Supporting Young People Online: New BrainWaves Lessons on ‘Wellbeing in a Digital World’

At BrainWaves, our mission is to improve adolescent mental health and wellbeing in schools by bridging the gap between high-level research, and the daily realities of the classroom.

As technology continues to be an ever-present part of young people’s lives, schools need to continue navigating conversations around smartphones, social media, screen time, and online safety. 

These topics can feel complex, fast-moving, and difficult to address, which is why we’ve developed a series of free lessons on Wellbeing in a Digital World as part of our wider wellbeing curriculum.

Grounded in the latest research from the University of Oxford, these evidence-informed lessons give teachers the tools to approach these important issues with confidence, whilst giving students practical strategies to build healthier digital habits:

• Protecting your wellbeing in a world of screens (11-14 years)
• Staying safe from harm online (11-14 years)
• Social media and the dangers of perfection (11-14 years)
• Taking control of smartphones (14-16 years)

Helping Young People Navigate the Digital World

Rather than suggesting an outright ban and encouraging students to avoid smartphones altogether, our curriculum helps them understand and navigate the digital world: how digital environments are designed, how online experiences can affect their wellbeing, and what they can do to stay in control.

Designed as part of a spiral curriculum, these lessons can be taught either in progression through the five years of secondary school or as stand-alone lessons throughout the key stages. 

Lesson one: Protecting your wellbeing in a world of screens
(For ages 11–14)

Not all screentime is equal, and this lesson helps students understand the difference.

At this age, young people are using screens in a very different way to older teenagers. Students therefore explore how active screen use, such as creating, communicating, or learning, can have more positive effects on their wellbeing, compared with passive scrolling and endless consumption. The lesson also introduces the idea of “displacement”, helping students recognise the dangers of screentime when it replaces activities known to protect mental health, such as sleep, exercise, and spending time with others.

View lesson

Lesson two: Social media and the dangers of perfection
(For ages 11–14)

Social media can be a great way to connect with others, but it can also create unrealistic expectations and encourage unhealthy comparisons.

In this lesson, students explore why people naturally compare themselves to others and how carefully edited and curated content on social media can distort reality. The lesson encourages students to recognise the impact this can have on their self-esteem and wellbeing, while equipping them with practical strategies to develop a healthier perspective and create a more positive experience on social media.

View lesson

Lesson three: Staying safe from harm online
(For ages 11–14)

This lesson explores the realities of harmful online content and how young people can respond safely and confidently when they encounter it.

Introduced in a safe and non-frightening way, students learn about the role algorithms can play in exposing them to unwanted or harmful material, even when they are not actively searching for it. They are introduced to a simple framework, Curate and Protect, Block and Report, Get Help Now, which gives them practical actions to take when faced with harmful content online. The lesson concludes with students creating their own online safety plan, encouraging them to reflect on their digital lives and identify personalised strategies for staying safer online.

View lesson

Lesson four: Taking control of smartphones
(For ages 14–16)

Smartphone apps are deliberately designed to capture and hold our attention, so understanding how they work is the first step towards using them more intentionally.

Drawing on research from the University of Oxford, this lesson explores the motivations behind excessive phone use before introducing practical strategies that help students regain control of their digital habits. Students will learn how to protect the big 3 for wellbeing: sleep, physical activity, and real-life relationships. The lesson focuses on achievable changes such as creating phone-free zones, setting app limits, and adding small amounts of “friction” to reduce endless scrolling.

View lesson

Evidence-Based Strategies for Lasting Wellbeing

By combining accessible research with engaging classroom activities, the BrainWaves Wellbeing Curriculum equips teachers with the confidence to deliver meaningful, up-to-date lessons while giving young people the knowledge and skills they need to build healthier relationships with technology and protect their wellbeing in a digital world.

To further support teachers, every lesson is accompanied by concise Research Guides that summarise the evidence behind each wellbeing strategy. From creating phone-free zones and reducing passive screen use to improving sleep habits and taking healthy breaks from social media, these guides ensure that every recommendation is grounded in robust psychological research.

To explore the full ‘Wellbeing in a Digital World’ theme and discover more evidence-informed lessons from the BrainWaves Wellbeing Curriculum, please visit here and create an account to access the free lessons:

https://education.brainwaveshub.org/brainwaves-lessons/

Putting Youth Voices at the Heart of BrainWaves: Announcing the Launch of our new YPAG

At BrainWaves, one of our aims is to improve adolescent mental health and wellbeing through schools by bridging the gap between high-level research and the daily realities of the classroom.

