficacy in learning and working environments. Sadly, many relationships do not go well and cause much distress to individuals, families and society. Traditional abilities and intelligences do not always extend to our interactions with others. What does the science of positive psychology say about the ways in which relationships add to the meaning and quality of our lives and what enables positive relationships to develop and flourish? This book brings together authorities in the field of relationships across different contexts and dimensions with a focus on how we can promote interactions that enhance well-being. Authors are a mix of academics and experienced practitioners so that evidence-based practice is also supported by practice-based evidence. This chapter introduces the rationale for a book on positive relationships and why, in the twenty-first century, it is even more important to disseminate the evidence of what helps people live, work and learn together well.
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This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
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This chapter reviews mindfulness in education and presents its role in the context of holistic well-being and a whole-child approach. We discuss the diverse initiatives and pedagogies of mindfulness in education around the world and... more
This chapter reviews mindfulness in education and presents its role in the context of holistic well-being and a whole-child approach. We discuss the diverse initiatives and pedagogies of mindfulness in education around the world and present their potential contributions to students and teachers. Research outcomes, empirical findings, and synergy with positive education are examined.
Research Interests: Positive Psychology, Education, Psychotherapy, Counseling Psychology, Positive Organizational Scholarship, and 15 moreOpen Access, Psychotherapy and Counseling, Resilience, Educational Psychology, Emotional Development, School Psychology, Pedagogy, Positive Youth Development, Educational Philosophy, Positive Education, Flourishing, Creative Learning, Positive Emotions, Playfulness, and Mindfulness in Education
A sense of connectedness is increasingly recognised as a protective factor in resilience and well-being (Benard, 1991; Blum, 2005; Libbey, 2004). This paper reviews some of the international literature on belonging, especially within the... more
A sense of connectedness is increasingly recognised as a protective factor in resilience and well-being (Benard, 1991; Blum, 2005; Libbey, 2004). This paper reviews some of the international literature on belonging, especially within the school context, and explores the important distinction between those school communities that are inclusive and facilitate participation for all students and those that maintain an exclusive position that regulates who may belong and who may not, who is valued and who is marginalised. This is set within a broader socio-political context. This paper addresses some of the beliefs and behaviours that promote healthy and inclusive relationships and puts forward a case for building inclusive school communities. Effective school and classroom practices are illustrated in the findings of a small study on Circle Solutions. This is a philosophy and pedagogy that aims to enhance the relational quality in a school and promote a sense of inclusive belonging. Our...
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with changing emphasis. The focus on subjective well-being where people feel good and function well grew out of a ‘health and well-being’ perspective. There has been some justifiable criticism of what has been labelled ‘happyology’ and... more
with changing emphasis. The focus on subjective well-being where people feel good and function well grew out of a ‘health and well-being’ perspective. There has been some justifiable criticism of what has been labelled ‘happyology’ and the narrow focus on subjective well-being is slowly being replaced by a broader view that also encompasses issues of equality and the qualities of organisations and communities (Barnes & Roffey, 2014; Prilleltensky & Prilleltensky, 2006), and indeed whole societies (Burns, 2010; Wilkinson & Pickett, 2010). Positive psychologists now routinely discriminate between hedonistic well-being (briefly conceptualised as feeling good) and eudaimonic well-being (having virtue, doing good). There is recognition that well-being is the outcome of complex and interactive predispositions, experiences, processes and values. This is in constant ebb and flow in a nested ecological framework from the microlevel – what happens in the everyday – to the macro level – socio-...
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This is the author accepted manuscript. The final version is available from the British Psychological Society via the link in this record
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Educators are increasingly aware that the efficacy of social and emotional learning (SEL) is dependent on implementation factors, not j ust program content. These include the philosophy underpinning an intervention, the be liefs as well... more
Educators are increasingly aware that the efficacy of social and emotional learning (SEL) is dependent on implementation factors, not j ust program content. These include the philosophy underpinning an intervention, the be liefs as well as the skills of facilitators, and the classroom/whole school contex t in which the intervention takes place. This article outlines the philosophy and ped agogy of Circle Solutions and presents findings from research where 18 undergraduate students supported and developed ‘Circle Time’ in 8 Greater Western Sydney primary schools for a university module on community service. The study indicates that when th ere is full teacher participation within the principles of the Circle philosophy, tog ether with active school support that promotes relational values, the learning outcomes f or positive relationship building are more sustainable.
