• Good Practice Case Studies

    The schools featured in this section describe the impact of implementing staff wellbeing strategies.

    Do what works in your setting. Tell us how and why it worked.

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    Queen Mary's Grammar School (QMGS), Walsall

    Addressing the issue of rising mental health problems in students (March, 2019)

    Queen Mary’s Grammar School (QMGS) is an Ofsted outstanding selective boys’ school which is co-educational in the 6th form and has 1089 pupils on roll. It is in Walsall, an industrial town eight miles northwest of Birmingham. In 2018, QMGS became a founder member of the Mercian multi-academy trust along with four other Walsall schools, following single academy conversion in 2011. The four pillars of QMGS are ‘Academic in Purpose’, ‘International in Outlook’, ‘Generous in Approach’ and ‘Enterprising in Spirit’, and life at the school reflects these characteristics equally, along with adherence to the QMGS Pastoral Charter. Over 60% of the pupils are of Asian ethnic origin, and some travel to the school from as far afield as Derby, which is 36 miles away. The school motto is ‘Quas dederis solas semper habebis opes’: ‘It is what you give that you will keep as eternal riches’.


    The then Deputy Head, Richard Langton, made it a whole-school priority in 2016 to address the issue of rising mental health problems. The issue was being reported more and more nationally, and our school was no exception, putting additional pressure on our hard-working pastoral team. Initially, Mr Langton formed a staff working party, who discussed ideas and visited other schools to see the work they were doing. Some of us had had experience of mental health problems within our own families driving us to action. Mr Langton also initiated a school-wide mental health survey to assess the level of need.


    Click on the link to read Queen Mary's Grammar School full case-study here: https://drive.google.com/file/d/1eD03DOVT3zwST0RNrF50pjgX_7X5EU96/view?usp=sharing

    Eastfield Primary School 2018

    Wellbeing and Reducing Teacher Workload: Christalla Jamil, Headteacher

    (December, 2018)


    First posted on Twitter @ChristallaJ 9th December, 2018


    What prompted me to take action?


    I took on the headship of my school in the May 2013. A few weeks after we had an Ofsted monitoring visit resulting in a ‘Requires Improvement’ grade. Pressure was on to get to ‘Good’ in a set framework of time. We achieved ‘Good’ in 2015 and also had a couple of outstanding areas. It was now time for me to look at reducing teacher workload with a renewed energy to impact on wellbeing.


    I began to realise that in order to meet the additional pressures I was forcing on my staff, linked to our marking and feedback policy in 2015, the only thing to help them manage, was to provide additional time for staff to cope. Since then, we have frequently reviewed the policy and the current streamlined version is no longer called a marking and feedback policy; it is just a feedback policy.


    Feedback Policy


    Our feedback policy has been scaled down and the word marking has been completely eradicated. Please see Appendix 1.


    Reviewing Release Time


    In addition to two sessions of PPA time, my staff receive an extra non contact session every week. This has further developed into releasing them every half term for one and a half days. These days could be taken in school or not, as log as the agreed areas are met. The release is regardless of pay scales and TLRs. Further release is also given if it is required and needs to be justified...


    Click on this link to read Christalla's full case-study:




    Kingham Primary School, Oxfordshire

    Staff Wellbeing, Headteacher Bretta Townend-Jowitt (January 2019)

    Kingham Primary School is a local authority one-form entry school in rural West Oxfordshire. The school encourages pupils to have the confidence to explore, experiment and develop skills through a creative curriculum, taught through termly topics chosen by the class teacher in conjunction with the pupils. The school prides itself on its art, sport, music and outdoor provision, as well as academic achievement and progress.


    Headteacher: Bretta Townend-Jowitt


    Bretta Townend-Jowitt has been in education for over 20 years. Her responsibilities include membership of the Chartered College and being an advocate for a focus group; Advocate for the Maternity Teacher - Paternity Teacher project; Women Leading in Education Coach; and a member of the Advisory Board for Teacher Toolkit. Bretta is passionate about staff health and wellbeing and flexible working.


    What do we mean by staff wellbeing at Kingham Primary School?


    The term ‘wellbeing’ can be used to describe our holistic health, including our physical, mental and emotional health. When we have good levels of wellbeing we feel life is in balance and that we can generally cope well. We feel motivated and engaged and are able to show resilience and ‘bounce back’ from life’s challenges.


