Health and wellbeing is an integral part of the Curriculum for Excellence (CfE) and teachers, along with all members of staff within a school, should be promoting this in order to enhance learning in all areas of the curriculum (Scottish Government, 2014a). Education Scotland (2014) stated that ‘at the heart of health and wellbeing is the capacity to form and sustain good personal, social and working relationships’. This promotes resilience; self-esteem and confidence with regard to learning. Therefore, in carrying out this study the aim is for the children to not only be able to identify their emotions, but also to build up positive relationships with peers through conversations in offering solutions. Within my class, there are a number of children receiving funding through the Pupil Equity Fund (PEF), and research has found that children living in income deprived households are at higher risk of suffering social and emotional inequalities, consequently affecting children’s emotions and readiness to learn (Scottish Government, 2013). Therefore it is of great importance to ensure every child feels safe, happy, nurtured, included and valued in order to help them achieve within a school environment.
It can also be said that the benefits of Health and Wellbeing can contribute to improvements in other curricular areas such as Literacy and Numeracy which are the overarching curricular areas. Health and Wellbeing should be woven throughout all aspects of school life, with a particular emphasis on children’s ability to understand their emotions and use strategies to deal with them. It is anticipated that this practitioner enquiry will result in significant improvement to pupil’s mental and emotional wellbeing and consequently result in increased concentration and readiness to learn. It is also hoped that improvements in focus will result in a positive impact on children’s learning hence working towards closing the poverty related attainment gap as outlined by Education Scotland (2014).
The purpose of this practitioner enquiry was to investigate if children can identify how they are feeling after their lunch break and talk about this feeling to their peers. Consequently, this enquiry aimed to focus on if getting children to talk about their emotions had an overall impact on their readiness to learn. Through carrying out this study, I aimed to look closely at the correlation between PEF children, their feelings and their readiness to learn after having spoken about their emotions.