As UK schools look towards 2025, there’s a noticeable shift in priorities from the new government.

In her speech to the Confederation of School Trusts, Education Secretary Bridget Phillipson emphasised the need for schools to foster a sense of belonging and prioritise wellbeing. Academic success is no longer the sole focus – student wellbeing and a sense of belonging are now recognised as critical components of education. This change, supported by initiatives like the upcoming Children’s Wellbeing Bill, presents a unique opportunity for schools to rethink how they approach both teaching and culture.

Wherever in the world your school is located, it makes sense to reflect on the role that ‘belonging’ plays in the wellbeing and success of students.

But what does belonging in schools look like in practice, and why is it so important?

Why Belonging Matters

Belonging isn’t just a nice-to-have – it’s essential for mental health, engagement, and academic success. Research shows that students who feel connected to their school community are more likely to:

• Achieve higher academic results
• Exhibit positive behaviour and stronger resilience
• Experience lower rates of anxiety and depression
• Stay motivated and engaged in their learning

Yet, belonging is an area where many UK schools are struggling. Only three-fifths of students feel they belong at school, and UK teens rank among the lowest globally in life satisfaction. The stakes are high: students who lack a sense of belonging are more prone to disengagement, antisocial behaviour, and poor mental health.

For teachers, this often translates into challenges with classroom behaviour and student focus. For school leaders, a lack of belonging can disrupt school culture and affect everything from Ofsted ratings to staff morale.

What Does It Mean to Flourish?

Flourishing is about more than just academic achievement. It’s about thriving emotionally, socially, and mentally. A flourishing child is confident, resilient and curious, equipped with the skills to face life’s challenges. Schools play a vital role in this, offering students the support and environment they need to flourish.

Building character strengths like perseverance, optimism and kindness is a key part of fostering flourishing. These strengths promote inclusivity, particularly for students with special educational needs and disabilities (SEND), ensuring every child feels valued and included. When schools focus on what students can achieve rather than their limitations, they create an environment where everyone can thrive.

Small Changes, Big Impact

Creating a sense of belonging doesn’t have to mean overhauling your entire approach. Simple, intentional actions can make a big difference.

For teachers: Build connections every day

• Welcome students warmly: A smile and a genuine greeting can set a positive tone for the day. Ask about hobbies or weekend plans during informal moments.
• Adapt lessons to include diverse voices: Representation matters, and inclusive content ensures all students feel seen and valued. For example, when teaching poetry, explore works by diverse authors.
• Celebrate achievements: Highlight academic and personal successes to build confidence and strengthen bonds with shout-outs in lessons or positive notes sent home.
• Use restorative practices: Conflict is natural, but restorative approaches can help rebuild relationships and reinforce belonging when conflicts arise. For example: “Can we talk about what happened earlier? I want to understand how you’re feeling and work together on a solution.”

For school leaders: Embed belonging into your school’s culture

• Celebrate diversity: Host assemblies, cultural events and classroom activities highlighting different perspectives and achievements.
• Empower student voices: Establish councils or feedback groups to give students a say in shaping their school experience.
• Invest in training and resources: Equip staff with tools and strategies to support inclusivity and mental health.
• Showcase your school’s values: Make belonging a core part of your mission statement and embed it into your policies.

Overcoming Common Challenges

Focusing on wellbeing and belonging can feel like an added pressure, especially in schools already stretched by tight budgets and high demands. However, belonging doesn’t need to add to your workload—it can enhance what you’re already doing.

For example:

• Time-saving resources: Tools and lesson plans designed to integrate wellbeing into the curriculum can save teachers time while promoting belonging. We have lots of resources that can help. Explore some of them here.
• Student leadership: Programmes like peer mentoring or buddy systems can strengthen relationships and reduce behaviour issues.
• Curriculum integration: Including diverse role models and character education across subjects naturally supports wellbeing and belonging without requiring separate initiatives. Explore the stories of our Amazing People and related resources.

Looking to the Future

It looks as if the emphasis on wellbeing and belonging is set to grow. Schools that embrace this shift will not only see improvements in academic outcomes but also in their overall culture. Whether you’re a classroom teacher or a school leader, small, consistent actions can create a ripple effect, helping every student feel supported, included and ready to flourish.

If you’d like to talk to us about how you can foster belonging and wellbeing in your classroom or school get in touch. Alternatively explore our resources here.

The post Belonging in Schools: The Foundation of Mental Health and Wellbeing  appeared first on All About Amazing People.

Bullying and Character: Building Respect and Resilience in Schools

This year’s Anti-Bullying Week theme, Choose Respect, highlights the importance of fostering environments where respect, empathy and integrity are the norm. With approximately 40% of young people in the UK reporting they’ve been bullied in the past year, and 6% experiencing bullying daily​, according to the Anti Bullying Alliance, schools are increasingly essential in tackling these issues.

Adopting a character strengths approach can equip students with the tools to build resilience, develop empathy, and create inclusive environments, supporting both mental health and positive school culture.

Why Addressing Bullying Matters

Bullying has deep impacts on young people, contributing to anxiety, depression and low self-esteem, as well as leading to increased absences and mental health issues. Addressing bullying prevention effectively can lead to a healthier, safer school culture. For instance:

• Attendance impact: According to OneEducation, 28% of students who missed school frequently reported incidents of bullying, with the rate rising to 44% for students absent for over two weeks.
• Mental health and anxiety: OneEducation also highlights that pupils who were bullied were twice as likely to miss school for mental health reasons, with 32% citing anxiety-related absences (compared to 16% of non-bullied students)​.
• Vulnerable groups: Certain cohorts, such as children with SEND, LGBTQ+ pupils, and those from minority backgrounds, are more likely to face bullying​.

Schools require proactive, empathy-driven approaches to build a positive school culture that supports each student’s unique needs.

How Character Strengths Address Bullying

Character strengths help students understand and manage difficult social dynamics. Students can see these values in action by using stories of role models who embody empathy, kindness and courage. This strengths-based approach not only helps victims of bullying but also provides positive strategies for bystanders and those at risk of engaging in bullying behaviours.

Implementing a Character Strengths Approach: Key Values

Here’s how schools can incorporate specific character strengths to prevent bullying and build a respectful school environment.

1. Fairness: Cultivating a sense of justice and inclusivity

Teaching fairness allows students to see the importance of treating others equitably, countering the exclusion and power imbalances that drive bullying.

Why it matters: Students often struggle to speak up about bullying or unfair treatment. Fairness gives them a neutral language to discuss difficult situations, promoting empathy and inclusion.

Role model: Desmond Tutu, who fought against apartheid, believed in standing up against injustice, famously saying, “If you are neutral in situations of injustice, you have chosen the side of the oppressor.”

In-class question: How can we ensure fairness in our classroom interactions?

2. Empathy: Understanding others’ perspectives

Empathy helps students understand and consider others’ perspectives; a key skill in bullying prevention that helps students relate to others and reduces aggressive behaviours.

Why it matters: Bullying often stems from a lack of understanding. Teaching empathy helps students see the effects of their actions and fosters an inclusive mindset.

Role model: Nadiya Hussain, who experienced racist bullying, now uses her empathy to connect with others. She promotes the importance of ‘making space’ for oneself and others – by consciously saying to herself ‘elbows out’. “I don’t mean a physical elbows out, but I mean that I need to make space. After all, if I can’t make space for myself, then how can I make space for everyone else?”

Discussion prompt: Think of a time when you empathised with someone else’s experience. How did that change your actions?

3. Kindness: Promoting positive interactions

Kindness encourages students to treat each other with compassion, creating a positive, supportive school environment that discourages bullying.

