Pupil health and wellbeing is a growing concern and requires appropriate action. Scottish teachers have a ‘responsibility for all’ when it comes to the social, emotional, mental and physical needs of children (Mental Health Strategy, 2017). Throughout the development of the COVID-19 pandemic, the concern for pupil wellbeing has only grown (Dundas & Asbury, 2020). Schools play a critical role in granting opportunities for pupils to express their emotions and in providing strategies to help manage their mental and emotional wellbeing. To do this, pupils need a better understanding of what it means to be emotionally healthy (Dogra., et al 2012). A reduction in face-to-face interaction can cause an increase in stress and anxiety (O’Reilly, Dogra, Whiteman et al, 2018). If pupils are unable to effectively communicate and manage their emotions they will struggle to engage with learning (Bucholz and Sheffler, 2009). Pupils deserve to be supported in their learning. Attainment has been shown to rise when pupils are granted opportunities to express their emotions. (Mental Health Strategy, 2017). The use of emojis allows for people with different linguistic and cultural backgrounds to communicate in a universal way (Danesi, 2016). It is hoped that this is transferred through the duration of this enquiry.
This Practitioner Enquiry aimed to identify if using an emoji scale within a Wellness Check would be a useful tool which can be used to assess pupil wellbeing and the relationship of pupil emotion on class engagement throughout online learning.