Children’s wellbeing has been the subject of “considerable academic and policy interest” for significant time (Statham & Chase, 2010) and has resulted in the introduction of a range of indicators to effectively monitor this. However, this has not accounted for the unprecedented circumstances arising from the Covid-19 pandemic which have had a devastating effect on the mental and emotional wellbeing of young people (Young Minds, 2021). With studies showing an increase in anxiety, loneliness and depression in young people resulting from lockdown, particularly where they were from a disadvantaged background (Scottish Government, 2020), I took the opportunity to learn more about this through this practitioner enquiry. In my Primary 5 class, the majority of children live in SIMD 1-3, therefore it could be expected, based on previous studies, that some of their emotional wellbeing could be adversely affected by Coronavirus or that they would be “disproportionately disadvantaged by school closures” (OECD, 2020). These children’s responses would be considered as part of the whole class analysis while being mindful of these factors.
The aim of this enquiry was to monitor pupil emotional wellbeing and overall engagement throughout an extended period of remote learning resulting from the Covid-19 pandemic. This monitoring was to be completed using different digital platforms to encourage participation as part of the children’s daily tasks. Through this, it was intended to support early identification of children who required additional support in any capacity and measure the impact of these check-ins on children’s emotional wellbeing. This enquiry should also help to fulfil duties as prescribed by Scottish Government in the Mental Health Strategy (2017) by making emotional wellbeing support available to children remotely.