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Aim: To evaluate the impact and process of introducing Circle Solutions (Circles) in six primary schools. Rationale: Many frameworks for social and emotional learning (SEL) aim to develop individual skills. Circle Solutions is based on a... more
Aim: To evaluate the impact and process of introducing Circle Solutions (Circles) in six primary schools. Rationale: Many frameworks for social and emotional learning (SEL) aim to develop individual skills. Circle Solutions is based on a collective approach with a specific pedagogy. This paper explores the impact that Circle Solutions have on belonging and inclusion. Method: Teachers in six primary schools were trained in Circle Solutions and asked to run the intervention once a week for up to six months, with three additional schools providing a waitlist control condition. A mixed-method approach was used to evaluate changes in pupils social-emotional skills, behaviour and connectedness. Five teachers completed the Teacher Attitudes to Social Emotional Learning survey (TASEL) prior to and following the intervention. 157 pupils completed a modified version of the California Healthy Kids Survey (CHKS) plus two open-ended questions. Findings: Although quantitative findings did not ind...
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Introduction The Legal Context Roles & Responsibilities: Who Does What? Early Identification & Communication with Parents & Carers Joint Planning for Children with Identified Needs In-school Communication Issues Affecting Collaboration.
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This article looks at the importance of connectedness in the lives of children and young people and what this means for promoting both individual resilience and healthy communities. The focus is specifically on the role of education in... more
This article looks at the importance of connectedness in the lives of children and young people and what this means for promoting both individual resilience and healthy communities. The focus is specifically on the role of education in helping students feel a sense of inclusive belonging in school and what teachers can do to enhance positive and healthy relationships. The article outlines the impetus for focusing on these issues in Australian education together with recent research that argues for an ecologic al framework in which authentic belonging is embedded across all parts of a school system. It gives specific examples of how connectedness is being developed in schools and educational jurisdictions across the country.
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LTHoUGH MoST PUPILS have access to the emotional and social resources that facilitate their learning and development, significant numbers of children and young people in the UK do not. Many are either living with chronic adversity or... more
LTHoUGH MoST PUPILS have access to the emotional and social resources that facilitate their learning and development, significant numbers of children and young people in the UK do not. Many are either living with chronic adversity or experiencing times of acute stress, such as family breakdown and trauma. It is pupils most at risk whose behaviour often gives cause for concern. Defiance, disengagement and disruption are issues that undermine academic excellence across a whole school and need to be addressed for the benefit of all. Educational psychologists’ work in supporting these pupils, their teachers, schools and families often takes place in contexts that require them to balance complex and conflicting demands and needs. This paper advocates putting protective factors at the forefront of conversation and intervention. The adversities children and young people are currently experiencing Table 1 provides a summary of serious risks and challenges facing many children and young peop...
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institutions that deliver a package of knowledge and skills to a homogenous group of students. They are diverse communities with a wide range of physical capital (buildings, books and other resources), human capital (knowledge and skills)... more
institutions that deliver a package of knowledge and skills to a homogenous group of students. They are diverse communities with a wide range of physical capital (buildings, books and other resources), human capital (knowledge and skills) and social capital (relationships and connections between people). There is now a strong body of evidence (Blum & Libbey, 2004; Plagens, 2011) to support the notion that social capital – defined here as expectations and interactions that promote trust, respect, value, and collaboration – impacts significantly on the quality of the learning environment and specifically the wellbeing of both students and staff. A survey by Wellbeing Australia (December, 2011) found that of 466 respondents, 85.9 per cent, strongly agreed and a further 12.1 per cent agreed that a focus on student wellbeing enhanced an effective learning environment and 74.5 per cent strongly agreed and a further 21.9 per cent agreed that a focus on teacher wellbeing also promotes stude...