    (Supporting staff wellbeing in schools’: Anna Freud, National Centre for Children and Families).


    What do we mean by ‘A Healthy School’


    A healthy school ensures that when pupils are unhappy, anxious, disturbed or depressed there are open channels for them to seek or be offered support, without stigma and with appropriate confidentiality. A healthy school actively seeks to promote emotional health and well-being and helps pupils to understand their feelings.


    At Kingham Primary School we work towards positive Emotional Health and Wellbeing in the whole of our school community for adults as well as children. We believe that the aims and objectives of our school can only be achieved if children and staff have good emotional health...

    Read the rest of Kingham Primary School's case-study at: https://drive.google.com/open?id=1y09TNYgnv77l_nl7EdyZJ13C3HntXdp7



    Three Bridges Primary School, Southall

    Interview with Headteacher Jeremy Hannay. Posted on www.aheadofourtime.co.uk by John Bishop on 4 June, 2017


    Jeremy Hannay is the Headteacher of Three Bridges Primary School in West London, an innovative and successful school that serves a disadvantaged population. He writes regularly for Teach Primary and Primary School Management in between completing his doctorate at the University of Exeter.


    Jeremy has worked in both Canada and England as an educator and provides support and advisory to a number of schools in mathematics, English and school leadership. He believes passionately in growing schools that are characterised by incredible educators, courageous young people and cultures of enquiry, collaboration and happiness. He tweets using @HannayJeremy.



    There is so much excellent content packed within the next 60 minutes [See link to Podcast interview below] that this could well be the most valuable and effective CPD for school leaders all year. We discuss many of the key features of Three Bridges Primary School that have led to its success on so many levels. The roots of Jeremy’s educational philosophy and his outside view on our school system are themes running throughout our conversation which also includes the following topics:

    • Why school leaders should set themselves bolder goals
    • How Jeremy leads staff with happiness, care and compassion in order for children to flourish
    • When to use verbal feedback and when to use written feedback
    • How better staff wellbeing is achieved by using common sense, listening to your workforce and not setting meaningless tasks
    • Why headteachers should always be asking themselves if they are asking the right questions
    • Why teaching observations are the most overrated idea in British education that stifle at least 90% of the workforce
    • How Three Bridges Primary School developed a culture of trust where professional discourse around continuous improvement involves all staff
    • Why 200 schools and 500 teachers have visited Three Bridges Primary School this year alone
    • Lessons from sport including why long-term impact of educational practice should be prioritised over short-term outcomes
    • Why you don’t need to be at the front of the room as a headteacher
    • Some of the key differences between educational systems in England and Canada
    • Why school leaders are the biggest crisis facing education

    You will soon realise why the school has become known as the #happiestschoolonearth and make contact with Jeremy to see it in action for yourself.


    Listen to John Bishop's interview with Jeremy Hannay here: https://drive.google.com/open?id=19UQuXmm1DFqNMB-uaAkWYZHXMVJK9j5l

    Ashford Teaching Alliance

    Reducing Teacher Workload: Data Management (March 2018)

    Ashford Teaching Alliance was a case study in the DfE Workload Challenge.

    Click on the link to access the report: https://public.3.basecamp.com/p/US4DHXaMsWFXMqmiQTSbpoR9

    Southwark Teaching School Alliance

    Reducing Teacher Workload: Replacing Written Feedback with Verbal Feedback (March 2018)

    Southwark Teaching Alliance was a case study in the DfE Workload Challenge. Click on the link to access the report: https://public.3.basecamp.com/p/vz4kQmYCH5UhKtnmymvL7zPE

    Whitley Bay School

    Reducing Teacher Workload: Research report into shared planning (March 2018)

    Whitley Bay School was a case study in the DfE Workload Challenge. Click on the link to access the report:


    Flying High Trust Partnership

    Reducing Teacher Workload: Reducing Marking (March 2018)

    Flying High Trust Partnership schools were case studies in the DfE Workload Challenge. Click on the link to access the report:


    St Peter's School

    Reducing Teacher Workload: Summative Assessment and Data Management (March 2018)

    St Peter's School was a case study school in the DfE Workload Challenge. Click on the link to access the report:


