Pedagogies of Wellbeing in the Primary School
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- Description
- Contents
- About
Pedagogies of Wellbeing in the Primary School positions wellbeing as a core, shared responsibility within schools, embedded in the everyday practices of teachers and trusted adults. Rather than treating wellbeing as an add-on or separate curriculum subject, the chapters promotes a holistic, values-led pedagogy that supports children’s physical, social, and emotional development.
Bringing together experts from diverse educational fields, Pedagogies of Wellbeing in the Primary School explores innovative, evidence-based approaches - such as movement-based learning, developing pupil voice through a community of enquiry, playful pedagogies, digital tools, and a pedagogy of care. Each of the 10 chapters offers theoretical grounding, reflective insights, and practical strategies for embedding wellbeing into daily teaching across age groups and subjects.
A timely and essential resource for teachers, pre-service teachers, school leaders, and support staff, this volume responds to growing mental health concerns and the need for emotionally supportive classrooms. It empowers educators to create inclusive, resilient learning environments where wellbeing is not taught, but lived through pedagogy.
Chapter 1. An Introduction to a Pedagogy of Wellbeing; Vicky Randall, Rhiannon Love, and Claire Hannah-Russell
- Chapter 2. Slowing the Pace, Deepening the Practice: Philosophy for Children as a Pedagogical Tool for Wellbeing; Rhiannon Love
- Chapter 3. Creating a More Care-Full Pedagogy; Julie Pearson
- Chapter 4. Movement as an Embodied Pedagogy; Vicky Randall
- Chapter 5. Pedagogies of Play within a Person-Centred Approach; Amanda Norman
- Chapter 6. Children in Armed Forces Families: Understanding the Benefits and Vulnerabilities for Wellbeing; Liam Satchell, Daniel Alfieri, and Rachael Gribble
- Chapter 7. Developing Children's Wellbeing through Dialogic Pedagogies for Critical Digital and Media Literacy; Emma Goto
- Chapter 8. Living Hopefully and Confidently: The Place of PSHE in Developing Children’s Wellbeing in an Uncertain World; Lisa-Marie Martin and Julie Wharton
- Chapter 9. “What Can We Tell the Children?” A Framework for S-A-F-E-ly Discussing Sensitive Histories with Younger Children; Alasdair Richardson
- Chapter 10. The Importance of Inner Worlds: Pedagogies to Support Children’s Spiritual Wellbeing; Kate Adams
Vicky Randall is an educator, researcher, and consultant in Physical Education and a visiting Associate Professor at the University of Gloucestershire, UK. She is a Fellow of the Higher Education Academy (FHEA) and the Royal Society of Arts (FRSA).
Rhiannon Love is a Senior Lecturer at the Institute for Education at the University of Winchester, UK. She is the curriculum lead for Primary Religious Education and Philosophy for Children (P4C). She is a Level One Thoughtful (SAPERE) P4C Trainer and a Senior Fellow of the Higher Education Academy (SFHEA).