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School belonging is associated with a range of positive educational and developmental outcomes, including psychosocial health and wellbeing, prosocial behaviour and academic achievement, and transition into adulthood. However, an... more
School belonging is associated with a range of positive educational and developmental outcomes, including psychosocial health and wellbeing, prosocial behaviour and academic achievement, and transition into adulthood. However, an increasing number of students worldwide report not feeling a sense of belonging to their school. There is growing research evidence that strong student–teacher relationships can promote school belonging, however creating these relationships within highly complex educational systems can be challenging. Further, only a few interventions focusing specifically on belonging that are available in schools have been found to be effective. This chapter highlights the importance of teacher support for a student’s sense of school belonging, discusses challenges associated with student–teacher relationships, and points to strategies for building strong relationships. We highlight the role that school leaders play in fostering strong relationships, and consider extensio...
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Pre-school experiences development and behaviour perspectives the needs of the teacher the needs of children feeling comfortable, feeling confident co-operation with the group dealing with conflict the hard to manage child.
Having positive, healthy relationships is one of the pillars of authentic well-being. All of us want to feel connected, valued, and have reliable alliance—people we can turn to when times are tough and who will also share the good times.... more
Having positive, healthy relationships is one of the pillars of authentic well-being. All of us want to feel connected, valued, and have reliable alliance—people we can turn to when times are tough and who will also share the good times. Although many are doing well and shared humanity is still on the agenda, modern day society is experiencing a relationship crisis—family breakdown, high levels of bullying, narcissism, and self-interest, lack of empathy towards those in difficulty and unskilled interactions in many roles both at work and at home. Unless we actively intervene in education, children may learn unhealthy relationships from what they see and hear around them, including in the media. For the well-being of young people now and also for future generations we need to pay attention at a universal level to the two critical pillars of education: ‘learning to be’ and ‘learning to live together’. This chapter outlines a philosophy and effective pedagogy for this learning based in the ASPIRE principles (agency, safety, positivity, inclusion, respect, and equality) alongside practical examples of how these might translate into the classroom for students of all ages. The ‘twelve dimensions’ of social and emotional learning that are briefly outlined here include the need for a congruent context and what this means within a school.
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Reis and Gable (2003) consider that relationships may be the most important source of life satisfaction and wellbeing. The quality of our relationships at work matters not only for our ability to flourish personally, but is also likely to... more
Reis and Gable (2003) consider that relationships may be the most important source of life satisfaction and wellbeing. The quality of our relationships at work matters not only for our ability to flourish personally, but is also likely to enhance our sense of achievement. Proactive interventions to promote high levels of social capital across all levels of an organization can add value to business outcomes and embed the economic success of enterprises. Our lives at work have changed dramatically, especially since the advent of digital communications. What people do, how they do it, the influence of technology, globalization, and female education have altered both our relationship with work and consequently relationships at work. The first section of this chapter sets the scene by addressing this changing nature of work: What does work now mean in the context of people’s lives? There are cultural differences but also many global similarities. The chapter then examines the multiple relationships people have at work – with colleagues, clients, and management – and how the changing relationship with work is influencing a new paradigm for relationships at work. The section concludes with a summary of wellbeing in the workplace and how positive psychology research is defining practices that enable people to flourish at work. The second section provides a rationale for the development of positive practices. Why is it valuable for both individuals and for the organization? What motivates people to give of their best, to work collaboratively with others? What is the place of positive relationships in the bigger picture of productivity? The third section describes the practices of positive relationships. How can we grow social capital in an organization and what is the place of relational values and emotional literacy? What enables people to feel they belong and their contributions are valued? How do people learn to work effectively together and deal constructively with difference and conflict? The chapter concludes by exploring what further research is needed to help better understand positive relationships at work
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Positive psychology has much to offer in exploring ways to increase well-being. Relationships are a highly significant part of our world and make a great difference to how we see ourselves and others, our sense of meaning and purpose, our... more
Positive psychology has much to offer in exploring ways to increase well-being. Relationships are a highly significant part of our world and make a great difference to how we see ourselves and others, our sense of meaning and purpose, our engagement and the positive feelings we experience. When they work well, relationships help deepen and expand the good times, support us in adversity and lead to greater efficacy in learning and working environments. Sadly, many relationships do not go well and cause much distress to individuals, families and society. Traditional abilities and intelligences do not always extend to our interactions with others. What does the science of positive psychology say about the ways in which relationships add to the meaning and quality of our lives and what enables positive relationships to develop and flourish? This book brings together authorities in the field of relationships across different contexts and dimensions with a focus on how we can promote interactions that enhance well-being. Authors are a mix of academics and experienced practitioners so that evidence-based practice is also supported by practice-based evidence. This chapter introduces the rationale for a book on positive relationships and why, in the twenty-first century, it is even more important to disseminate the evidence of what helps people live, work and learn together well.