    Jurassic Coast Teaching Schools Alliance

    Reducing Teacher Workload: Data Collection (March 2018)

    Jurassic Coast Teaching Schools Alliance schools were case studies in the DfE Workload Challenge. Click on the link to access the report:


    Transform Teaching School Alliance

    Reducing Unnecessary Workload: The Promise of Collaborative Planning (March 2018)

    Transform Teaching School Alliance Schools were case studies in the DfE Workload Challenge. Click on the link to access the report:


    Cheshire Vale School

    Reducing Teacher Workload: The Rebalancing Feedback Trial (March 2018)

    Cheshire Vale School was a case study school in the DfE Workload Challenge. Click on the link to access the report:


    The WOWS Research Project

    Reducing Teacher Workload: Marking (March 2018)

    The schools in the WOWS Project were case studies in the DfE Workload Challenge. Click on the link to access the report:


    Hatcham College

    Workload Challenge: KS5 Data (March 2018)

    Hatcham College, in the Haberdashers' Aske's Federation was a case study in the DfE Workload Challenge. Click on the link to access the report:


    The Mead School

    Reducing Teacher Workload: Collaborate, Plan and Renew (March 2018)

    The Mead School was a case study in the DfE Workload Challenge. Click on the link to access the report:


    Workload Challenge Research Project Posters

    Conference-style posters produced by the schools involved in the DfE Workload Challenge Research Projects (March 2018)

    Click on the link to access the report:


    Aquinas Teaching and Learning Trust

    Reducing Teacher Workload through Real-Time Personalised Feedback (March 2018)

    Aquinas School was a case study in the DfE Workload Challenge. Click on the link to access the report:


    Aureus School: Didcot, Oxfordshire

    Hannah Wilson: Executive Headteacher and Strategic Lead GLF Teaching Schools Alliance: Co-Founder of #WomenEd

    'Aureus School is committed to nurturing hearts and minds. As a brand new 11-16 academy that opened with Year 7s only in September 2017, we have committed to wellbeing as one of our 12 core values. Our Trust's (GLF Teaching Schools Alliance) vision is to enable all of our community to grow, learn and flourish. We have a Deputy Headteacher who leads the strategy for culture and wellbeing and focuses on student wellbeing, and who works with a Lead Practitioner who focuses on staff wellbeing. Significant cultural changes we have made including flipping the school day so that all of our students start their mornings mindfully, insisting that all of our community engage in the family dining experience and a half day on Fridays. We have secured some funding from the Charlie Waller Memorial Trust to fund a regional Mental Health and Wellbeing network and curate a free offer of training opportunities for the local area. We have a Mental Health First Aider and are working towards the Mental Health in School Award'.


    Visit the school website at: www.aureusschool.org and read their article about why a staff wellbeing programme is at the centre of their new school ethos on Teachwire at: https://www.teachwire.net/news/why-a-staff-wellbeing-programme-is-at-the-centre-of-our-new-schools-ethos

    Torquay Academy

    How my school takes the stress off teachers: Katherine Mortimore: Lead Practitioner for English (The Guardian: Sept 2017)

    Kathrine Mortimore, Lead Practitioner for English at Torquay Academy, explains how her school 'has found ways to reduce the workload burden on teachers - while also helping us become more effective in the classroom'.


    Key points she makes in the article:

    • A common approach gives teachers control
    • We have an efficient whole-school behaviour policy
    • Written feedback is only given when needed
    • The homework process is streamlined
    • We collaborate on the curriculum
    • There aren't any burdensome written reports
    • Ongoing coaching helps us improve quality

    Read the full case study by clicking on the link:


    St Peter's Primary School, Somerset

    Doing things in Greater Depth: How we reduced teacher workload by restructuring our approach to planning

    St Peter's Primary School in North Somerset published an account on GOV.UK in October 2017 of how it approached a reduction in teacher workload. This was in response to the teacher workload group review paper: 'Eliminating unnecessary workload around planning and teaching resources':



    St Peter's drew on world-class research from Dylan Wiliam, John Hattie and Gordon Stobart of how children learn best. It re-thought the way teachers planned and taught.


    The result was improved learning and a reduction in teacher workload.