Why it matters: Kindness can change school culture by encouraging students to reach out to those who may feel isolated.

Role model: Oprah Winfrey, who overcame a difficult upbringing to show kindness to others. No matter where someone is from, what they do or who they are, Oprah has an amazing ability to connect with them. She has personally donated millions to support education, equality, and many other causes.

Class activity: Ask students to recall when they received kindness. How did it affect them?

4. Teamwork: Building a supportive school community

Teamwork fosters a sense of belonging and helps students understand the importance of supporting each other.

Why it matters: Teamwork enables students to contribute to a positive group dynamic, recognising each other’s strengths.

Role model: Marcus Rashford, who, despite his own wealth, was an ‘upstander’ and championed the cause of free school meals for children, demonstrated teamwork and collaboration by working with others to provide over 21 million meals during the Covid pandemic.

Discussion questions: How can we work better as a team to support one another?

5. Courage: Empowering students to stand up for others

Courage equips students to become ‘upstanders’ who safely intervene in bullying situations.

Why it matters: Many students witness bullying but feel hesitant to speak up. Teaching courage encourages students to intervene or seek support.

Role model: Baroness Doreen Lawrence, who, following her son’s tragic murder, has spent her life highlighting the racism in the country and the misconduct of the Metropolitan (London) Police inspiring them to speak up against wrongdoing.

Student prompt: Share a time you showed courage by helping someone.

6. Integrity: Doing the right thing

Integrity is about acting ethically, even when it’s challenging. This strength builds respect and trust among peers, creating a foundation for a safer school environment.

Why it matters: Integrity encourages honesty and respect, essential qualities for reducing bullying and fostering a healthy school climate.

Role model: Olympic diver Tom Daley, who faced bullying at school and by the media related to his sexuality, stayed true to himself and is now an advocate for inclusivity and supporting causes that help others to grow.

Class exercise: Discuss what integrity means in small actions, like helping a classmate or reporting bullying to a trusted adult.

Supporting Vulnerable Groups

Certain groups face higher risks of bullying. Children with SEND, LGBTQ+ pupils, and minority students are more likely to experience bullying​. Schools can take a proactive approach by embedding character strengths into the curriculum, teaching students to respect and support each other, regardless of background or identity.

Making Character Part of Your School Culture

Embedding character strengths into school culture provides students with the vocabulary and perspective to navigate complex social situations. When students have the tools to discuss challenges like bullying openly and constructively, they’re better equipped to build a safe, inclusive school environment.

Adopting a character strengths approach not only prevents bullying but also fosters a culture of kindness, understanding and support. With the right tools, students learn to value each other’s strengths, contributing to a more positive, inclusive school environment.

Image attributions: Desmond Tutu – John Mathew Smith & http://www.celebrity-photos.com from Laurel Maryland, USA, CC BY-SA 2.0; Nadiya Hussain – Finding My Voice book cover; Oprah Winfrey – INTX: The Internet & Television Expo, CC BY 2.0, via Wikimedia Commons; Marcus Rashford – Oleg Bkhambri (Voltmetro), CC BY-SA 4.0, via Wikimedia Commons; Baroness Doreen Lawrence – Roger Harris, CC BY 3.0, via Wikimedia Commons; Tom Daley – Jim Thurston, CC BY-SA 2.0, via Wikimedia Commons.

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For Amazing People Schools, promoting our ‘EDI’ capabilities during this challenging current context is crucial. Some of the more ‘coherent’ pushback the topic receives is around whether ‘diversity and inclusion’ is in fact, a contradiction in terms and, indeed, whether EDI needs to be taught at all.

It highlights why we need to bring EDI to life in our schools and provides an opportunity to explain what we actually mean by the term ‘Equality, Diversity and Inclusion‘, and elaborate on our Amazing People Schools approach.

As an education provider, we are frequently asked by schools, “How do I open up the world to my school, which is a largely monocultural community?” or “How do I inspire and motivate my pupils who come from diverse backgrounds and cultures?” or even “How do I tackle racist bullying in my hyper-diverse school?” All of these questions spur us on to do what we can to support this vital area.

What do we mean by ‘diversity and inclusion’?

Everyone should be able to make the most of their lives and the talents afforded to them. ‘Equality’ provides the same rights and resources to every individual, enabling exposure to opportunities for all. It denotes the ability of everyone to access help or support, should they need it, creating a foundation on which dignity and respect towards others can be built.

In society, ‘diversity’ refers to the presence of differences within a given setting, such as race, gender, age, sexual orientation, socio-economic background, religion, neurodiversity, and physical abilities.

In biology, nature, the business world or in cultural contexts, ‘diversity’ is a positive concept, delivering resilience, innovation, and cultural inspiration. And we would argue that the benefits of diversity only come with inclusion.

Creating inclusive environments

‘Inclusion‘ is the practice of creating environments where everyone feels valued, respected, and empowered to fully participate, regardless of their differences. Inclusion goes beyond simply having diverse people in a space; it is about ensuring that those people feel like they belong.

Together, equality, diversity and inclusion aim to create a culture where differences are celebrated, and everyone has a voice and a sense of belonging. In schools, it means ensuring that all pupils with different characteristics and backgrounds are enabled and empowered to reach their full potential and to flourish.

Why do we need to explicitly teach EDI in schools?

Well firstly, the law requires it. The UK Equality Act 2010 gives protection from being discriminated against because of certain protected characteristics. This puts a legal obligation on schools to be aware of these characteristics and take steps to ensure that discrimination does not occur.

The UN Convention on the Rights of the Child requires that schools seek to make an inclusive environment where students can see themselves represented, supporting them to flourish and thrive. This often goes beyond protected characteristics to recognising the widest range of voices and backgrounds.

One such example of a collaborative public statement of intent is the Statement of Action and Commitments on Equality, Diversity, and Inclusion in Education. This statement demonstrates the acknowledgement and commitment of many educational organisations who seek to take action to embed equality, diversity, and inclusion in schools and trusts.

Beyond the legalities, EDI helps foster an understanding of fairness and respect and underlines the importance of recognising diverse communities and difference (including protected characteristics). It contributes to removing barriers to opportunities and resources, and it challenges bias and stereotypes. EDI education highlights the value that everyone brings to society, with the goal of creating a more equitable environment in school communities.

You can’t be it if you can’t see it

Amazing People Schools celebrates the achievements and character strengths of all people. We recognise that everybody has a unique life experience, making them amazing in their own way. We believe that our differences—whether visible or invisible—are also our strengths.

All of our inspiring stories of role models, both historical and contemporary, have been deliberately chosen to represent people, groups, countries, and walks of life that may often be underrepresented in our schools.

The experience of the individual can contrast sharply with the experiences of those around them. For inclusion to be effective, it has to be active and continuous – with diverse experiences embedded across the curriculum and within the school culture through ongoing conversations and using a shared language to explore diversity.

When young people can see themselves in the curriculum, they’re often more inspired to take up the educational opportunities offered to them.

Inspiring young minds through inclusive role models

Focusing on the strengths that our amazing people have shown, we encourage young people to recognise that they too have these strengths and can build on them, unlocking their immense potential.

Finding out that Einstein was slow to speak helps children with language delays, as does the story of Helen Keller – disability rights advocate, political activist, and lecturer who lost her sight and hearing at 19 months old. Learning about Louis Armstrong – a cared-for child who went on to achieve his goals and leave a huge musical legacy – can help those feeling underrepresented or excluded to understand how he learned and was supported.

Importantly, all pupils begin to recognise that challenges, difficulties, and setbacks don’t have to stop them from achieving their goals and making a positive difference to others.

Taking time to discover the story of Gulwali Passarlay or Emi Mahmoud can bring awareness of the trials and tribulations of those forced to flee their homes. Crucially, we can learn from the strength of character that they demonstrated when faced with adversity. Using Science Week to actively learn about historical and contemporary inspirational women of science can inspire the next generation of female scientists.

EDI isn’t about denying the contributions of historical achievers to our national consciousness; it seeks to recognise all contributions to the sum of human experience, from both past and present.

Evolving and inspiring

At Amazing People Schools, we are always searching for new stories that enliven, inform, and educate. We seek to include examples of people from a range of backgrounds, in the hope that pupils in every classroom will find someone they identify with.

“It’s so important our pupils see themselves in our curriculum.”

Emily Garratt, Brooklands Farm Primary

Like many amazing people, we’re always learning and seeking to improve. At our heart, we seek to inspire young people to understand and use their strengths to be the best that they can be, so that they can build the confidence to inform their own decisions and tread a positive path in life.

If you’d like to find out more about our diverse role models and stories at Amazing People Schools, let us know and we can send you free trial login details.

Yes, please I want free access

The post Why We Stand Up for Equality, Diversity and Inclusion appeared first on All About Amazing People.

by Manjit Shellis, Senior Education Advisor

As school leaders, we always look for ways to improve school life for our pupils and staff. Lately, there has been a strong focus on mental health and wellbeing in schools, and it is clear why. Issues like staff burnout, rising child mental health concerns, and anxiety have all been made worse by the pandemic.

The Department for Education (DfE) found that over 80% of schools reported an increase in students needing mental health support between 2020 and 2022. This shows how crucial mental health resources are in schools. One game-changing approach is adopting a character strengths framework. This strategy benefits everyone and can completely transform school culture and lives.

What do we mean by mental health and wellbeing?

Mental health, like physical health, is essential for everyone. It includes our thoughts, feelings, and behaviours, shaping our overall mental state. Good mental health means handling our daily challenges, interacting well with others, making sound decisions, and feeling balanced. It’s not just about avoiding mental illness but also about building self-worth, resilience, and emotional intelligence.

Wellbeing more broadly includes mental and physical health, plus relationships, environment, and personal fulfilment. It’s about overall quality of life. Factors such as relationships, nutrition, exercise, sleep, work-life balance, and self-esteem all play a role in our mental health and wellbeing.

Why character strengths matter

Character strengths are positive traits in our thoughts, feelings, and behaviours that lead to better mental health and enhance wellbeing. Building character strengths is all about discovering what makes you your best self. The Amazing People Schools (APS) strengths framework is based on the VIA (Values in Action) Classification, which identifies 24 universally recognised character strengths. Research shows that these strengths are vital for mental health and wellbeing. People who are aware of and use their character strengths report higher life satisfaction and happiness.

We know that developing character strengths leads to:

• Better academic performance
• Enhanced resilience
• Improved relationships

Research reveals that adopting a positive psychology approach to focusing on strengths, not weaknesses, encourages a growth mindset, continuous self-improvement, and proactive challenge-handling. Strengths-based interventions reduce depression and anxiety symptoms, boosting overall psychological wellbeing. In schools, students aware of their strengths are more engaged and motivated and perform better academically.

How does teaching character strengths support mental health and wellbeing?

To truly nurture mental wellbeing, students need to develop character strengths that enhance resilience, happiness and their ability to face life’s challenges. This includes strengths such as:

• Gratitude: recognising and appreciating the positives improves mood and fosters contentment
• Empathy: understanding and sharing feelings reduces loneliness and strengthens bonds
• Kindness: acts of kindness build relationships and instil purpose
• Optimism: a positive outlook protects against depression and anxiety
• Curiosity: encouraging exploration promotes intellectual growth and engagement
• Creativity: expressing creatively boosts wellbeing and inspires innovative solutions
• Perseverance: teaching persistence builds resilience and a sense of accomplishment
• Courage: bravely facing challenges builds confidence and resilience

When these strengths are in play, the brain releases ‘feel-good’ chemicals like dopamine, serotonin and oxytocin. By nurturing these strengths, schools create an environment where students thrive academically and personally, laying a foundation for lifelong mental wellbeing.

The Amazing People Schools Framework

Research suggests that we ALL have character strengths. Recognising and using these strengths helps individuals to unlock their full potential and manage life’s ups and downs productively.

Our framework groups strengths into six core categories: ‘Head’, ‘Heart’, ‘Action’, ‘Community’, ‘Meaning’ and ‘Self-Regulation’.

This helps pupils to see how what we think, feel and do is interconnected and how we relate to others as humans. This is underpinned by how we marshal our energies to achieve the outcomes we want in life, including how we manage all those big feelings that accompany all we do. Self-regulation is a crucial part of our wellbeing, and is key to realising our goals, and ultimately our achievements. All strengths are interconnected – and when balanced – provide the bedrock to good mental health, and fundamentally our wellbeing.

You can’t be it if you can’t see it: use role models

Positive role models are also important in educational settings. True to our name, Amazing People Schools uses stories of diverse role models, from historical figures to contemporary heroes, to show the power of character strengths.

From Martin Luther King Jr. to Malala Yousafzai, Ada Lovelace to Marcus Rashford, these individuals demonstrate how ordinary people use their strengths to overcome adversity and make a positive impact.

Role models inspire and motivate students, showing that their goals are attainable, and that they can overcome obstacles. This results in a supportive, nurturing school environment, enhancing students’ overall wellbeing, confidence, self-esteem and academic performance.

Measuring the unmeasurable

Measuring character strengths is not easy because they are inherently subjective and context-dependent, making them difficult to quantify with traditional assessment methods. Unlike academic achievements, which are measured through tests and exams, strengths like resilience, empathy, and teamwork vary widely in different situations. However, finding a way to assess these skills is crucial because they play a significant role in a student’s personal development, wellbeing and future success. Strengths are essential for navigating real-world challenges and building meaningful relationships, making their evaluation vital for preparing pupils for life beyond the classroom.

Are you ready to take the strengths step?

Adopting a character strengths approach to mental health and wellbeing can have profound benefits for students, teachers, and the whole school environment. By focusing on positive traits, we can foster a more supportive, engaging, and effective educational experience.

Imagine a school where every child is grateful, empathetic, kind, optimistic, curious, creative, self-regulated, perseverant, adaptable, and courageous! This is a school that truly prioritises the mental health and wellbeing of its pupils, preparing them not just for exams, but for life.

As school leaders, it is our job to create an environment where everyone can flourish. Embracing character strengths is a powerful step in that direction.

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The Importance of Nurture in Education

Nurture is key to a student’s wellbeing, providing them with a sense of safety and security. Classrooms should be safe spaces with consistent adults, structured routines, and an environment where students feel valued. Listening and responding appropriately to students’ needs reinforces their importance and helps them to develop emotionally and socially.

Understanding Transition

Transitions are a normal part of life, and they happen frequently. For young people, these can include moving to a new class, a change in routines, or experiencing significant life events such as family illness or bereavement. These transitions can affect students emotionally, intellectually, and physically, often triggering challenging behaviours. It is important to recognise and support students through these changes and to help them build resilience.

What is Transition?

• Saying goodbye 

• Family illness or bereavement   

• Navigating events such as birthdays, drop down days 

• Moving home  

• Changes to the normal routine 

• Different member of staff 

• A new pupil arriving in class 

• New class, new teacher, new class set 

Start of Year Transitions

The start of the school year is a significant transition that all students go through. Educators can use this time to nurture students and prepare them for the next phase. This involves recognising the range of emotions that students might feel, from joy and pride to anxiety and stress.