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meetings. In their brief Afterword, the editors repeat that their aim was not ‘to add to the rich collection of theoretical literature that already exists ... [but] ... to present a ‘tool-kit’ combining descriptions of the practice of... more
meetings. In their brief Afterword, the editors repeat that their aim was not ‘to add to the rich collection of theoretical literature that already exists ... [but] ... to present a ‘tool-kit’ combining descriptions of the practice of therapy with study guidelines or questions to support therapists beginning their work in schools ...’ (pp. 230–231). This they have done, but while the book may not contribute to the discipline of psychotherapy per se, it is actually rich in theory. Indeed, its success is in no small measure due to the way that the relevant theory is established in the early chapters and consistently and thoughtfully applied in the more practical sections that follow. This book will be of immense value to trained therapists preparing to work in schools. It is not, of course, a ‘DIY’ manual for the untrained; though as a resource for initial training and continuing professional development, it is highly commendable. If I have a reservation at all, it is that the complexities of dealing with confidentiality when working with young people, especially those at risk of abuse and self-harm, have not been examined as fully as they might. But that is a minor reservation about what I feel to be in all other respects, an excellent contribution to the field.
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School connectedness is increasingly identified as significant for enhancing young people's resilience, prosocial behaviour and learning outcomes (Benard, 2001; Libbey, 2004; Cunningham, 2007). Connectedness encompasses how students... more
School connectedness is increasingly identified as significant for enhancing young people's resilience, prosocial behaviour and learning outcomes (Benard, 2001; Libbey, 2004; Cunningham, 2007). Connectedness encompasses how students feel at school, ...
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This article has two broad objectives: (a) It reviews the theoretical and practical literature on the use of games to facilitate social and emotional learning (SEL). (b) Based on this review, it argues that games are a powerful way of... more
This article has two broad objectives: (a) It reviews the theoretical and practical literature on the use of games to facilitate social and emotional learning (SEL). (b) Based on this review, it argues that games are a powerful way of developing social and emotional learning in young people. In addition, we draw on our collective experience as educational psychologists to identify effective practice when using games to teach SEL. The social and emotional skills needed to play successfully with others are those needed to succeed at work and in adult life. Prosocial skills involve regulating negative emotions, taking turns and sharing, support orientations to others that are fair, just, and respectful. The natural affiliation between children, play, and the desire to have fun with others makes games an ideal vehicle for teaching SEL. Circle Time games are used to support universal programs for teaching SEL to whole classes. Therapeutic board games provide an effective intervention for...
Research Interests: Psychology, Cognitive Science, Resilience, Educational Psychology, Pedagogy, and 15 moreGame Based Learning, Young People, Interpersonal Relationship, Prosocial Behavior, Cooperation, Experiential Learning, Cooperative Learning, Social Development, Teaching Methods, Facilitation, Personality Traits, Social and emotional learning, Simulation and Gaming, Debriefing, and Cooperative game
If anyone needs positive education, it is young people who struggle with adversities in their lives and for whom the school may be their only place of refuge, stability, and welcome. Students who experience challenging life events often... more
If anyone needs positive education, it is young people who struggle with adversities in their lives and for whom the school may be their only place of refuge, stability, and welcome. Students who experience challenging life events often do not learn or behave well at school, and as a consequence may be marginalised, punished, or even excluded. These pupils then learn that they are unwanted and worthless. This can have a far-reaching impact not only on these young people, but also on others at the school and our future communities. This chapter outlines major issues that young people are facing across the world, associated outcomes, protective factors, and how schools can help. We include case studies at the school, city, and community levels, describing actions to address the needs of disadvantaged students and the impact these are having, illustrating specific aspects of positive education that can make a difference and may help to break negative intergenerational cycles. What we h...