    Read the full case study here: https://teaching.blog.gov.uk/2017/10/19/doing-fewer-things-in-greater-depth-how-we-reduced-teacher-workload-by-restructuring-our-approach-to-planning/

    and watch the school's video explaining its 'Excellence as Standard' Curriculum by clicking on the image of the school's website on the right.

    Hearts Academy Trust

    Flexible Working: Putting our pupils at the heart of our flexible working policy (Oct 2017)

    In October 2017, flexible working was promoted by the government, Amanda Spielman of Ofsted, and discussed by the Chartered College of Teaching.


    The link below will take you to an account on the GOV.UK site of how one Trust promotes flexible working in its Primary schools. Its key messages are:

    • We rethink our schools' current staffing every time staff move on or within the organisation
    • We consider how we can retain expertise and experience by considering other necessary roles
    • We think about the most efficient ways of teaching subjects
    • We are open to senior staff working part-time
    • We take on board the other side of flexible working - working full-time with more support
    • We are trialling 2-teacher classes
    • We employ two counsellors/mental health workers (one works flexibly).

    Read the full case study here:


    Dr Challoner's Grammar School, Amersham

    Carole Black, Assistant Headteacher, awarded Wellbeing Champion by Mind (2017)

    Carole Black is the Assistant Headteacher at Dr Challoner's Grammar School in Amersham, and a winner of our Wellbeing Champion award. Our Wellbeing Champion awards recognise two outstanding individuals who have been nominated by their peers for playing a key role in promoting positive mental health in their workplace. Her colleagues say that because of Carole, the school has become a better place for staff and students. By thinking critically about workload Carole has been able to remove some of the demands on staff and offer a more flexible approach to things. Her impact has been huge. Staff are more willing to take on new things and staff absences have fallen. There is a greater sense of staff wellbeing and community.


    Read more here about how Carole achieved greater wellbeing in her school: https://uploads.strikinglycdn.com/files/24db8099-f332-40e8-b5ce-c313484f36f8/How Carole improved Wellbeing at Dr Challoner’s Grammar School in Amersham 2017.docx?id=82392

    Ark Conway Primary Academy, Hammersmith, London

    Ark Conway Primary Academy awarded Gold in Mind's Workplace Wellbeing Index in March 2017

    Ark Conway Primary Academy in Hammersmith was recognised at an awards' ceremony for its commitment to workplace wellbeing. The school were awarded Gold in Mind’s inaugural Workplace Wellbeing Index, which shows they are achieving excellence within their workplace.


    Ark Conway’s current approach to promoting mental health and wellbeing to their staff of around 30 people is built into their Mental Capital and Wellbeing Five Way Minimum offer, based on the New Economics Foundation’s 'Five Ways to Wellbeing'.


    Some of the highlights include providing dedicated self-directed time at the end of each day (from 4pm) so that staff can choose how to manage their own workload enabling them to schedule their work around commitments with friends and/or family; providing all staff members with a fitness tracker band and dedicated non-contact time for a self-chosen area of learning.


    Ark Conway’s offer also acts as a tool for starting conversation around the importance of mental health. Staff share concerns regarding their mental health with a member of staff who they feel comfortable with, usually a peer or their line manager. The leadership team operate an 'open door' policy so staff can approach their manager for support and advice. Ark Conway delivers weekly five-minute standing meetings where staff can discuss how they are feeling and the strategies they are taking to sustain a positive wellbeing.


    Lois Osborne, Head of School at Ark Conway Primary Academy said: “Ark Conway Primary Academy is delighted their commitment to ensuring workplace wellbeing has been recognised in Mind's first Workplace Wellbeing Index. We still feel we are at the start of our journey but we know employers have a responsibility to promote workplace wellbeing and prevent poor mental health. Our commitment to workplace wellbeing means we're on the right track to better support our staff."

    Tapton High School, Sheffield

    Whole-School Wellbeing (2017)

    Tapton School in Sheffield has a whole-school approach to supporting student and staff well-being. Steve Rippin, Assistant Headteacher, Mental Health lead, describes their approach.


    'Our decision to focus on mental health and wellbeing was based on a multitude of factors rather than any one reason. As an outstanding, forward-thinking school, Tapton is always looking to provide students with the very best experiences and opportunities so that they are able to lead fulfilling lives...