Activities to Support Transition

Here are some activities to help students during transitions:

• Transitional objects: provide comfort items that can ease the change.

• Timetables and schedules: help students understand the new routines.

• Memory books: encourage reflection on positive experiences.

• Buddies and mentors: introduce supportive peers in the new environment.

Adopt a Strengths-Based Approach to Transition

At Amazing People Schools, we use a strengths-based approach to transition. This method helps students to recognise and use their strengths, which builds resilience and adaptability.

Here is how using some key strengths can support your students:

Adaptability: Encouraging flexibility helps students to adjust to new situations, boosting their confidence.

Creativity: Engaging in creative activities releases feel-good chemicals and helps students to find new solutions to challenges.

Open-mindedness: Being open to new ideas and perspectives enhances happiness, fostering better relationships.

Resilience: Building resilience allows students to bounce back from setbacks, reducing stress and the impact of negative experiences.

Practical Resources

By nurturing students during transitions, we can help them to thrive, not just academically, but also emotionally and socially, ensuring a smoother and more positive shift into the new school year. Providing students with a toolkit of strengths is essential for navigating these early transitions. Our resources focus on three key phases: early years to year one, transitioning from primary to secondary school, and moving on from compulsory education at 16.

These teacher-led resources guide young people through activities that help them to explore the strengths they have developed in previous years. Pupils are encouraged to find evidence of these strengths for themselves. They also look ahead, considering which strengths might be needed for the next phase of their lives. Additionally, students explore stories of role models who have used these strengths in their own lives. For those leaving primary school, activities are included to help them identify and discuss which strengths they will need to tackle the challenges of secondary school.

By specifically supporting these key transitional phases, teachers can foster a nurturing environment, ensuring every student feels safe, supported, and ready for the changes ahead.

For more information and to access our transition resources, please sign up for a free trial.

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From preparation, to practise and revision, and application of knowledge, using key strengths of character is critical to students achieving success at exam time.

Using Strengths Can Help Students Prepare for Exams

Many schools are keen to understand how to better prepare their students for exams. Whilst there is an element of truth that we don’t want education to become entirely about exams, equally preparing students to perform well under pressure and respond to challenges, can be a great way to develop character. The quality of the person and the nature of that person when they sit down to do the exam, are key.

Understanding the basics to succeed at exam time:

• Knowledge of what is needed: Have students learned and do they understand the key ideas and concepts?
• Understanding of ideas: Can they talk about them and develop them to be meaningful and use them effectively?
• Ability to analyse questions: Can students look at the different factors in a question, i.e. the causes and how they affect things?
• Clear thinking: This is critical as many lose this ability under exam conditions. Students need to know if they can remain agile under exam conditions.
• Working effectively under time constraints: The ability to do this is critical and requires discipline and practise.
• Practise what needs to be done: Students need to practise so that they can’t get it wrong.

A Character Strength Framework Based on Role Models

Amazing People Schools has developed a great strengths-based framework for developing the whole person. More details can be found here. The engaging platform is packed with helpful resources and lessons, and also encourages schools to use the stories of role models to explore a variety of strengths in life.

When inspirational characters are brought into the classroom, they are often only noted for their achievements and not for the hard work which went into these achievements. Presenting examples of the hard work and obstacles that these role models faced, can help students to see that things don’t just occur in a flash.

This blog focuses on four areas of the Amazing Person Framework.

Strengths of Community 

We often think about exams and revision as solitary activities, however, bringing the community together supports everyone. There are three key ways this can happen:

• Work with others in a constructive way: Teachers can start revision in small groups by getting students to work on questions collaboratively. This helps them to support each other and explain things to each other, freeing up the staff member for support elsewhere.
• Share the burden, but in a focused way: Recognising that others may find certain topics hard can be helpful, but sharing the burden also helps students stay on track. Instead of just expressing how awful it is, students can work through it together.
• Be there to support and be supported: By students offering support to other students, they can also learn how to receive support as part of a community working together.

Strengths of Community are therefore a great starting place for exam preparation.

Strengths of the Head

• Understanding ideas: To really understand something, students need to be able to explain it to other people. Ideally, this would be to someone who isn’t studying that subject, so that the ideas can be looked at from different angles.
• Clear thinking: Students should know and understand things so well that their knowledge won’t be hugely affected by stress. What people can do in relaxed situations is very different to what can be achieved in exam conditions. By thinking clearly, students can develop ideas effectively despite the pressure. This clear thinking helps students to better interpret the questions in front of them so that they do not miss keywords.
• Analysis: Students need to practise reading questions precisely and understand what they are being asked to do. Misreading the questions can send students off on the wrong track costing them marks.

Therefore, by understanding the Strengths of the Head, students can begin to recognise the need to develop calmness, presence and a sense of clear thinking.

Strengths of Self-Regulation

• Organisation: Students need to create a reasonable plan for study and revision – this will involve breaking things down into chunks and planning when they are going to work on them. The plans that students devise need to be realistic, which means that they need to think about where they will revise, factor in rest time and so on.
• Determination: It is important for students to keep going, and to find ways which work so they can go on to celebrate success. Having made a plan, students then have to persevere and stick to it. Working through the challenges in ways that work for the individual and using the community support available is critical. It is also important to celebrate when a student has stuck to their plan as this leads to greater energy and engagement.
• Calmness under pressure: Students should practise performing under exam conditions and they need to be comfortable under these conditions. Practising answering questions in the precise time constraints that they will be tested on, means that calmness can be achieved during the actual exam. Students should be encouraged to set up their practise so it is as close to exam conditions as possible – using a desk, no phones nearby and so on.

Strengths of Self-regulation, how we manage ourselves, are crucial to good exam preparation.

Strengths of Action

A character strength is not a theoretical concept. Rather, strength of character is shown by action. There is no point in chatting about determination. You can’t just say you’re determined; you have to take action. Action feeds and embeds character. When students get stuck, using a strengths-based approach helps to prompt what action they are going to take to move forward.

What Action Do Students Need To Take?

Find out what is needed – create a list. Whilst teachers can and do create lists, engagement is higher if students themselves have created it. Students need to make their own list and then commit to it.

There are two areas that require thought:

• Knowledge: Do students know what they need to know? There are a lot of facts to be learned, but many students don’t move on to consider the next step of application.
• Applications in the examination: This is key because it involves using that knowledge and translating it into solutions. This relates back to the clear thinking mentioned earlier. Knowing the facts and then taking action by applying them is crucial.

Student Action Plan to Apply Knowledge

Students need to be determined, resourceful and flexible. And if they veer off the plan, they should reflect and use resilience to bounce back and begin again.

It is key that students practise EXACTLY what they will have to do in the exam, in a disciplined way. The thinking on knowledge and application can be used to determine what is needed.

The important thing is for students to keep going and to practise until they can’t get it wrong.

Of all the strengths needed for exam success, Strengths of Action are essential.

Students Using Key Character Strengths is Vital for Exam Success

Understanding how their strengths can support their learning can be a vital tool for students in exam preparation. Working with others, using their thinking skills and managing their time and efforts are critical approaches for students to adopt. Above all, young people need to take action. This is a useful reminder for all students to be determined, to keep going and ultimately, to stop the comparisons because that does not help.

More information about how Amazing People Schools can enhance your school’s personal development programme or supplement your school’s careers, behaviour and leadership offerings, can be explored by applying for a free trial here.

This blog was created following a live webinar run by Amazing People Schools. Sign up to receive a recording of the webinar here.

