What
Our aim is to embed effective spiritual wellbeing practices in schools across the UK in order to strengthen the resilience, wellbeing and potential of all young people. We aim to support not only students, but also staff and the wider school community.
Our project is driven by research and action-learning, partnering with schools to understand what works in practice.
Why
There is a mental health crisis in schools, both for students and staff. Sadly, current research suggests that existing mental health interventions may in fact be causing more harm than good. New interventions are needed so that everyone in a school community can flourish.
How
Our approach is legitimated and impelled by the statutory requirements of Education Acts and Ofsted that spiritual development is a duty of all schools.
Our work builds on the effectiveness of our Ofqual regulated vocational qualification in spirituality and wellbeing. It is vindicated too by the substantial evidence for the health and wellbeing benefits of spirituality.
The promotion of pupils’ spiritual development is a statutory duty of all maintained (public) schools in England and Wales. – Education Act 2002
All schools are also required to promote the spiritual, moral, social, cultural, mental and physical development of pupils at the school and of society. – Ofsted Handbook 2024
Leadership
We also absolutely understand that school leaders are crucial to this project. There is a critical relational dynamic between staff and students. We can only improve children’s wellbeing if staff’s wellbeing is fully supported – and this requires the full engagement of school leaders.
Policy
Many schools feel uncertain about how to effectively embed spirituality in the curriculum.
We are therefore intent on creating a blueprint for schools that can be embedded in policy and used across the UK, ultimately modified as a global educational resource.
Method
Our project starts with staff and exploratory conversations that fully acknowledge the realities of their work lives. We explore how we can effectively support their own spiritual wellbeing. We then focus on pupils and eventually consider whole school communities.
We are developing resources to support staff, which can then be reworked so as to be effective for students. At the same time, we are researching realistic methodological frameworks.
Foregrounding spirituality and spiritual wellbeing practices as legitimate dimensions of school life, teacher wellbeing and the school community, we believe, will benefit everyone.
Next steps and Objectives
* Define and benchmark spirituality in education by developing a clear, contemporary framework aligned with the Education Act and School Inspectorate guidelines.
* Develop leadership capacity by creating and piloting training programmes for headteachers and senior leaders that integrate spiritual wellbeing practices into school culture and communication.
* Support teachers and staff wellbeing by providing professional development that increases their capacity, wellbeing and resilience, while modelling spiritual practices for young people.
* Embed spiritual wellbeing across school life through co-created training, scaffolding materials, and choice architecture (“nudges”) that reinforce spirituality in everyday teaching and learning.
* Develop and evaluate a theory of change that demonstrates how spiritual wellbeing practices can drive positive outcomes for pupils, staff, and the wider school community
If you are a school head, or on school staff or governance, and would like to talk with us about the project, please contact: [email protected]
Or fill in the short form below.