    'While we were busy launching our mental health programme, we were also working on a student, staff and parent/carer survey in conjunction with CAMHS. This was to gain a baseline measure and discover stakeholders’ viewpoints on mental health...The staff survey revealed that many teachers didn’t feel qualified and were hesitant to give mental health support in case they gave the wrong advice and made the situation worse...'


    Read the full case study here:



    Visit Tapton School's website and their dedicated page 'Mental Health and Wellbeing' where: "The mental health and wellbeing of all members of Tapton School (including staff, students and parents) is fundamental to our philosophy and ethos ‘valuing everyone, caring for each other, achieving excellence’."


    Here, you can download resources to help you with your own Wellbeing strategies:


    Brimsdown Primary School, Enfield

    How a staff wellbeing group changed the school culture: Dani Lang, Headteacher (January 2018)

    I started as Headteacher at Brimsdown Primary School during a troubling time for the school. There had been two ‘Requires Improvement’ Ofsted inspections, and the school was judged to be in the lowest 10% for Year 6 reading progress.


    The subsequent changes my leadership team and I had made – a new English and phonics scheme and behaviour policy, for example, and redundancies in the first year - had left staff morale low. As a result, I made the decision during the Christmas holidays in 2015 to start a staff wellbeing team and asked for volunteers from the teaching staff to help.


    The results have been extraordinary. Two years later, our most recent Ofsted grade improved to ‘Good with three outstanding elements’, and we’re now in the top 20% for progress in reading and maths. Staff seem much happier and the school has much more of a family feel to it. I’m now firmly of the belief every school should have a wellbeing team.


    Click on this link to read Dani's full case-study:



    Dani has also had an article on the impact of Brimsdown Primary School's wellbeing group published in The Guardian on 1st February 2018 here: https://www.theguardian.com/teacher-network/teacher-blog/2018/feb/01/staff-wellbeing-team-school-improved

  • Research & Guidance:

    Teachers and Wellbeing

    For the researchers amongst you or to support evidence-based good practice to promote teachers' mental health and well-being. Click on links to download reports to your desktop. Most recent research first.

    Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes

    Keith C. Herman, PhD1, Jal’et Hickmon-Rosa, BA1, and Wendy M. Reinke, PhD1

    Journal of Positive Behavior Interventions 2018, Vol. 20(2) 90 –100: June 2018




    Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers and 1,817 students in grades kindergarten to fourth from nine elementary schools in an urban Midwestern school district. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teacher adjustment were identified. Three classes were characterized by high levels of stress and were distinguished by variations in coping and burnout ranging from (a) high coping/low burnout (60%) to (b) moderate coping and burnout (30%), to (c) low coping/high burnout (3%). The fourth class was distinguished by low stress, high coping, and low burnout. Only 7% of the sample fell into this Well-Adjusted class. Teachers in the high stress, high burnout, and low coping class were associated with the poorest student outcomes. Implications for supporting teachers to maximize student outcomes are discussed.


    [Click on link below to download to your desktop]



    Pupil progress held back by teachers' poor mental health

    Jonathan Glazzard: Centre for Excellence in Mental Health in Schools

    Leeds Beckett University

    23 January, 2018


    Children’s education is suffering because of poor mental health experienced by many teachers, according to new research.


    In a survey of 775 teachers, 77% said that poor teacher mental health is having a detrimental impact on pupils’ progress.


    The survey, carried out by Leeds Beckett University and teaching advice website Teachwire.net, examined the relationship between teachers’ mental health and their ability to teach and maintain positive relationships with pupils.



    Wellbeing and Worklife Balance in Schools

    People Management Business (PMB) Report No 1 May 2018.pdf


    In March 2018, the People Management Business (PMB) sent out a simple 4 question survey to 40 Headteachers and Academy CEOs on the theme of wellbeing and work-life balance. The purpose was to gather examples of good practice and effective strategies. 35 questionnaires were returned.


    A summary of the findings:

    • achieving work-life balance is more complex than simply ameliorating teacher workload
    • many Headteachers feel ill-prepared to cope with the expectations of the role. This includes addressing the symptoms of staff stress
    • the perception of a lack of control is a primary causal factor in workplace stress associated with poor wellbeing/work-life balance
    • Headteachers need to be empowered to role-model positive wellbeing/work-life balance behaviours and strategies
    • a supportive governing body that fully understands the vulnerabilities of Headship and genuinely‘checks-in’ with the Head regularly on their well-being is essential.

