Porciani (2013) recognises that health and wellbeing are central in Scottish education. It cannot be denied that pupil health and wellbeing is the key focus for the attainment challenge in Scotland. A young person’s ‘attainment’ is described as the process of gaining the highest possible grade that they are capable of. The gap in attainment in Scotland is regularly compared to the rising numbers of poverty in many Scottish authorities. Over the last few decades there have been many studies to analyse the impact of poverty on attainment. Sosu and Ellis (2014) highlighted the evident divide in attainment and achievement between pupils from more affluent areas of Scotland to pupils from less-fortunate areas of Scotland. The report suggested that this issue begins from when the child starts at nursery, right through to the end of high school and even has an impact on where the young person will go after school. The ‘Scottish Attainment Challenge’ (2015) was launched by the Scottish Government in their attempts to close the gap in attainment.
Reducing this gap will be a complex process of improving wellbeing, changing attitudes and identifying effective interventions and pedagogies that develop health-enhancing life skills and behavioural change.
More recent studies suggest that COVID19 has had a significant impact on pupils’ health and wellbeing. As part of this Professional Enquiry, we decided to study these impacts and offer solutions to improve the mental health of our pupils. Through reading academic literature and staying up to date with changes to education, we decided our incentive would be for pupils to incorporate daily walks into their morning routine.
This enquiry aims to recognise the impact on pupil wellbeing from incorporating daily walks into remote learning. The aim of this research is to improve the health and wellbeing of these pupils by asking them to keep a logbook which will track their journey and note the changes daily walks has on their wellbeing.