Implementation is the process by which interventions are put into practice and is critical to outcomes. Issues related to implementation for social and emotional learning (SEL) have largely focused on fidelity to the programme, dosage,... more
Implementation is the process by which interventions are put into practice and is critical to outcomes. Issues related to implementation for social and emotional learning (SEL) have largely focused on fidelity to the programme, dosage, clarity of guidance and the characteristics of the facilitator, although attention has also been paid to multi-level factors within an ecological system. The primary emphasis, however, has been on „what‟ should happen, rather than „how‟. Both content and process matter for both access and addressing difference. This paper details the ASPIRE principles and pedagogy for SEL and shows how incorporating these may help address diversity across needs and cultures. ASPIRE is the acronym for Agency, Safety, Positivity, Inclusion, Respect and Equity. These principles apply not only to the classroom but to relational well-being at all levels of the system and as such are aspirational. Many are based in the positive psychology literature, and are applicable to b...
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... A high value on relational values and emotional intelligence are especially desired qualities for ... of trust between adults in schools is also predictive of higher student academic outcomes ... the quality of relationships within... more
... A high value on relational values and emotional intelligence are especially desired qualities for ... of trust between adults in schools is also predictive of higher student academic outcomes ... the quality of relationships within organisations and this means developing a framework of ...
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Implementation is the process by which interventions are put into practice and is critical to outcomes. Issues related to implementation for social and emotional learning (SEL) have largely focused on fidelity to the programme, dosage,... more
Implementation is the process by which interventions are put into practice and is critical to outcomes. Issues related to implementation for social and emotional learning (SEL) have largely focused on fidelity to the programme, dosage, clarity of guidance and the characteristics of the facilitator, although attention has also been paid to multi-level factors within an ecological system. The primary emphasis, however, has been on " what " should happen, rather than " how ". Both content and process matter for both access and addressing difference. This paper details the ASPIRE principles and pedagogy for SEL and shows how incorporating these may help address diversity across needs and cultures. ASPIRE is the acronym for Agency, Safety, Positivity, Inclusion, Respect and Equity. These principles apply not only to the classroom but to relational well-being at all levels of the system and as such are aspirational. Many are based in the positive psychology literature, and are applicable to both individualistic and collectivist cultures as the intention is not to impose a set of values and behaviours but to structure activities that enable young people to explore what works for themselves and their communities. They have been put into practice within the Circle Solutions framework for SEL across Australia with both Aboriginal and Anglo communities and further afield in the UK, SouthEast Asia and Africa.
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There is a sometimes a mismatch between the public outcry and sympathy for the adversities children and young people experience, concerns about deteriorating mental health, and what happens in schools when children present with... more
There is a sometimes a mismatch between the public outcry and sympathy for the adversities children and young people experience, concerns about deteriorating mental health, and what happens in schools when children present with challenging behaviours.
This paper builds a case for actively promoting protective factors when behaviour is challenging, so that school experiences do not mirror or embed negative life experiences for vulnerable pupils, in effect handing them a ‘double whammy’.
This paper builds a case for actively promoting protective factors when behaviour is challenging, so that school experiences do not mirror or embed negative life experiences for vulnerable pupils, in effect handing them a ‘double whammy’.
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Research Interests: Teacher Education, Well-Being, Aboriginal education, Preservice teacher education for cultural diversity, Environmental justice, global sustainability, Environmental Politics and Governance, Indigenous Knowledge Systems, Education for Sustainable Development, Environmental Sustainability. Global Development and Environmental Protection, and Aboriginal Pedagogy
Page 1. ISSENTIAL GUIDES FOR EARLY YEARS PRAC TIONER Helping with Behaviour SUE ROFFEY WORLD Page 2. Page 3. Helping with Behaviour Helping with Behaviour shows how to establish good practice in early ...
