Many children in Scotland show clear inability to express emotions and articulate how they feel, as well as being unable to connect the reasons why these feelings are being experienced. Young people are the most susceptible to feeling the effects of dysfunctional family backgrounds and unsettled lives, out with their safe school environment. Bombèr & Hughes (2013) believe that the level of resilience in children is not static and it fluctuates depending on people, circumstance and experience. Along with literacy and numeracy, health and wellbeing is one of the main focuses in North Lanarkshire Council right now, as well as across the country as part of the Curriculum for Excellence. Professionals who work in a school setting have a responsibility to support and maintain the mental, emotional, social and physical wellbeing of pupils, as part all Scottish teachers’ ‘Responsibility for All’ (Mental Health Strategy 2017). In line with the Attainment Challenge, as part of the National Improvement Framework (NIF), good health and wellbeing is the first port of call in children being able to engage with their learning. To achieve good health and wellbeing, children must be able to recognise how they feel, identify the cause and begin to accept and process their feelings, as well as understanding the implications of a low/high mood.
The aim of this enquiry was to observe children interacting with each other to discuss their emotions after their free time and evaluate whether their experience and their feelings after having interacted with their peers, affected their readiness to learn.