    Far from being only a checklist of good practice, PMB believes the study makes a significant contribution to research into wellbeing in schools and academies, theissue impacting on education today.


    Gary Edwards

    The People Management Business


    [Click on link below to download the full report to your desktop]


    Workload Challenge Research Summary (NCTL/DfE March 2018)


    A summary of the research which the DfE carried out to identify causes of teacher workload. Contains a number of case studies of schools that have successfully addressed specific workload issues.


    [Click on link below to access the report]



    Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.

    Eva Oberle; Kimberly A Schonert-Reichl. Social Science & Medicine 159: (2016) 30-37.


    The first piece of research which links teacher stress with physiological stress responses in children. Teacher stress causes pupil stress which, in turn, causes more teacher stress.


    [Click on link below to access the article]



    Global Happiness: Policy Report (2018)

    Global Happiness Council


    [Click on link below to access the report]



    Evidence-Informed Teaching: A Self-Assessment Tool for Schools. Chartered College of Teaching (2018)


    Enables teachers to review to what extent they use research to inform teaching and learning.


    [Click on link below to access the document]



    Teaching and Learning Research Summaries: A collection for easy access

    Tom Sherrington: Teacher Head June 2017


    Here are several superb summaries of educational research that have been compiled into easily accessible websites and articles in pdf format that can be read online and shared with staff. Although they are easy to find via an internet search, Tom Sherrington, author of the blog teacherhead,com pulls them together into one place for easy access.


    [Click on link below to access post on Teacher Head]



    Positive early childhood education: Expanding the reach of positive psychology into early childhood

    Lisa Baker, Suzy Green and Daniela Falecki (2017) European Journal of Applied Positive Psychology, Vol 1, Article 8 1-12


    [Click on link below to read the article in e-format]



    Research into the Circles for Learning Project within Secondary Schools

    Alison Waterhouse (MA in Education by Research: In progress)


    It is widely understood that children’s emotional wellbeing influences their cognitive development and learning as well as their social skills. (Durlak, Weissberg, Dymnick, Taylor & Schellinger, 2014; Public Health England 2014). Evidence shows that work on emotional and social competence and wellbeing has a wide range of educational and social benefits, including greater educational and work success, improved behaviour, increased inclusion, improved learning, greater social cohesion, increased social capital, and improvements to mental health. (Weare and Gray, 2003).


    [Click on the link below to download the abstract to your desktop. See a description of Circles for Learning at www.teachwellalliance.com#wellbeing-providers]



    Mental Health and Wellbeing in the Education Profession: October 2017

    Education Support Partnership


    This is the first ever report on the Mental Health of Teachers


    [Click on link below to download to your desktop]



    Thriving at Work: The Stevenson/Farmer Review of Mental Health and Employers

    Oct 2017 (Independent report commissioned by the Prime Minister in January 2017)


    [Click on link below to download to your desktop]



    DfE Research into Workload and Strategies for Reducing it (Sept 2017 onwards)

    Sarah Cooper of CooperGibson Research


    The DfE has commissioned Sarah Cooper of CooperGibson Research to carry out research into strategies that schools are using to reduce workload. She is looking for schools who are willing to take part.


    Here is the description from her flyer which you can download by clicking on the link below:


    'CooperGibson Research have been commissioned by the Department for Education (DfE) to gain a better understanding of professional development and support packages which are being used to help reduce teacher workload whilst maintaining standards.


    The evidence will be used to enable DfE to understand good practice in the area.


    We would like to speak to schools about how the packages or support work, how they are accessed, who they target, and any evidence of impact.


    We are interested in what is available for allteachers, including those in the early stages of their career, middle leaders and senior leaders.


    Professional development and support can be interpreted as broadly as you like, including more formal professional development and training packages, as well as more informal support, such as teacher blogs or workshops.


    Please contact Mary Dennison on mdennison@coopergibson.co.ukto arrange a convenient time for a telephone call, which should take around 30 minutes.


    If you require any further information about the project, please contact Sarah Gibson, Research Manager on sarah@coopergibson.co.uk'.