To truly achieve our goal of informing, engaging, and empowering the next generation, we believe that young people must be more than just the subjects of research; their voices must help shape and inform it.

We have already seen first-hand the power of youth voice through our previous YPAG of students aged 16+, whose insights had a huge impact on the design of our project and study. Their contributions helped shape not only what we explored but how we approached it, ensuring our work remained relevant, meaningful, and grounded in real experiences.

Building on this success, we are now thrilled to announce the launch of our new Young Persons Advisory Group (YPAG) for younger students, ensuring that youth voices remain a priority and stay at the very heart of everything we do.

Why Youth Voice Matters

The new YPAG is a group of students aged 11-14 from diverse backgrounds across the UK who meet to share ideas, give feedback, and help guide our journey.

By joining the YPAG, students have a real impact on the future of mental health in education. They help shape the wellbeing topics we focus on, the language we use in our national surveys and lessons, and even how we communicate with young people across the country.

Naomi French works with schools and colleges across the country via our Research Partner network. With a background in teaching, she has seen first hand the impact including youth voice can have on processes traditionally designed for, rather than with them. She says, “The BrainWaves YPAG provides an empowering, tangible way for young people to help shape the focus of research that is designed with them in mind. Not only will this make what we are doing more impactful, but it will allow them to make their voices heard where it matters, directly in the heart of our research.

Get Involved

If you would like your school to get involved in future opportunities, please contact our team at support@brainwaveshub.org

STOP GUESSING, START IMPACTING: BrainWaves Living Well Conference 2026

Early Bird Tickets are now LIVE!

We all see it every day: student mental health is declining, and the “solutions” offered often feel disconnected from the reality of a busy classroom.

On Monday, 6th July 2026, we’re changing that. In association with the University of Oxford, the BrainWaves Living Well Conference 2026 is bringing the world’s leading researchers and frontline educators into one room to bridge the gap between “knowing what works” and “making it work” in your school.

Why you need to be there

This isn’t just another theory-heavy seminar. It’s a day of actionable impact designed specifically for school leaders and teachers.

• Evidence-based strategies: Get direct access to the scientists behind the studies.
• Classroom realities: Focus on the issues that matter now, including the impact of social media and the psychological roots of persistent absence.
• Neurodiversity & wellbeing: Join interactive roundtables on the rise of neurodiverse diagnoses and how we accurately measure student wellbeing.

The Programme: Research you can actually use

Our line up of speakers is lead by world-renowned scientists from the University of Oxford (more speakers to be announced soon!) exploring the conference theme of ‘Shifting the curve in adolescent mental wellbeing‘:

• Population insights: Big-picture trends with Prof. John Gallacher (University of Oxford).
• Self-harm and adversity: Critical insights from Prof. Sarah Bauermeister (University of Oxford).
• Social media and devices: Separating myth from reality on the impact on young people.
• The attendance gap: Understanding the “why” behind school avoidance.

Lock in Your Early Bird Discount by 30th April!

Don’t wait for the budget to tighten. Secure your spot at the best rate by the Early Bird Deadline of 30th April 2026 and join a community dedicated to actually ‘shifting the curve’ on adolescent mental health.

Event Date: 6th July 2026

Location: Prospero House, London, SE1 1GA

👉 CLICK HERE TO FIND OUT MORE ABOUT THE CONFERENCE

👉 OR CLICK HERE TO SECURE YOUR EARLY BIRD TICKETS NOW

World Mental Health Day 2025

The World Health Organisation recognises World Mental Health Day on 10 October every year. This year’s theme is ‘Make mental health and wellbeing for all a global priority’.

As students continue to face growing pressures, academically, socially, and emotionally, we’re reminded how vital it is that all young people have access to consistent, high-quality mental wellbeing support and education in school.

At BrainWaves, our mission is to make this support both accessible and effective. Our free, evidence-based Wellbeing Curriculum provides a series of lessons that equip students with practical strategies to manage their mental wellbeing. Best of all, these oven-ready lessons are designed to fit seamlessly into your PSHE planning.

Key wellbeing lessons for Mental Health Week

The following lessons can be used at any stage across Key Stage 3, or with students aged 11-14 years and can be used to help students understand what impacts their wellbeing, as well as ways in which they can change their behaviours for better wellbeing.

