Introduction
We are leading a 3-year research project exploring how best spiritual wellbeing practices can be integrated into schools – to support children, staff and the whole school community.
(Note: This web page specifically covers our schools project research. For our more general research around spiritual wellbeing click here.)
How Do We Know It’s Working?
It is one thing to have a great idea, but it is another to prove that it works. We are committed to a rigorous, multi-year research approach to ensure our project delivers real results.
During our current exploratory year (2025/26), we are focusing on the lived experience. This means we are on the ground, conducting focus groups and narrative interviews with the people who matter most: the teachers and school leaders. We want to hear their stories — what works, what challenges, and how their daily lives are changing.
To measure the baseline of wellbeing, we are using the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) — a globally recognised tool for measuring mental health. However, we also know that numbers may not tell the whole story. Our qualitative realist approach means we are also looking at the how and why—examining how different school environments and socioeconomic backgrounds influence how staff and children engage with the project.
Looking Ahead: A Whole-School Transformation
As the project progresses, we are exploring school life more deeply. Through ethnographic work and direct observation, we are examining what is actually happening in the classroom and the whole school culture.
At the moment our research is particularly focusing on:
- How leadership training can affect the atmosphere of the whole school.
- How “spiritual nudges” can change the way a child reacts to a difficult day.
Looking at what actually happens in the school we can continuously refine our approach. We aim to ensure that the National Schools Wellbeing Project provides a lasting legacy for the next generation.
By combining academic rigour with a compassionate, human-centred approach, our aim is to build a future where every child has the spiritual tools they need to flourish.
Latest Research Links
10 March 2026
TES Wellbeing Report
The most recent wellbeing report from the recent TES shines a spotlight on the gravity of the problem with teacher mental health and the role Senior Leaders can play.
https://www.tes.com/en-gb/for-schools/content/tes-wellbeing-report
3 March 2026
Impact of Parental Behaviour on Children
The Association of School and College Leaders (ASCL) has been in the press recently following its survey which illustrates how worsening parental behaviour contributes to poor mental health in three-quarters of teachers.
https://www.ascl.org.uk/News/Our-news-and-press-releases/ASCL-survey-reveals-the-impact-of-parental-behavio
2 February 2026
Are we overcomplicating how we measure wellbeing?
https://www.linkedin.com/posts/wellbeing-research-centre_wellbeing-activity-7424031250287599616-9VmC?utm_source=share&utm_medium=member_desktop&rcm=ACoAAAYCe94Bc-f-RZCj4Tdg_AceKBYoSixaRME
28 January 2026
The Centre for Mental Health set out a high-level vision for investing in children’s mental health in their Future Minds Report. Now a 2026 roadmap sets out how this can happen.
https://www.centreformentalhealth.org.uk/publications/future-minds-a-roadmap-to-transform-children-and-young-peoples-mental-health-by-2035/
23 January 2026
Half of school leaders needed mental health and well-being support in the last year. Three-quarters said the job had a negative impact on their mental health. Supporting school leaders has never been more critical.
https://www.naht.org.uk/News/Latest-comments/Press-room/ArtMID/558/ArticleID/2948/NAHT-calls-for-more-support-for-school-leaders-amid-mental-health-toll
October 2025
Between access and anxiety: the paradox of digital mental health literacy
This well crafted piece provides a thoughtful consideration of the digital mental health ‘revolution’ and its impact, particularly with children and young adults.
https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2025.1691945/full
First published by Dept of Education September 2025
Is talking too much about mental health making things worse for young people? A recent Department for Education report suggests that when it comes to school-based interventions not all mental-health programmes have positive effects.
https://assets.publishing.service.gov.uk/media/68d65e5dc908572e81248d43/Identifying_and_supporting_children_and_young_people_with_social_emotional_and_mental_health_needs_a_rapid_evidence_review.pdf
To discuss our research, please contact Dr Nicola Eccles [email protected]
If you represent a school and wish to explore participating in the project, please contact [email protected] or fill in the form below: