The current Covid-19 pandemic has required teachers and pupils to adapt to a new remote learning, where educationalists have been required to move to fully distant engagement. The implications of this change can be severe for some individuals, who have had to adapt rapidly to this sudden change in their learning and communication. Thus, a focus on health and wellbeing of children has been fundamental during this time of remote learning. Ensuring children’s health and wellbeing needs are being met ensures each child is given equal opportunities, which can be supported by the GIRFEC (Getting it Right for Every Child) approach to allow all children to meet their full potential. The Scottish Attainment Challenge (2015) emphasised the importance of supporting children with their individual needs as a key priority. As health and wellbeing is one of the key areas within the Curriculum for Excellence (CfE), educators have a responsibility to meet these outcomes, along with other areas of the curriculum. This can be further supported by GTCS, which highlights the importance of practitioners establishing effective teaching of literacy, numeracy and health and wellbeing; and in doing so meeting all learners needs (GTCS, 2012). A focus on health and wellbeing allows children from all backgrounds to make the most of educational opportunities (Scottish Government online), and in doing so, can be a foundation for all learning to occur across all curricular areas. Considering 23% of pupils fall into the SIMD decile 1 and 2 (Scottish Index of Multiple Deprivation) in the school this enquiry was focused on, further highlights the importance of suiting the needs of all learners appropriately. Therefore, it can be said practitioners have a responsibility and commitment to ensuring the health and wellbeing needs of all children are met to develop wider achievements of the whole child (Thorburn, 2016).
The aim of the professional enquiry was to gather information on the implementation of a health and wellbeing check in and the impact this could have on increasing pupil engagement during remote learning. The purpose was to provide children with an opportunity to comment on their feelings and emotions, and to think about ways in which they could improve their emotions or people who could assist in this. It was anticipated that by providing children with this health and wellbeing check in, it would encourage pupil engagement during remote learning. The children involved in the enquiry have a wide range of needs.