• Managing Worry: Learn a variety of techniques to tackle everyday worries.
• Challenging Negative Thoughts: Discover strategies to transform unhelpful thinking patterns.
• Sleep, Screens, and Mood: Understand how use of screens and bedtime routines impact mood, wellbeing, and sleep quality.
• Social Media Social Media and The Dangers of Perfection: Explore how social media affects our sense of self and how to navigate it positively.
• Helping Others for Better Wellbeing: Engage in activities that highlight the power of kindness and altruism.
• Making Change Happen: Empower students with tools to make lasting, positive changes in their lives.

These lessons are tailored to help students understand their emotions, reflect on their experiences, and develop a stronger sense of agency over their mental health, all in an age-appropriate, evidence-based format.

Join our free webinar

To support your school further in supporting wellbeing in your school, we’re hosting a free CPD webinar for educators: “Unlocking wellbeing: The power of creativity on young people’s mental health and wellbeing”.

In this session, we’ll explain about ‘creative health’ and how the use of creative and cultural activities can be used in secondary schools to support adolescent wellbeing. Professor Neil Humphrey will talk about the research he has conducted with the Factory International Schools Programme and the outcomes it has had on the young people involved.

Register for free now!

Become a BrainWaves Research Partner 

Working alongside the University of Oxford, our Research Partners are helping to shape the future of mental health education. By joining us, you’ll be contributing to one of the UK’s largest studies into adolescent wellbeing and helping us build a better understanding of what young people need to thrive.

We’re currently inviting UK-based schools and colleges with 16+ provision to join this vital work! 

If you’re interested in bringing BrainWaves to your school or college, or becoming a Research Partner, get in touch with our team at support@brainwaveshub.org.uk.

Together, let’s change the story on youth mental health, starting in the classroom!

About the author

Abbie Simpkin is a School Research Liaison Manager at BrainWaves, responsible for supporting schools on the BrainWaves Research Programme.  She was previously a music teacher at Key Stage 3-5.

BrainWaves 2025 Cohort Study: Gain Actionable Wellbeing Insights

Want to understand your students’ wellbeing better? Partner with us in the BrainWaves 2025 Cohort Study and receive a free, personalised report with actionable insights for your school.

We’re inviting state, co-educational schools and colleges to become a BrainWaves Research Partner and participate in our November 2025 Cohort Study. By joining, you’ll earn BrainWaves accreditation through the University of Oxford and gain a personalised report on your 16+ students’ wellbeing trends. This report can help you design more specific and effective support programs.

Students will also benefit directly by earning a certificate showing their participation in a University of Oxford research study—an impressive addition to any UCAS application.

What does the study involve?

The BrainWaves Cohort Study is a straightforward online questionnaire for students aged 16 and over.

Who can participate? Ideally, we’d like your entire 16+ cohort to take part. However, we’re happy to discuss excluding a specific year group or cohort if needed.

What is the time commitment? There are two sessions, which can be completed in a single 60-minute sitting or split up:

• Session 1: A 20-minute introductory session for account registration.
• Session 2: A 40-minute questionnaire completion session.

What devices are needed? Both sessions require students to have a device (computer, smartphone, or tablet) with internet access.

When will the study run? The study takes place from November 3rd to 28th.

Where will students complete it? To ensure a controlled environment where students can be effectively safeguarded, students must complete the questionnaire while at school or college during a staff-supervised session.

Staff Preparation

We’ve made the training process as simple as possible.

For Study Leads: A 45-minute training session is required. We also recommend a member of your Senior Leadership Team attend if possible.

For Staff Facilitators: A 20-30 minute pre-recorded video will be provided to train the staff who will be supervising the questionnaire sessions. This training can be shown during a staff meeting or watched individually.

For IT Teams: A short, 2-minute video and a document with preparatory actions will be provided to ensure your school’s firewalls don’t block access to the questionnaire.

Ready to Get Involved?

To take part, email us at support@brainwaveshub.org by September 26th to request your initial study lead training session.

Please note: A personalised report will only be provided to schools with sufficient student participation (approximately 100+ students) to ensure individual students are not identifiable.

About the author

Abbie Simpkin is a School Research Liaison Manager at BrainWaves, responsible for supporting schools on the BrainWaves Research Programme.  She was previously a music teacher at Key Stage 3-5.

Rethinking Mental Health: A Week That Transformed a SEND School

How do you teach mental health when students communicate through movement, sound, and sensation, rather than always using words? This is the challenge at The Cavendish High Academy, a specialist school for students with severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD), and complex autism along with many other schools across the nation. In one extraordinary week, they reimagined BrainWaves’ lessons with profound results.

Donna Tofts, BrainWaves Lead for the school, explains their experience below.

BrainWaves: Reimagined for SEND

BrainWaves is a neuroscience-informed curriculum designed to build emotional literacy and wellbeing. But for Cavendish’s unique students, it evolved into a trauma-informed, sensory-accessible, and student-led framework. Here, neurobiology became visual, regulation physical, and emotional learning deeply human. Students used Widgit symbols for amygdala reactions, co-regulated through movement, and addressed sleep challenges head-on.

Planning a week that changed everything: BrainWaves in Action

Each day of “BrainWaves Week” tackled a vital theme:

• Monday: Brain and Emotions – Students met their “inner Grumpy Monkey,” learning about the amygdala, hippocampus, and prefrontal cortex through visual stories and tactile play.
• Tuesday: Importance of Sleep – Sleep moved center stage. Staff and parents reframed tired behavior as a biological need, not misbehavior, with a focus on calming routines.
• Wednesday: Wellbeing Through the Senses – Gratitude jars, mirror affirmations, and sensory walks helped students explore emotions. Staff co-regulated through music, touch, and dance.
• Thursday: Online Safety, Real Emotions – Students mapped digital lives, explored emoji emotions, and voted for school improvements to boost safety and kindness.
• Friday: Cavfields – The Festival of Me – The week culminated in a celebration of student identity through art, music, and family showcases, revealing music as a universal regulator for safety.

Beyond the Buzz: Real Impact

This innovative approach yielded significant benefits:

• Staff Anchor: Provided a shared, neuroscience-informed language for interpreting behavior.
• Home–School Unity: Workshops helped families reframe behavior and build deeper insight.
• Curriculum Integration: BrainWaves is now embedded across PSHE, SOUL Time, and thematic learning.
• Tackling Diagnostic Overshadowing: Staff are more attuned to signs of anxiety and withdrawal, strengthening referrals and safeguarding.
• A New Kind of Student Voice: Students without spoken language shared their mental health journeys through symbols and narratives.

BrainWaves at Cavendish demonstrates how powerful it could be when neuroscience, trauma-informed care, and sensory integration truly meet. It’s not just inclusion; it’s innovation.

What Comes Next?

Recommendations include embedding BrainWaves into all-staff CPD, continuing to adapt lesson outcomes, co-producing future resources with students and families, and extending community engagement.

When we shift from “What’s wrong with this student?” to “What’s happening in their brain?” – everything changes. 

Cavendish didn’t just deliver BrainWaves; they made it belong to their students.

About the author

Naomi French is a Research Partner Liaison Manager at BrainWaves, responsible for supporting schools and sixth form colleges on the BrainWaves Research Programme.  She was previously a year 6 class teacher and subject leader for PSHE.

Top tips for introducing ‘positive emotions’ into your classroom!

My name is Clare Marshall and I have been a teacher of psychology for over ten years. I have worked in schools and colleges in England and Spain and am currently completing my MSc in Applied Positive Psychology and Coaching Psychology at the University of East London.

I found Positive Psychology (PP) back in 2009 when completing my BSc in Psychology and Counselling and a whole new world of psychology opened up. I now take every opportunity to implement positive psychology into my teaching practice to improve student wellbeing and facilitate learning.

As a teacher I understand the phenomenal workload that we are all under, and the idea of ‘one more thing to do’ is the last thing anyone wants. However, positive psychology has been shown to improve wellbeing in many environments – so here are some easy, quick and inclusive activities to promote positive emotions for both students and staff!

My fabulous four positive emotion inducing activities are:

1. Asking ‘What Went Well’ (WWW)

This is sometimes called ‘Three Good Things’. I ask students to think about WWW from the last day/week (or however long you think is appropriate. We gave our students little notebooks where they could write down WWW/or three good things and then invite students to share with the class. Remember, these things can be something as small as someone saying ‘Hi’, or feeling happier because the sun is shining (which is sometimes quite rare!). The important thing is it focuses on the positive aspects of life rather than the negative and done regularly, trains our mind to think more positively.

2. Discussing student strengths

Values in Action (VIA) is a brilliant website that allows children and adults to complete a Signature Strength Test and find out what their top strengths are. Research shows that just being able to put a name to your strengths is empowering, and using your strengths in new ways increases positive emotions. Getting students to take the test, then talking with them regularly about how they have used their strengths throughout the week is a great way to produce positive energy and emotions.