The post Preparing for Exams: A Strengths-based Approach appeared first on All About Amazing People.

Our School’s Approach to Teaching Character Education

I am currently a Year Five Teacher, Science Leader and Curriculum Leader at Cheam Common Junior School, which is part of LEO Academy Trust. Cheam Common Junior Academy is a Google Reference School, and all children across the school have 1:1 Chromebook devices. Digital technology and online learning platforms are an integral part of teaching and learning within daily life across the school. In addition, Cheam Common Junior Academy passionately strives to go beyond academics by nurturing the leaders and thinkers of tomorrow with the explicit teaching and development of character strengths using its own bespoke wider curriculum, Amazing People Schools stories and resources, LEO Explorer Values, and the wealth of other enrichment opportunities provided to its pupils.

In today’s world, so much emphasis is placed on assessments, test scores and academic performance. But what about the essential qualities that transform children into the leaders, innovators, compassionate citizens, and original thinkers of tomorrow? That’s where character strengths come in! Character strengths are the positive traits and qualities we all possess. They shape how we think, feel, and act. By helping children identify and develop their unique strengths, we equip them with the tools to make positive choices, overcome challenges, and become the best versions of themselves.

A Game-Changer for Your Classroom

This is where Amazing People Schools, for me personally, has been a real game-changer in my classroom. The Amazing People Schools online platform is jam-packed with many engaging and rich resources that make teaching character strengths a real breeze.

From interactive lessons on historical figures like Marie Curie or Mahatma Gandhi, to inspiring stories about modern heroes like Malala Yousafzai or David Attenborough featured in the ‘Contemporary Corner’, the platform sparks rich and meaningful discussions and learning opportunities. The pupils in my class love exploring the platform’s library of historical characters complete with stories, timelines, videos, audios and quizzes, and it has been incredible seeing the children connect character strengths to their own lives, goals and ambitions.

But, Why Teach Character Strengths?

Research indicates that focusing on character strengths results in:

• Improved Wellbeing: Children with a strong understanding of their strengths have greater self-esteem, confidence, and resilience.
• Academic Achievement: Character strengths, such as perseverance and self-regulation, are directly linked to success in school.
• Stronger Relationships: Emphasising the strengths of kindness, teamwork, and honesty, helps to foster positive connections with others.
• Meaningful Contribution: Encouraging children to use their strengths helps them feel empowered to make a positive impact on the world.

The Power of Character Strengths: Our Journey at CCJ

At Cheam Common Junior Academy, we passionately aim to inspire the next generation of change-makers, leaders, and creative thinkers by using our own ‘Amazing People’, featuring a diverse range of carefully selected role models who have shaped the world we live in today! We have identified, designed and promoted these role models, both past and present, who have made significant contributions to their areas of expertise. This allows us to build confidence, character and resilience, promote wellbeing and inspire learning across our whole curriculum! As a curriculum leader and having a previous background in art and graphic design, I have digitally designed ‘Amazing People’ illustrations to represent each of our discrete subject areas across our whole school curriculum. These are used across all subjects, lessons and displays, to reflect core values and inspire our students to be confident, resilient and respectful citizens, skilled to face the future!

Harnessing Technology to Bring Role Models into the Classroom

The next step in our journey was to bring these contemporary and historical figures to life and find meaningful, relatable and engaging ways to deliver character education for all of our pupils. As a Google Reference School and a LEO Academy Trust School, with a huge focus on integrating technology into the curriculum, we are constantly seeking ways in which we can harness technology and online learning platforms to enrich and enhance our classroom experiences.

That’s where we discovered Amazing People Schools, an online platform packed with resources specifically designed for this! Amazing People Schools offer:

• Inspirational Stories: The platform showcases stories of real people throughout history and in contemporary life who demonstrate specific character strengths. These stories help students to better understand the strengths in action.
• Fun Activities: The resources include creative lesson plans, activities, and discussion guides to bring character strengths to life in the classroom.
• Personal Reflection: Students have the opportunity to reflect on their own character strengths, which promotes self-awareness.

We have found that Amazing People Schools provides a fantastic foundation to build our bespoke character education program. The materials are readily adaptable, ensuring our young people are always engaged. Furthermore, a large majority of the role models we had already selected to represent our subjects and areas of the curriculum were also beautifully illustrated and represented on the Amazing People Schools online platform. This allows us to easily align our vision and core values. With a trust-wide subscription to Amazing People Schools, fortunately, our school has ongoing access to the award-winning learning platform and the wealth of learning materials available. 

Important Reflections in the Classroom

In my role as a Year 5 classroom teacher, I have been using Amazing People Schools almost on a daily basis with my class. To start, I was using the easy-to-use online platform at the end of the day. After a busy school day, I always like to set aside a few minutes for quiet reflection. Amazing People Schools has been a wonderful resource for this. Their videos featuring inspiring individuals, both past and present, provide the perfect springboard for contemplation, reflection and discussion. 

For example, after learning about the important concepts of racism and diversity in a PSHE lesson delivered earlier one day, we watched a short video highlighting the life, story and work of US civil rights movement leader Martin Luther King Jr. It sparked rich and insightful discussions and thoroughly deepened my pupils’ understanding of these concepts. We were also able to complete the short retrieval quiz provided and refer to the transcript of the story too, to check for comprehension and understanding. 

Using Role Models to Motivate and Inspire Students

Since then, we regularly choose a significant figure from the past and watch their short video highlighting a specific character strength that connects to subjects or topics that we covered earlier in the day. The videos spark fascinating discussions about how the featured individuals embodied the strength, the challenges they potentially faced, and how students can apply similar traits in their own lives. It’s a powerful way to reinforce learning and my students leave the classroom feeling motivated and inspired.

Classroom Resources Integral to Our Curriculum Objectives

As a result of the positive response from my students, along with how easy it is to use the platform, I was inspired to delve deeper into the extensive teaching resources on Amazing People Schools. I’ve discovered that I can create full lessons aligned with our curriculum objectives. The ready-made resources require minimal preparation, allowing me to focus my energy on facilitating meaningful discussions and activities that promote character development. This has been a game-changer, making it effortless to integrate character strengths education seamlessly into our core subject areas. For example, I wanted to develop a PSHE lesson to reinforce our LEO Explorer Value of ‘Empathy’ and I was able to effortlessly search and download a range of teaching materials and resources to make this a reality. The full lesson can be viewed here as well as the Jamboard children’s task.

Amazing People Schools: The Future for CCJ

As a curriculum leader, I believe passionately in sharing effective teaching strategies with my colleagues. I’ve started to share my experiences with Amazing People Schools within my team.  I’m delighted to see that several teachers across the school have also begun adopting this platform.  It’s been incredibly rewarding to see how it supports our broader curriculum vision and helps us to nurture a generation of well-rounded, compassionate, and capable young people.

Finally, we are now taking things to the next level! I’m excited to share that our commitment to character strengths education has gone a step further!  We have now started working closely with the Education Team at Amazing People Schools. Together, we’re carefully mapping out our curriculum to identify areas where the platform’s resources can directly support and enhance our existing curriculum goals.  This collaboration ensures that character development becomes a seamless and integral part of our students’ overall learning experience.

Amazing People Schools and Your Classroom

So, what are you waiting for? Are you a teacher or senior leader wanting to help your own pupils discover and nurture their strengths? Would you like to support them to not only be successful, but also to become outstanding individuals who shape the future for the better? Then, I wholeheartedly encourage you to check out Amazing People Schools. This platform makes it easier than ever to bring character strengths into your classroom, offering a treasure chest of tools to support you in empowering the next generation of changemakers.

