Weaving Wellbeing into Classroom Practice

Supporting children and young people to thrive emotionally isn’t an optional extra - it’s fundamental to effective teaching and learning. In classrooms across the UK, pupils bring with them not just their books and bags but also their life experiences, worries, and emotional needs. For many, school is a sanctuary; for others, it can feel uncertain or overwhelming.

That’s why embedding wellbeing into everyday practice - through emotional literacy, belonging, self-awareness, social skills, and positive relationships - is essential. This is especially important when viewed through an attachment and trauma-informed lens.

Why an Attachment and Trauma-Informed Lens Matters

Attachment theory helps us understand how early relationships shape a child's ability to trust, relate, and learn. Children who have experienced consistent, nurturing care typically develop a secure attachment style and feel safe in relationships. Others, especially those with experience of trauma, neglect, or instability, may struggle with regulation, trust, or self-worth.

A trauma-informed classroom recognises that behaviour is communication, and emotional safety is a prerequisite for learning. By prioritising connection before correction, and co-regulation before control, we create environments where all children - especially the most vulnerable - can flourish.

1. Emotional Literacy: Giving Feelings a Language

Emotional literacy is the ability to identify, understand, and express emotions and forms the first step in helping children manage how they feel and behave. Without this skill, many pupils resort to shutdowns or outbursts when they feel overwhelmed.

Practical Ways to Build Emotional Literacy

KS2: 

• Use ‘emotion check-ins’ at the start of the day with visual aids or feelings thermometers.
• Storybooks and circle time can be used to explore different feelings in safe, relatable ways.
  Resource: Books to develop Emotional Literacy for KS1      KS2      KS3
• Model naming emotions out loud: “I’m feeling frustrated because the technology isn’t working, but I’m going to take a breath.”                                                                                                       
•  Resource: Lesson Plan What is an Emotion.pdf (407.7KB)

KS3: 

• Integrate emotional vocabulary into English, Drama, and PSHE lessons.
• Use journaling or reflective prompts to help students explore how emotions show up in their body and behaviour.
• Offer vocabulary walls or sentence stems: “I notice I feel ___ when ___ happens.”
  Resource: Ways to Help Teenagers Manage Stress.pdf (418.4KB)

2. Fostering a Sense of Belonging

Belonging is a fundamental human need, and children who feel they belong are more likely to participate, persevere, and connect positively with others. For pupils who feel different or excluded, school can be a source of stress rather than support.

Resource: Blog: Developing a sense of belonging in the classroom
Resource: Creating A Sense Of Belonging.pdf (498.5KB)

Strategies for Cultivating Belonging

KS2

• Create classroom rituals (greetings, celebrations, end-of-week reflections).
• Include all children in decision-making where possible - class rules, displays, roles.
• Share positive messages about effort and kindness, not just academic success.

Resource: Lesson Plan Emotional Literacy Activities

KS3

• Set up student-led groups or mentor systems to promote peer belonging.
• Use identity-based projects in subjects like Art or English to help pupils see themselves reflected in the curriculum.
• Create safe forums (e.g. tutor time discussions) where pupils can talk about issues that affect their sense of inclusion.

3. Self-Awareness and Self-Regulation

Helping children recognise what they’re feeling is only half the picture - they also need to learn what to do with those feelings. Self-awareness and regulation are the building blocks of emotional resilience.

Daily Practices to Support Self-Awareness

KS2

• Introduce a classroom ‘Regulation Station’ with sensory items and visual regulation strategies.                                      Resource: Setting up a Regulation Station.pdf (229.8KB)                                                                                             
• Use simple mindfulness activities like breathing exercises or short guided visualisations.
  Resource: Lesson Plan Stress Busting with Calming Strategies.pdf (954.8KB)
• Reflect together on what went well and what was tricky in the day or lesson.

KS3: 

• Teach metacognitive strategies - encouraging pupils to notice their reactions and thought patterns (e.g. during test preparation).
  Resource: Lesson Plan Positive self-talk
• Discuss regulation openly in tutor or PSHE time: “What helps you refocus when you’re stressed?”                                            Resource: Ways to Help Teenagers Manage Stress.pdf (418.4KB)
• Encourage goal-setting and personal reflection at regular intervals.

4. Building Positive Relationships

Positive, trusting relationships between pupils and between staff and pupils are the glue of a supportive learning environment. These connections regulate stress, model empathy, and reinforce safety.

Encouraging Connection and Trust

KS2 

• Prioritise relational routines: greet children by name each day, hold eye contact, smile.
• Use cooperative learning structures that encourage teamwork and mutual respect.
  Resources: Lesson Plan Supporting Others.pdf (194KB)
• Model repair: apologise when necessary, and encourage children to do the same.
  Resource: Lesson Plan: Lesson Plan Being Kind and Thoughtful

KS3

• Use regular check-ins during form time or through a pastoral system.
• Create opportunities for teacher-pupil dialogue beyond academics (e.g. interests, achievements).
• Offer structured peer support through buddy schemes or classroom roles.
  Resource: See KS2 Supporting Others

5. Developing Social Skills for Life

Social competence impacts everything from friendships to group work, conflict resolution, and long-term wellbeing. Explicitly teaching these skills avoids assuming that all pupils ‘just pick them up’.

Supporting Social Development

KS2

• Teach turn-taking, listening, and empathy through games and structured group work.
• Role-play common social situations and encourage children to problem-solve together. 
  Resource: Lesson Plan Different Points of View
• Celebrate acts of kindness and cooperation as part of your reward system.
  Resource: Lesson Plan Being Kind and Thoughtful

KS3

• Use PSHE and real-life scenarios to discuss respectful disagreement, consent, and boundaries.                                              Resource: Lesson Plan Different Points of View (above)
• Reflect on social dynamics in fiction or media texts: “What would have helped this character resolve that conflict?”                  Resource: Lesson Plans The Bystander Effect
• Support social skill-building through extracurricular activities and leadership roles.

Conclusion: Small Changes, Big Impact

Weaving wellbeing into classroom practice doesn’t mean adding more to your already full plate - it means embedding emotional connection into what you already do. Every interaction, every choice of language, and every routine is an opportunity to build safety, trust, and growth.

By seeing children through an attachment- and trauma-informed lens, and integrating emotional and social learning into daily teaching, we help pupils not just get through school - but truly grow through it.