    [Click on link below to download flyer to your desktop]



    Retaining and Developing the Teaching Workforce

    National Audit Office (Sept 2017)


    [Click on link below to download to your desktop]



    Education at a Glance

    Slideshare: OECD (Sept 2017)


    [Click on link below to download to your desktop]



    Teacher Workload Action Plan (2017) DfE


    [Click on link below to download to your desktop]



    How Teamwork Improves Wellbeing: What Works Wellbeing (2017)


    What Works Wellbeing analysed 1400 research reports and found that creating supportive and effective teams was a common factor in promoting individual and organisational wellbeing.


    [Click on link below to download to your desktop]



    Teacher Workload Survey 2016 (Feb 2017) DfE


    Read Pages 1-10 for the Executive Summary.


    [Click on link below to download to your desktop]



    Protocol for a cluster randomised controlled trial of an intervention to improve the mental health support and training available to secondary school teachers

    The WISE (Wellbeing in Secondary Education) study: Kidger et al. (2016)


    [Click on link below to download to your desktop]


    https://uploads.strikinglycdn.com/files/611bd62d-f0ec-4e2f-9b99-3b6dbebed828/Protocol for A Trial of an Intervention to improve the Mental Health & Training Secondary School Teachers 2016.pdf?id=74721

    How can school-based support boost teachers' wellbeing?

    Karen Salter - First published on SchoolWell (May 2016)


    Karen Salter is an Educational Consultant working in Devon. She is currently carrying out training in coaching and is involved in a range of wellbeing projects. You can link with her on twitter @karensalter78or LinkedIn.


    [Click on link below to download to your desktop]



    Mental Health Foundation/UNUM (2016) Added Value: Mental Health as a Workplace Asset

    (Full report)


    [Click on link below to download to your desktop]


    https://uploads.strikinglycdn.com/files/abf57bd1-7499-4337-8e23-0d39bdf8ad54/Mental Health as a Workplace Asset Mental Health Foundation Unum 2016.pdf?id=82461

    Shifting identities: a mixed-methods study of the experiences of teachers who are also parents

    Dr Emma Kell (April 2016)


    Dr Emma Kell is a secondary teacher of languages and English of 20 years. She leads an English department in North London and has experience as a Senior Leader and Head of Languages. She is wife to a journalist and mother to two girls, aged eight and six. I regularly publish articles and take part in TeachMeets and teacher conferences as a participant and seminar leader.


    Emma Kell's research project, for a Doctorate in Education at Middlesex University, examines the experiences of teacher-parents in UK maintained schools, and poses the central question: What is the influence of parenthood on teacher identity, effectiveness, well-being and career aspirations?


    The study examines the positive and negative influences at micro-, meso-, and macro-level on teacher identity, well-being and career aspirations and seeks to determine which policies and practices are effective when balancing parenting and teaching and how might these be developed further.


    The thesis builds to the following overarching message:


    Parenthood has a significant impact on teacher identity, with the vast majority of teachers questioned acknowledging a change in perspective with regard to their role in the classroom, their sense of professional vocation, and their relationships with colleagues.

    Key features of role enrichment, or the positive influence of parenthood on teachers, include the following:

    • An enhanced sense of moral purpose in their role as teacher or leader;
    • Increased efficiency and improved time-management skills and an enhanced ability to prioritise tasks;
    • An increased sense of empathy and understanding with colleagues, students and parents.

    Where teacher-parents experience role conflict, or struggle to balance parenthood and teaching effectively, this includes the following key features:

    • Feelings of guilt and regret at neglecting family, duties at home, or indeed duties at school;
    • Feelings of exhaustion due to lack of time for sleep or relaxation and/or lack of time for oneself;
    • Feelings of stress and frustration at juggling the two roles and feelings of ‘failure’ in one or both at different times.

    The study concludes with a range of recommendations, on the clear understanding that each situation is unique and there is no ‘one size fits all’ approach.