Amazingly, you can even try out this awesome online learning platform for free here and sign up for a trial that gives you access to all the resources for a limited period.  Admittedly, it can sometimes be daunting and time consuming trying new online learning platforms and approaches to teaching and learning, but the Education Team at Amazing People Schools have got you covered! Through a number of training videos, which explain how you can use Amazing People Schools, you can get yourself and your team up and running in no time and find bespoke solutions for your school.

Furthermore, if you would like to explore and discuss how you can meet your unique key school improvement objectives, reflect core values in your own curriculum and inspire your students to be confident, resilient and respectful citizens skilled to face the future, you can book a personal call with a friendly and supportive member of their Education Team here. Join the movement to empower your students with character strength education.

A final thought… Amazing People Schools: Helping us raise amazing children!

Miss Julaan Govier BA (Hons) MA (Hons) 

Google Certified Educator Level 1 and 2

Primary School Teaching 2009-Present

Twitter or X:

@julaangovier

@CCJacademy 

@LEOacademies #WeAreLEO

The post Empowering Tomorrow’s Leaders, Changemakers and Game-changers: Why Character Education Matters! appeared first on All About Amazing People.

Encouraging and facilitating personal development and fostering character strengths in students is key to establishing positive behaviour and creating a harmonious, inclusive and safe school environment, with enhanced student and staff wellbeing as a result.

Behaviour, Wellbeing and Engagement

Does fear and intimidation truly work in controlling behaviour in young people? Thankfully, today, the importance of fostering a positive and inclusive atmosphere that promotes students’ wellbeing and engagement is readily recognised and respected by educators and researchers alike, which suggests that this outdated sentiment is waning. Advice from the Department of Education confirms this saying “Creating a culture with high expectations of behaviour will benefit both teachers and pupils”.

An important key shift in managing behaviour has been towards a more proactive and preventative approach. Instead of just reacting to misbehaviour, good teachers establish age-appropriate classroom routines, clear expectations and norms from the outset:

• Rules are based on core rights and responsibilities and the right to a safe school environment.
• The right to be treated fairly and respectfully.
• And the right to learn without undue distraction or disruption.

Creating this culture involves building strong relationships and fostering a sense of community among students. When students feel a sense of belonging and feel that they have personal strengths that are valued by others, and they understand the expectations people have of them, they are more likely to show positive behaviour. Easier said than done, and not something that is a ‘one-off’, but rather, something that is woven into every classroom interaction, every single day of every term.

Now, what if we flip this approach, traditionally perceived as a distraction from teaching history or geography or whichever subject, but instead adopt a fresh perspective and appreciate that personal development (aka character education) is integral to the teaching of every subject. So that, in effect, personal development is nurtured through the lens of each and every subject by each and every teacher. Now that is truly flipping the narrative!

In effect, personal development is nurtured through the lens of each and every subject by each and every teacher. Now that is truly flipping the narrative!

From ‘Managing Behaviour’ to ‘Personal Development’

When we flip the narrative from ‘managing behaviour’ to ‘personal development’, we shift how we respond to students’ behaviour or misbehaviour. We change the focus from ‘control’ to ‘influence’ and from ‘punishment’ to ‘learning and growth’. Reframing language around behaviour into positives helps teachers more effectively support pupils compassionately and empathically and encourages pupils’ sense of positive self-esteem.

If we learn to focus on what is right rather than what is wrong, we can create environments where all students – even those with troubling circumstances – can thrive, and in which everyone can bring their talents to bear and positively contribute to their classroom. This paves the way for students to play a more ‘engaged’ role in their own development.

Let’s face it – as human beings, none of us want to feel that we are being told what to do or think or that we have little stake in what is happening to us. Teenagers feel this even more intensely, which is often evident in the pushback against authority, resulting in what we call ‘challenging behaviour’.

Students Lead their Behaviour Strategies

At Amazing People Schools, we believe that students are capable of being the ‘leaders’ of their own behaviour. As such, they can learn to understand their actions and the impact they have on others. They can build strategies for dealing with the emotional undercurrents of behaviour and understand that making mistakes and getting it wrong are valuable opportunities for new learning and, ultimately, building better resilience.

Discipline is not about punishment. It is about guiding young people towards more appropriate ways to behave. For teenagers, discipline is about agreeing on and setting appropriate boundaries that reflect the school’s behaviour policy. Making sure that every student follows the agreed rules, no matter what problems they have, is really important for an inclusive learning environment.

It is important that the teacher communicates with all pupils about following the agreed rules. Even if a pupil is having a hard time, the teacher needs to make sure they know what is expected of them. This creates an understanding and an environment where everyone in class can learn together positively, moving away from ‘challenging behaviour’ to more ‘responsible behaviour’. All students should be held accountable for their actions and their impact on others. In essence, it is about nurturing good character in every student.

Students as ‘Leaders of their own Learning’

Teaching students how to take charge of their behaviour, both cognitively and emotionally, helps them to become a more consciously aware learner who exhibits more ‘responsible behaviour’ and, over time, becomes increasingly ‘behaviour smart’. This is important for all students and even more so for those at-risk students who have traumatic circumstances, have been diagnosed with behaviour disorders, have related emotional issues, or are neurodiverse. 

By bringing students’ attention to how they can take charge of themselves and their future, they can recognise their strengths and the choices they have available to them and how they can use all of this to achieve the more hopeful future that they desire.

Ultimately, this is about helping students empower themselves rather than being victims of circumstance. At the core of this is being able to see what each individual brings to the table.

Taking a strengths-based approach to behaviour specifically and learning more widely allows teachers to take a ‘half-full’ rather than ‘half-empty’ approach to the personal development of pupils.

Every student has valuable personal resources that they can draw on at school, especially when problems arise. However, so often, many students don’t recognise their own capabilities. We are more likely to get students to take ownership of their behaviour when they feel validated, seen and heard.

Valuing Difference and Individuality

Focusing on what each pupil can do, their strengths, achievements and successes, is essential in preventing pupils from getting into a negative spiral. Instead, we should support them to build their self-esteem and thereby change the way adults view and respond to them. When we encourage pupils to share, develop and build on their strengths and passions, and when we offer roles and responsibilities around these, it helps students to find purpose, building both self-confidence and resilience as well as self-esteem. Every student should feel that they are valued and included and that they bring something special to the table.

Teachers as Leaders of Behaviour

According to behaviour consultant, university lecturer and author Bill Rogers, making sure that teachers call every student to account, regardless of the issues those individuals might be facing, is the cornerstone of good behaviour. Rogers advises teachers to communicate with students about their behaviour and to hold them accountable for their actions, but always with a view to repair, rebuild and make reparations. Rogers warns against teachers falling into the trap of appeasing students, making excuses for poor behaviour in an attempt to be liked by the students, or in the name of building good relationships.

Like Rogers, we feel that a teacher’s role is to hold students to account for their behaviour and to champion for more responsible behaviour. It is a widely held view that good relationships with students emerge from honest and supportive actions anyway, so there is little to lose and so much to gain.

As the adult in the room who is responsible for the learning opportunities of our students, teachers can be the mirror, reflecting back to students the impact of both positive and negative behaviours. This raises students’ behaviour awareness generally and then cues them to take responsibility for their own actions. A consistent, regular and meaningful approach to peeling back the layers of behaviour with students, in a safe way, allows for learning and growth rather than victimisation and punishment.

Taking Action with Guided Reflection

Looking into a mirror gives us instant feedback. If we don’t like what we see, we may do something about it! Such reflection can be a prompt for change. Reflection is not a new idea, and practising reflection is very important.