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This paper reports on the pilot of the Aboriginal Girls Circle (AGC), an intervention based on the Circle Solutions framework (Roffey, 2014) and specifically targeted to increase social connection, participation and self-confidence among... more
This paper reports on the pilot of the Aboriginal Girls Circle (AGC), an intervention based on the Circle Solutions framework (Roffey, 2014) and specifically targeted to increase social connection, participation and self-confidence among Aboriginal girls attending secondary schools. A mixed-method approach was employed to i) determine the effects of the AGC for participants’ resilience, connectedness, self-concept and cultural identity, ii) investigate and track the development of culturally appropriate tools and methods for measuring these constructs, and iii) evaluate the relative effectiveness of various components of the program and implementation processes. Here we present the main findings for the first two aims. Based on interviews and focus groups with participants, parents, Elders and school staff, the qualitative findings of this mixed-method research showed very encouraging impacts for the girls’ sense of confidence, resilience and connectedness. School staff also respond...
This paper is based in research on school change and student wellbeing. It summarises what it is possible to influence and which practices and processes are effective. It takes an ecological and optimistic position on change that entails... more
This paper is based in research on school change and student wellbeing. It summarises what it is possible to influence and which practices and processes are effective. It takes an ecological and optimistic position on change that entails sowing seeds for growth, building a team and promoting good practice.
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This chapter will: • help you understand why young children behave the way they do and explore alternative ways of thinking about behaviour in the classroom • determine what you can and cannot change • explore ways to promote a positive... more
This chapter will: • help you understand why young children behave the way they do and explore alternative ways of thinking about behaviour in the classroom • determine what you can and cannot change • explore ways to promote a positive emotional environment for learning • outline strategies for teaching classroom behaviour • show how emotional literacy facilitates effective responses to challenges • identify unusual behaviours so you know when to ask for further advice • explore ways of working collaboratively with families • emphasis the importance of teacher wellbeing and ways to maintain this.
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Sue Roffey This chapter challenges the common ‘givens’ of education, and presents a case for a re-think on what it means to be educated, and how best to do that. Acknowledging that there are already many examples of good practice on which... more
Sue Roffey
This chapter challenges the common ‘givens’ of education, and presents a case for a re-think on what it means to be educated, and how best to do that. Acknowledging that there are already many examples of good practice on which to build, we consider what students need to learn to have broad competencies in a rapidly changing world, teaching approaches that maintain optimal motivation and engagement, and the impact of the learning environment on all stakeholders, including students who challenge. The chapter emphasises the importance of positive practices and wellbeing at the heart of education, to ensure that every student sees themselves as valued, making progress, and having a sense of belonging. This includes strengths-based approaches. It argues for less’ teaching to test’ and more personalised and collaborative learning. During COVID-19 the multiple skills of teachers were given a new respect as families tried to support learning at home. Although the role of the teacher is likely to change over time, they remain vital facilitators of learning.
This chapter challenges the common ‘givens’ of education, and presents a case for a re-think on what it means to be educated, and how best to do that. Acknowledging that there are already many examples of good practice on which to build, we consider what students need to learn to have broad competencies in a rapidly changing world, teaching approaches that maintain optimal motivation and engagement, and the impact of the learning environment on all stakeholders, including students who challenge. The chapter emphasises the importance of positive practices and wellbeing at the heart of education, to ensure that every student sees themselves as valued, making progress, and having a sense of belonging. This includes strengths-based approaches. It argues for less’ teaching to test’ and more personalised and collaborative learning. During COVID-19 the multiple skills of teachers were given a new respect as families tried to support learning at home. Although the role of the teacher is likely to change over time, they remain vital facilitators of learning.
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The Wellbeing Stories for 8-11 year olds use imaginary characters to represent different types of positive and negative thinking. They address issues such as test anxiety, loss and perfectionism. Each story is not stand alone but comes... more
The Wellbeing Stories for 8-11 year olds use imaginary characters to represent different types of positive and negative thinking. They address issues such as test anxiety, loss and perfectionism. Each story is not stand alone but comes with a teacher and parent toolkit. They are based in positive and narrative psychology as well as cognitive behavioural therapy. Illustrated by Elizabeth Stanley.