Introduction
This critical reflective commentary explores the integration of well-being practices within primary education, drawing on three reflective patches provided as appendices. These patches focus on embedding well-being into the curriculum through a core subject (Patch 1), a foundation subject (Patch 2), and personal well-being strategies as a practitioner (Patch 3). The essay critically examines these practices in light of relevant theories, research, current policies, and legislation in the UK context. Well-being is increasingly recognised as fundamental to educational outcomes and personal development, influencing both pupils’ academic success and teachers’ effectiveness. This commentary will explore how well-being can be fostered through curriculum design and personal practice, while reflecting on the broader implications of policy frameworks such as the Department for Education’s (DfE) guidance on mental health and well-being. Key points include the role of well-being in subject-specific pedagogy, legislative support for well-being initiatives, and the importance of practitioner self-care. By weaving together personal reflections and academic insights, this essay aims to provide a balanced perspective on fostering well-being in primary education.
Well-Being in Core Subjects: Mathematics as a Vehicle for Emotional Resilience
Patch 1 focuses on embedding well-being into mathematics, a core subject in the primary curriculum. Mathematics, often perceived as a source of anxiety for many pupils, provides a unique opportunity to develop emotional resilience through structured problem-solving and growth mindset approaches. Research suggests that fostering a positive attitude towards mathematics can enhance pupils’ self-efficacy and emotional well-being (Boaler, 2016). For instance, incorporating collaborative tasks and celebrating incremental progress can reduce stress and build confidence. In the patch, I proposed activities such as peer problem-solving and reflective journaling on mathematical challenges to encourage a sense of achievement and emotional safety.
Theoretically, this aligns with Dweck’s (2006) concept of a growth mindset, which posits that viewing challenges as opportunities for development can positively impact mental health. However, a limitation lies in the potential for some pupils to still experience anxiety despite these interventions, particularly if prior negative experiences with mathematics persist. Current DfE policy supports this approach through its emphasis on mental health in the curriculum, as outlined in the 2019 guidance on Relationships, Sex, and Health Education (RSHE), which mandates schools to promote emotional well-being across all subjects (DfE, 2019). Critically, while policy provides a framework, its implementation often lacks specificity for subject areas like mathematics, highlighting a gap between intention and practice. Therefore, educators must adapt these guidelines creatively, ensuring that well-being strategies are meaningfully integrated into mathematical pedagogy rather than treated as an afterthought.
Well-Being in Foundation Subjects: Promoting Social Connection through Geography
Patch 2 examines the role of geography, a foundation subject, in promoting well-being through fostering social connection and environmental awareness. Geography offers opportunities to explore themes of community and global citizenship, which can enhance pupils’ sense of belonging—an essential component of well-being. In the reflective patch, I suggested using project-based learning, such as mapping local environments or studying sustainable practices, to encourage collaboration and empathy among pupils. These activities not only align with curriculum objectives but also support emotional development by linking learning to real-world contexts.
This approach is supported by Vygotsky’s sociocultural theory, which emphasises the role of social interaction in cognitive and emotional development (Vygotsky, 1978). Research also indicates that outdoor learning, often integral to geography, can reduce stress and improve mental health outcomes for children (Louv, 2008). However, a critical limitation is the variability in access to outdoor spaces, particularly in urban schools, which may hinder equitable implementation. From a policy perspective, the UK government’s focus on character education, as outlined in the DfE’s 2019 framework, underscores the importance of social and emotional learning within foundation subjects (DfE, 2019). Yet, the lack of explicit funding or training for such initiatives often leaves teachers under-resourced. This suggests a need for greater policy specificity and support to ensure that well-being in foundation subjects like geography is not merely aspirational but practically achievable.
Practitioner Well-Being: Personal Strategies for Sustainable Teaching
Patch 3 reflects on my approach to maintaining personal well-being as a primary education practitioner. Teaching is a demanding profession, with high levels of stress and burnout reported across the sector. In my reflection, I identified strategies such as mindfulness practices, setting professional boundaries, and engaging in regular peer support as essential for sustaining my mental health. These strategies are not only personal commitments but also professional necessities, as teacher well-being directly influences classroom dynamics and pupil outcomes.