    [Click on the link to read the summary of the research on the British Educational Research Association (BERA) blog website:

    https://tinyurl.com/y9wrz755and on this link to access the entire thesis: http://eprints.mdx.ac.uk/view/creators/Kell=3AEmma_Louise=3A=3A.html]

    Mental Health Foundation/UNUM (2016) Added Value: Mental Health as a Workplace Asset (Executive Summary)


    [Click on link below to download to your desktop]


    https://uploads.strikinglycdn.com/files/abf57bd1-7499-4337-8e23-0d39bdf8ad54/Added Value Mental Health as a Workplace Asset Executive Summary 2016.pdf?id=82462

    The Australian Principal Occupational Health, Safety and Wellbeing Survey 2016

    (Executive Summary)


    This survey explores the Health and Wellbeing of Principals (Headteachers) in Australia.


    [Click on link below to download to your desktop]



    Eliminating unnecessary workload around marking

    Report of the Independent Teacher Workload Review Group (March 2016)


    [Click on link below to download to your desktop]



    Teachers' Experiences of Peer Coaching in an English Primary School: an intervention for building the positive wellbeing of teachers (Dissertation for an MSc in Coaching Psychology at the University of East London: September 2015)

    Nora Helena McKenna




    The aim of the small-scale study was to investigate the relationship between peer coaching and teachers’ subjective well-being. It explored how they make meaning of their work context, their experience of coaching, and its impact on self-awareness, self-efficacy, and behaviours. An adapted solution-focussed coaching model in a nine-week programme of training, peer coaching, journaling and coaching logs was used. Participants were also introduced to a small number of strategies from positive psychology, including Mindfulness.


    Inductive thematic analysis was used to identify themes from interviews, journals and coaching logs. The results suggest that teachers experienced conflict between their public and private selves, and between subjective and socially constructed perceptions of time. The benefits of coaching and being coached were equally positive. Impact for participants included changing priorities, greater self-awareness and empowerment. In comparison to quantitative studies, the results are revealing of the reasons behind experienced stress. Solution-focussed peer coaching in primary schools has the potential to mediate the negative impact of personal and environmental factors and increase self-efficacy.


    [Click on link below to read Executive Summary]


    Eliminating unnecessary workload associated with planning and teaching resources

    Report of the Independent Teacher Workload Review Group (March 2016)


    [Click on link below to download to your desktop]



    Eliminating unnecessary workload associated with data management

    Report of the Independent Teacher Workload Review Group (March 2016)


    [Click on link below to download to your desktop]



    Teachers' Well-Being and Depressive Symptoms and Associated Risk Factors

    Kidger et al. Journal of Affective Disorders (2015)



    [Click on link below to download to your desktop]


    https://uploads.strikinglycdn.com/files/3a255f9e-96d1-45e7-81e6-068ac0dd3c2f/Teachers Well-Being and Depressive Symptoms and Associated Risk Factors Kidger et al Journal of Affective Disorders 2015.docx?id=74728

    Results of Education Support Partnership's Health Survey (2015) into teachers' wellbeing and mental health


    [Click on link below to download to your desktop]



    School Leadership and Student Outcomes- Identifying What Works and Why Best Evidence Synthesis Iteration [BES] Viviane Robinson, Margie Hohepa, and Claire Lloyd (2015) The University of Auckland, New Zealand


    [Click on link below to download to your desktop]



    Teachers’ workload diary survey 2013 (DfE Research report February 2014: UK)


    Read Pages 1-7 for the Executive Summary showing average working hours per week of teachers in the UK and the tasks which they carry out.


    [Click on link below to download to your desktop]



    Mental Health is Your Business: James's Story - The Business Case for a Workplace Policy

    Equality and Human Rights Commission (Updated Jan 2014)


    This article tells the story of James, a Primary School Teaching Assistant, who has been diagnosed with Bi-Polar Disorder. It compares side-by-side the personal and financial costs of supporting James as against disciplining him for unacceptable performance.


    [Click on link below to access the article]



    Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience

    Matthew A. Kraft; John P. Papay (2014) Brown University, New Zealand


    [Click on link below to download to your desktop]



    Workplace Social Support and Wellbeing in School Teachers:

    The Mediating Role of Psychological Capital

    Karen Salter, University of Leicester (MSc dissertation research), 2013 Abstract and Executive Summary



    [Click on link below to download to your desktop]



    Creating a positive school culture

    Chris Wheately and Pete Wilkes (2012) Thinkpiece National College for School Leadership


    [Click on link below to download to your desktop]



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