3. Showing a funny YouTube clip

I often ask students to send me clips that they find funny – obviously that doesn’t always happen and so I do warn students that I will show something that *I think* is funny. They say laughter is contagious and quite often the students end up laughing at me laughing. Here’s one of my favourite clips.

4. Creating a ‘Wall of Joy’

This is not so much as something to do every day, but a great activity that induces positive emotions, and has a lasting effect. I asked students to send me a picture of something that brought them joy and then printed and laminated them and dedicated a whole wall of my classroom to things that brought us joy. I had everything from pets to Harry Styles and crystals it was fantastic! Seeing what brings joy and having a daily/weekly reminder was lovely and encouraged conversations around what brings us joy.

Some other suggestions

• Playing motivational music as students enter the classroom (or even a quick ‘name that tune’ game).
• 10 minutes board game time (could be as simple as playing UNO!)
• If practical, taking the lesson outside into the school grounds.

And of course, the free BrainWaves lessons include many activities which encourage wellbeing through positive psychology (i.e. journaling, looking at strengths, showing gratitude etc).

The effects of positive emotions in the classroom

Dr Barbra Fredrickson, who developed the Broaden and Build Theory is one of the worlds leading experts on the effects of positive emotions: her book ‘Positivity’ is a great read, and there is a wide body of empirical research to support the effects of positive emotions in the classroom, including:

• Creates a great inclusive learning environment! Laughter is universal and brings people together so it helps students to feel at ease and creates a great group atmosphere.
• Increasing positive emotions has a positive impact on learning because students are more likely to attend when they know they are guaranteed to do something that makes them feel good every lesson (even if it is the first five minutes, it all helps).
• Inducing positive emotions into lessons facilitates students in building long-lasting psychological strengths over time, and this helps with managing many of the stressors that come hand-in-hand with school or college, so students often become more confident and better at coping.
• As a teacher, knowing that you are inducing laughter or positive emotions is beneficial for our own wellbeing. Teaching, whilst fantastic, can be challenging and making a conscious effort to build positive emotions into lessons is a great habit to create and has a ripple effect.
• Inducing positive emotions impacts on our visual attention and cognition, when we feel positive emotions our visual field expands and we literally take in more of the world around us, and we tend to think more ‘outside the box’.

To learn even more about how to generate ‘positive emotions’ in schools, you can also watch our BrainWaves webinar with leading positive psychology expert, Professor Ilona Bonniwell.

About the author

Clare Marshall is a lecturer at Warrington & Vale Royal College.

A safe space for learning

How to create a classroom environment where students feel emotionally safe

Studies have shown that students with higher levels of emotional wellbeing learn better [1]. Learning only happens after students’ emotional needs are met: allowing them to take more risks, to be less afraid of failure, to push themselves and to be more engaged in lesson content. Incidentally, they tend to perform better academically too [2].

So, in a world where students are always connected to the news and social media, where climate change anxiety and pandemic hangovers weigh heavy, where fear of failure, friendship dynamics and the pressures of academia can all make life feel a bit unsure, how can you help your students feel emotionally safe in a classroom environment? Here is a list of some suggestions for creating an emotionally safe environment…

1. Show you value everybody

The cornerstone of emotionally safe classrooms are positive relationships where all participants feel heard and respected [3]. This can be encouraged by:

• Creating opportunities for meaningful discussion and debate, and offering conversation structures for students to use.
• Greeting students as they come into the classroom – you might be the first person who has spoken directly to them that day.
• Taking the time to get to know students individually and creating a sense of belonging and community, from celebrating birthdays to noticing and recognising their strengths. This should be done with every student – even the most challenging ones. Celebrating strengths with students and their parents is important, especially during difficult times.

2. Celebrate failures and success equally

In order to take risks and challenge themselves, students need to see learning as a process. They need to view failures as positive steps towards success and to know that a FAIL is simply a “First Attempt In Learning”! A culture that celebrates failures as well as successes will help students develop resilience and perseverance. In order to reinforce this further, you can:

• Help students change their dialogue from ‘I can’t do this’ to ‘I can’t do this yet’. That one word makes all the difference! [4]
• Model failure. This can be your own failure – making mistakes in front of your class can be opportunities to demonstrate how we can use them as stepping stones in learning. It could also be sharing stories of success after failure – like this video ‘How a Failed Invention Led to a Potentially Life-Saving New Idea’ or ‘Musharaf’s story from Educating Yorkshire’.
• When a student responds incorrectly to a question, focus on validating their answer and thanking them for engaging before redirecting. You could say, ‘I like where you’re going with that, let’s come back to it. Does anyone else want to share their thoughts?’ You could also encourage them to expand their thinking by asking questions such as ‘Have you considered this?’ or ‘That’s really interesting, thank you for inputting. Could you explain your thought process?’

