‘Good health and wellbeing is central to effective learning’
(Education Scotland, 2014).
Education Scotland (2014) recognises health and wellbeing as the responsibility of all within education. As educational practitioners, it is of paramount importance to embrace the principles of health and wellbeing in an attempt to best accommodate the learning needs all. The classroom can be a busy and stressful setting for many children. Various factors of the school day can lead heightened stress and further sensory anxiety. Relaxation has been proven to improve one’s emotional and mental health by de-stressing, offering time for self-reflection. As such, it can be argued that relaxation directly corresponds to the wellbeing indicators, in particular healthy, achieving and nurture (Scottish Government, 2016). It is the responsibility of educational practitioners to ensure that we do everything to support our young people and their holistic needs. By ensuring we are supporting children’s emotional and mental health, within the classroom and beyond, we are also providing them with the best preparation for learning.
The aim of this enquiry is to assess and interpret the effects of introducing guided relaxation within the classroom. Throughout the school day, pupils’ engagement in their learning can vary with their readiness to undertake work also being affected. An integral part of our school’s tracking system is to monitor pupils’ degree of engagement in their learning, using the Leuven Scale of Engagement – a Local Authority specific, health and wellbeing measure (North Lanarkshire Council, 2019). The hope is that by introducing guided relaxation exercises to the classroom, there will be a noticeable increase in pupil levels of focus and concentration – culminating in an improvement in health and wellbeing.