Checking in

Understanding and managing emotions contributes to both preventing and responding to bullying incidents. 

Checking in on emotions supports pupils to better understand how they are feeling and use tools to manage their emotions. It allows staff to have an understanding of how pupils are feeling and provide support. A change in emotions may be an indicator that a pupil has experienced bullying or is at risk of engaging in bullying behaviour. 

Using wellbeing indicators can contribute to measuring the effectiveness of a school’s anti-bullying practices. 

Checking in is:

Accessible: reward schools use tools such as daily emotional check-ins and Worry Boxes to support pupils to safely explore their feelings, share concerns and access support.

Daily check-ins with class teachers and strong relationships with trusted adults means that we notice and respond to pupil who may need support.

Supported: Wellbeing-related inputs, including the use of the GIRFEC (Getting it Right for Every Child) wellbeing (SHANARRI – Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included) indicators, support pupils to understand and reflect on their wellbeing.

We have assigned each month within our school a SHANARRI indicator. That is the theme of the month within our schools. It is addressed within the classroom planning and in whole school assemblies. This helps pupils understand all that they are entitled to and their rights and helps them feel comfortable in approaching us if any of their needs are not met.

Actioned: Schools use a range of tools to measure and respond to pupils’ wellbeing. Wellbeing surveys, incorporating the SHANARRI indicators, may be used once or twice a year to gain an understanding of pupils’ needs. The Glasgow Motivation and Wellbeing Profile (GMWP) is used in schools across Glasgow to track and monitor wellbeing across the course of a pupil’s school journey. Teaching staff use this and other data, such as their own observations or feedback from families, to assess each individual’s needs and implement support. This may include partnering with external services and targeted health and wellbeing inputs to the curriculum.

Evidence suggested that the health and wellbeing of our learners was an issue. Health and wellbeing became a school improvement priority for the last three years.