Research by Johnson et al. (2016) highlights that teacher stress can negatively affect student achievement, underscoring the need for self-care. Furthermore, Maslach’s burnout theory provides a framework for understanding the emotional exhaustion often experienced by educators, suggesting that proactive well-being practices are vital (Maslach, 1998). In the UK, legislative and policy support for teacher well-being is evident in initiatives like the Education Support Partnership and the DfE’s Teacher Workload Reduction Toolkit (DfE, 2020). However, these resources are often underutilised due to time constraints or lack of awareness. Critically, while I am committed to these personal strategies, I recognise the structural challenges—such as workload pressures—that can undermine their effectiveness. This reflection highlights the interplay between individual responsibility and systemic support in fostering practitioner well-being, pointing to a need for broader cultural shifts within education.
Legislation and Policy: A Framework with Gaps
Across all three patches, the influence of UK policy and legislation on well-being practices is evident, though not without limitations. The Children and Families Act 2014, for instance, places a duty on schools to support pupils with special educational needs, including mental health needs, which indirectly supports well-being initiatives in the curriculum (UK Government, 2014). Additionally, the introduction of statutory RSHE in 2020 reflects a growing recognition of mental health as a priority in education (DfE, 2019). However, as noted in the patches, the lack of subject-specific guidance and funding often hampers effective implementation. For practitioners, while policies like the Teacher Well-Being Charter offer a promising framework, their impact is limited by inconsistent adoption across schools (DfE, 2020).
A critical perspective reveals that policy often adopts a one-size-fits-all approach, failing to account for the diverse needs of pupils and teachers. Research by Kidger et al. (2016) suggests that well-being interventions are most effective when tailored to specific contexts, a nuance often missing from broad legislative mandates. This raises questions about the adequacy of current frameworks in supporting the practical strategies outlined in the patches. Indeed, while policies provide a necessary foundation, their success arguably depends on localised interpretation and resource allocation, areas where further development is needed.
Conclusion
This critical reflective commentary has explored the integration of well-being practices in primary education through three reflective patches, supported by theoretical insights, research, and policy analysis. Patch 1 demonstrated how mathematics can foster emotional resilience, while Patch 2 highlighted geography’s role in promoting social connection. Patch 3 underscored the importance of practitioner well-being as a cornerstone of effective teaching. Collectively, these patches reveal the multifaceted nature of well-being, requiring both curriculum innovation and personal commitment. Critical reflection on UK policies, such as the RSHE framework and Teacher Workload initiatives, indicates a supportive yet imperfect legislative landscape, with gaps in specificity and resources limiting implementation. The implications are clear: while individual strategies and subject-specific approaches can enhance well-being, systemic support must evolve to address practical challenges. Moving forward, educators and policymakers must collaborate to ensure that well-being is not merely a policy aspiration but a lived reality in primary education. This balance of personal and structural efforts remains essential for fostering holistic development in both pupils and practitioners.
References
- Boaler, J. (2016) Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching. Jossey-Bass.
- DfE (Department for Education). (2019) Relationships Education, Relationships and Sex Education (RSE) and Health Education. UK Government.
- DfE (Department for Education). (2020) Teacher Workload Reduction Toolkit. UK Government.
- Dweck, C. S. (2006) Mindset: The New Psychology of Success. Random House.
- Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2016) The experience of work-related stress across occupations. Journal of Managerial Psychology, 20(2), 178-187.
- Kidger, J., Brockman, R., Tilling, K., Campbell, R., Ford, T., Araya, R., … & Gunnell, D. (2016) Teachers’ wellbeing and depressive symptoms, and associated risk factors: A large cross-sectional study in English secondary schools. Journal of Affective Disorders, 192, 76-82.
- Louv, R. (2008) Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books.
- Maslach, C. (1998) A multidimensional theory of burnout. In C. L. Cooper (Ed.), Theories of Organizational Stress (pp. 68-85). Oxford University Press.
- UK Government. (2014) Children and Families Act 2014. UK Legislation.
- Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