The purpose of reflection is to gain a deeper understanding of oneself and one’s circumstances; to know yourself better by examining what you have done, why you chose that particular course of action, how it could be improved if it was repeated and, above all, what it means. Reflection is a means of working on or thinking about what is already known as a way of generating a new understanding. Guided reflection is such a powerful tool for learning and self-improvement and yet little space is created for it in many schools.

There are times when we all struggle to make good choices, and our behaviour may not be the best it can be. Nurturing and fostering positive behaviour is not just for those students who are ‘in trouble’, but something that all students need in order to take charge and become leaders of their own behaviour as well as becoming leaders of their learning.

Imagine if…

Imagine if, in your school, students were saying:

• I aspire to improve my behaviour so that I can fulfil my potential as a learner.
• I am motivated to focus on using strategies that will help me to be a better learner by improving my learning behaviour.
• I will persevere (keep going) even when it gets tough. I know that positive change does not happen overnight; that I might make mistakes and that it may be a struggle for me at times.
• My resilience will help me to bounce back when I experience setbacks and struggles. I believe that I can be better, so I will keep trying to improve my behaviour by reflecting on my progress.
• I will use my courage to take a risk to try new ways of doing things. I know I might feel uncomfortable at times, but I also know that my teachers and other students will support me.
• I will strive to be respectful to myself, to other students, to my teachers and to my wider community inside and outside the school.
• I will take full responsibility for my actions and the impact I have on those around me.
• I will do the right thing, even if no one is watching me.
• I want to improve things for myself, for others and for my community.

Leading My Behaviour Statement

The Amazing People Schools approach emphasises building positive, empathetic relationships, setting clear expectations, and using proactive strengths-based strategies using the inspiring stories of historical and contemporary role models. This ultimately means recognising individual differences, fostering open communication, and promoting self-discipline as key components of managing behaviour, using a strengths-focused, character-building approach. It is about equipping all students with the language, skills and mindset to take charge of themselves.

We prefer to call this personal development rather than managing behaviour. Life tends to throw curve balls more often than not, and we must prepare our children and young people to manage through even the most difficult situations with integrity, courage and acceptance. We know that challenges will come in many forms throughout life, and if we build resilience from the time they are at school, students will become strong, independent and successful adults who lead their own behaviour.

Want to find out more about the Amazing People Schools approach to managing behaviour? Then check out the Improving Behaviour resources on the secondary school site. Free trial access available here.

The post Flipping the Narrative on ‘Behaviour Management’ appeared first on All About Amazing People.

Amazing People Schools is proud to support one of the most important weeks in the calendar – Children’s Mental Health Week. This year’s theme, ‘My Voice Matters’, is one close to our heart. Our approach is person-centric, and we believe that each young person should be nurtured and heard.

We participated in two amazing webinars; the first featured a panel of wellbeing researchers and experts discussing how to promote wellbeing in young people; the second was another exciting collaboration with Virtual Soccer Schools, which enabled students to engage directly with two Premier League/US team players, where we discussed the importance of using our voice and supporting our own mental health.

Generally, whilst the understanding of some of the mental health issues our young people face has grown enormously over the past few years, there is still more work to be done to equip them with the skills, language and knowledge they need to enable them to define and talk openly about what is troubling them.

Cambridge CEM Wellbeing Webinar

To help schools navigate the landscape of wellbeing, Cambridge Centre for Evaluation & Monitoring organised a webinar, Promoting positive student wellbeing: A panel discussion. Our Education Team Manager, Selena Whitehead, joined three other eminent speakers for this engaging session, ably facilitated by Luke Parker. The discussion was packed with useful insights and practical takeaways.

We would encourage you to watch it all but here are our highlights:

Alicia Drummond is the founder of Teen Tips, and their mission is to provide mental health support for pupils, parents, carers and staff. She was asked how schools can enhance support for staff and teachers, particularly those without formal training in children’s mental health. The aim of this is to boost their confidence in addressing and teaching mental health and wellbeing within the classroom. She acknowledged the ever-growing need and the expectations on school staff, as well as the lack of mental health training in the PGCE course. Her solutions included suggesting online training so that all staff understood the basics of attachment theory. She also emphasised the need to start with staff wellbeing, and the need to tend to themselves so that they can adequately support pupil wellbeing.

Getting Started – Reliable & Trustworthy Mental Health Information

Luke asked Dr Hope Christie if she could offer any advice on where to start and how parents/schools/teachers can feel assured that the information they are getting is reliable and accurate. Dr Christie cautioned about the dangers of getting mental health advice online where articles are often not evidence-based. Her organisation, Tooled Up Education, turns evidence-based research into real-life impactful tools that help children to thrive.

Professor Ros McLellan gave a fascinating insight into definitions of wellbeing, describing it as a means of flourishing and fulfilling one’s potential. From a psychological perspective, Professor McLellan argued that wellbeing needs to be holistic, encompassing hedonic wellbeing (through pleasure and enjoyment) and eudemonic (through finding meaning and purpose). There are different tools and models of eudemonic wellbeing practices; however, measuring it can be challenging. Professor McLellan’s research has contributed to The Cambridge Wellbeing Check.

Building A Strengths-Based Bank Of Wellbeing

Our Education Manager, Selena Whitehead, took a strengths-based approach, acknowledging that much of the conversation around wellbeing stems from a position of deficit or labelling something that is perceived as wrong. Instead, Selena said that we can’t avoid setbacks and difficult challenges in life, but we can work our way through them by taking a strengths-based approach. She described building up a bank of wellbeing based on understanding individual strengths and being able to draw down on this bank in tough times.

VSS x APS Webinar

Our second webinar was very special, as we had invited not one, but two, premier league footballers (Fulham FC and the US Men’s team) to our special online studio courtesy of Jugo, which made the experience even more immersive.

We were joined by around 80 schools and over a thousand pupils. Selena kicked things off by reminding all the young people that we all have strengths that can be explored through the Amazing People Schools strengths-based framework, which is easy to follow in this short video.

Students Using Their Voice To Discuss Mental Health

Then it was over to the children, who posed fantastic questions, firstly to Tim Ream. One boy asked why Children’s Mental Health Week was important to Tim, who replied that he related it to his own family and how it was essential to talk to children about their mental health to enable them to grow up understanding their feelings – recognising that it is okay to not always feel okay and knowing how to deal with that.

He also gave an insightful answer to a question about dealing with failure in football – how he tries to turn a failure into a success by learning from what didn’t work, trying something different next time, and not getting too down about it.

Our next guest, Antonee Robinson, known as Jedi, entered the conversation with students. He talked about dealing with the pressures both on and off the pitch. Antonee explained that as a pro footballer, there was a lot of pressure on getting good results, but that he could relax with his hobbies, such as golf and spending time with his family. He also mentioned how children could find a lot of stress relief by playing football, as he did as a child. He answered student questions about how he deals with negativity and stressed the importance of not taking criticism about poor form to heart but rather, to focus on constructive advice from mentors and coaches.

You can watch the whole event here or use this Wellbeing Workout to encourage character strength activities for your students.

Wellbeing Workouts – A Resource To Support Mental Health

These are fun, daily activities that focus on developing and practising character strengths that can support student wellbeing in a really powerful way. Teamwork, kindness and wisdom are positive strengths that can be nurtured and practised on a daily basis. These activities include reflective tasks, such as encouraging students to create a one-page profile about someone who has helped them.

An example of a kindness activity would be listing seven kind acts students can aim to perform over the week. Performing acts of kindness each day enables students to build upon the healthy habit of helping others.

