Stephen Barr

Physical Education

Braidhurst High

  • Health & Wellbeing

Using Emotional Corners to Address Pupil’s Readiness to Learn


There is a growing responsibility within the whole of education to focus on the development of the whole child with close attention being paid to their physical, mental and social wellbeing in equal measure (Education Scotland, 2018). Within Physical Education their falls an arguably greater responsibility due to its presence as a subject which falls under the Health and Wellbeing umbrella, however the responsibility of Health and Wellbeing are fundamentally the responsibility of all alongside Literacy and Numeracy (Scottish Government, 2016). Health and Wellbeing is largely down to ensuring that pupils are prepared physically, mentally, socially and emotionally to make the most of the opportunities presented to them (Scottish Government, 2016) despite this however working relationships in schools with peers and teachers is having a large scale impact in young people’s abilities to feel happy, safe, included and ready to learn within their learning environments (Behaviour in Scottish Schools Research, 2016). Despite this wholescale focus on young people’s holistic development many young people still struggle to grasp a full awareness of their social and mental wellbeing and what it means to be socially and mentally healthy (Dogra et al 2012). Worryingly however this statistic starkly contrasts to the research on the importance of an awareness of this area, where it is suggested that mental and social awareness are key factors in young people’s attainment and achievement within school (Mental Health Strategy, 2017). It is therefore from this information that a body of research around the impact of children’s social and mental wellbeing coupled with their readiness to learn is essential. Making pupils aware of these links and building them into their learning outcomes could have a direct impact on attainment and achievement.


There is a body of research to suggest the links between learning and mental and social wellbeing. The aims of this study therefore seek to explore the links between pupils’ social interactions and the mental effects this has on them. This will in turn explore just how young people’s emotions impact their readiness to learn. ‘Emotional Corners’ will be the vehicle to explore this area in order to assess wither interventions which pay attention to young people’s thoughts and feelings can help them to engage fully with the learning experiences put in place.

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