Embedding character education on a daily basis to support children’s mental health and wellbeing will provide students with the language and knowledge to discuss and develop their strengths. Amazing People Schools is here to help your school embed character education during Children’s Mental Health Week and beyond. Did you know that you can get free access to all our wonderful resources for your school? Contact us to try it for free at your school. Our team is ready to show you just how amazing Amazing People Schools really is!

The post Children’s Mental Health Week 2024 – My Voice Matters appeared first on All About Amazing People.

Our Role Models and Their Strengths – A Dressing Up Day with a Difference

We started off planning an Amazing People Day in order to embed the idea of inspirational role models and the strengths they demonstrated. What we got gave us so much more! Enthused pupils and staff talking about their own strengths and those of role models, past and present, famous and not, who inspire them. It went so well that it might become an annual feature!

Would you like to run an Amazing People Day in your school? Find out how at the bottom of this post!

Background – Our School Values and Community

We consider our popular school to be a very special place at which children develop confidence and a love of learning. We have very strong links with our local community and St Laurence Church. Christian values are at the heart of all that we do within our school. We are proud of the inclusive nature of our school, where every child is valued as an individual and recognised for their unique talents and gifts. 

We initially came across Amazing People Schools during a Blue Cow presentation at a suppliers evening in July 2022. As Deputy Headteacher, I loved what I saw and felt that the emphasis on diverse role models and how the Amazing People Schools suite of character education and wellbeing resources supported our behaviour policy, would be very useful.

The Planning – Character Strengths and School Behaviour

The management of positive behaviours is key to creating a positive school climate. This, in turn, improves and enhances the wellbeing of students, staff, and the entire school community. As part of our School Improvement plans/goals, we were in the process of reviewing our behaviour policy and wanted to take the time to explore what other schools were doing, and to research what makes effective behaviour policy and practice. During this process, we gained views from children, parents and staff, before we were able to create and develop a policy which meets the needs of our children and develops their character strengths.

We wanted staff to fully understand everything that the Amazing People Schools website had to offer, so we organised staff training. Busy school life, changes in priorities and staff absence delayed things slightly. However, we felt that launching at the beginning of the school year with a fresh start and some new staff members would be the perfect time.

The Amazing People Schools team supported us with advertising the event and created an eye-catching poster which we displayed in school and shared in our newsletter and on X (formerly Twitter). 

We wanted our Amazing People Day to not pose a cost to parents having to buy costumes or having to spend hours creating something fancy, so we simply asked children to dress up as someone they believe is amazing. They had to choose a real person, from history or from modern day, or it could be someone from their family, the local community, this county or anywhere in the world.

We hoped that children would appreciate how the world is filled with so many amazing people, but ultimately, our aim was for them to realise the character strengths they themselves could develop to make them even more amazing.

Staff Training

Before the day, our staff attended a training session with Selena, the Education Team Manager at Amazing People Schools. This gave a helpful guide to what they offer and how we might embed this across the school.

Teachers shared the idea of having an Amazing People Day and asked the children to represent an amazing person they chose with the help of their parents. This helped parents and carers become actively involved.

The Day Arrived – Role Models Come to Life

Staff used the Amazing People Schools website to gain ideas and build their knowledge of possible amazing people.

For example, Year 4 learned about how Elizabeth Blackwell used her character strength of love. They then considered how they could develop their character strength of love to help them achieve their goals.

All the children came dressed as famous people. They were excited to share their chosen character with their friends. The work we had done prior to the day was immediately evident, with pupils able to explain who their chosen character was and why they were amazing.

‘I’m Albert Einstein, the famous scientist,’ said one of the boys proudly.

‘I am Florence Nightingale, the nurse who saved the lives of many people,’ said another pupil with pride.

A child who was born in Ukraine, and is now living in Frodsham, came dressed as Walt Disney. He proceeded to show why he chose this amazing person by brilliantly drawing portraits of his classmates.

Including Parents in Education 

A number of students dressed to represent everyday amazing members of their own family and the work they did. One pupil said, ‘My mum goes to work and looks after babies, and then comes home and looks after me and my sisters.’ Another student had come dressed as his uncle who had done so much work to help people in the community who needed support during the pandemic.

Another child dressed up as Coco Chanel. Her mother, who is a school governor, said, ‘We love the Amazing People Day idea, and spent an enjoyable time gaining information and preparing the costume.’

Parents were actively engaged at the school drop-off, conversing and learning from each other. They shared the fun and drama of helping their children prepare.

‘This Amazing People Day has really got us all involved in preparing our children for an exciting event,’ said one of the parents.

Bringing Character into the Conversation

We held an assembly at the start of the day and were treated to Year 4 telling us about the importance of developing and recognising character strengths. They shared their personal character strengths and also the character strengths they felt they needed to develop.

In addition to what their chosen characters did in their lives, pupils explored the character strengths that the amazing people demonstrated, such as courage, creativity, teamwork, empathy, kindness and perseverance. Discussion was held around which strengths they felt were important and why.

That led to classroom discussions on why people like William Shakespeare and Mark Twain used their time to write stories, and how people like Louis Armstrong, Helen Keller and Thomas Edison overcame major barriers and difficulties to achieve their goals. The pupils learned that character strengths and having a purpose, combined with determination, as well as having organisation and problem-solving skills, are all essential for success.

Resulting Positive Impacts of the Amazing People Day

The process of organising the day involved teachers, parents and pupils working together. This involved using teamwork skills, which strengthened relationships at all levels. It was a fun and informative day. Indeed, it was a truly amazing event where the entire school community came together to celebrate those who have improved the quality of our lives.

I think perhaps one of the great aspects of the day was how the conversation about the event continued to be talked about after the event itself. Talking about the people that inspire us was really embraced across the school and was really uplifting.

The fact that the day had a “character strengths” lens across it made it much more than a non-uniform day. It meant something to each and every person that took part and got us thinking about role models and the impact they can have. It also got us thinking about the character strengths we all have and why they are important, as well as the strengths we felt we’d like to continue to work on and develop further.

This was an inspiring and meaningful day that we will all remember. It was such a brilliant day that we created a display that shared some of the highlights. Parents that came into the school loved it as it demonstrated that Frodsham CE Primary is a school that nurtures and supports each and every amazing pupil that attends the school.

“The day was such an inspiring and memorable one. We couldn’t believe the effort that children and their families had made. We had a huge range of amazing people, and we were really impressed by the children’s knowledge. They could tell us why they had chosen to dress up as their person and their reasons demonstrated their understanding of character strengths. We already know that our children are amazing, but this Amazing People Day proved it and made them realise that everyone can be amazing”.

Helen Griffiths, Deputy Headteacher and SENCO at Frodsham CE Primary School

Amazing People Day – Summary

The Amazing People Day proved to be the missing piece in the puzzle in terms of providing our students with an essential starting place to continue their journey into understanding character strengths. Every child in school is now able to identify character strengths and they are rewarded for showing them. In each classroom, we have the character strengths poster displayed and all staff and children refer to these regularly throughout the day.

This process has certainly met our needs in terms of supporting the creation of our school behaviour policy and helping students to further develop their character. Teachers will continue to use the Amazing People Schools resources to support teaching character and to share diverse role models. We’re also hoping to participate in the live schools’ sessions. 

Host an Amazing People Day

If you would like to talk to Amazing People Schools about hosting an Amazing People Day, please email support@amazingpeopleschools.com or book a short call here.

We can support you with a pack to help you run the day and will work with you to share social media posts and put together a blog or newsletter article about your day. You can download a free poster to publicise your day here to get you started. (PDF/ JPG)

All schools are welcome to a trial of the Amazing People Schools stories and resources, please click here to get your access details.

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