3. Foster self-awareness

Research shows that ‘when students do not fully trust their abilities to perform their academic tasks, they show emotions such as boredom, anxiety, sadness, or frustration, and exhibit behaviours such as passivity, distraction, and mental detachment’ [5] – none of which are ideal building blocks for emotional security. To address this, you can:

• Incorporate positive language into everyday classroom routines to promote self-esteem. Here are some ideas for younger students that could be adapted for any age range.
• Use constructive feedback which includes something positive as well as steps for improvement.
• Use the free BrainWaves lessons that focus on self-awareness to build self-esteem, including:
  • Turning failure into success (11-14 years)
  • Understanding your strengths (11-14 years)
  • Building your confidence (14-16 years)
  • Developing your strengths (14-16 years)

At the beginning of each BrainWaves lesson, a slide is presented with guidelines for creating a safe and respectful classroom. The teacher is encouraged to ask if anyone has any objections or questions and ensure that everyone in the class confirms that they agree to the guidelines. The intention of sharing these guidelines is to support open and honest conversions in the classroom, to enhance learning. All the BrainWaves lessons are available for free (you just need to register for an account) so why not take a look to get you started?

Conclusion

At the heart of emotionally safe classrooms is the teaching of emotional intelligence. By equipping students with tools to manage mental wellbeing, build healthy relationships and communicate effectively, we strengthen their emotional safety net and help them feel more secure in the learning environment and beyond. By creating a collaborative, empathetic classroom where students feel valued, we help them flourish and set them up for success beyond the four walls of the classroom.

References

1. Morrison, L. & Vorhaus, J. (2012). The Impact of Pupil Behaviour and Wellbeing on Educational Outcomes Childhood Wellbeing Research Centre. Department for Education.
2. Oxford Impact: Wellbeing impact study.
3. The Quaglia Institute for School Voice and Aspirations: School Voice Report 2016.
4. TED Talk: Carol Dweck: The power of yet.
5. Acosta-Gonzaga, E. (2023). The Effects of Self-Esteem and Academic Engagement on University Students’ Performance.

About the author

Naomi French is a Research Partner Liaison Manager at BrainWaves, responsible for supporting schools and sixth form colleges on the BrainWaves Research Programme.  She was previously a year 6 class teacher and subject leader for PSHE.

Even more inspiration!

Want even more ideas on how to improve student wellbeing in the classroom? Check out our blog on ‘Top tips for introducing positive emotions into your classroom and our PERMA webinar series for more ideas.

Making connections at the BrainWaves Inaugural Networking Day!

25th June 2024 marked our first ever Networking Day for the BrainWaves Research Schools and Colleges – a day that brought together a range of educational professionals all working towards the same goal: improving mental health outcomes and education for young people.

Held at the Department of Psychiatry at the University of Oxford, the event was keenly attended by a range of pastoral and wellbeing leaders, as well as scientists and members of the BrainWaves team. The passion and enthusiasm from everyone involved helped make the day an invaluable and inspiring experience.

Real-life research

Professor Sarah Bauermeister, Associate Professor of Psychiatry at the University of Oxford and Senior Scientist at BrainWaves, kicked off the day with an exciting first look at data collected during the pilot BrainWaves cohort study in April, when over 7,200 students aged 16-18 years completed a 40-minute questionnaire about their mental health.

The data collected is currently being analysed by scientists from the University of Oxford, but Professor Bauermeister’s discussion of preliminary findings ranged from time spent on social media to food bank use, risk of homelessness and bullying. We look forward to sharing more detailed analyses of the data in due course, as well as running the next Cohort Study data collection point in November 2024.

Mental health interventions: What works

During the day, an exciting range of professionals from within our Research Schools and Colleges shared information about some of the most impactful mental health interventions they have run in their schools.

Firstly, Kristan O’Flynn, Deputy Head of Post-16 at The Cooper School, discussed how using the BrainWaves lessons has had a far-reaching impact into other areas of the curriculum and outside of the classroom. In particular, Kristan described how the ‘Having a conversation about mental health‘ lesson for 16-18 year olds has “probably had the single biggest impact of a PSHE lesson I have taught in my time at school”, generating disclosures that would have gone under the radar otherwise and allowing the school to put interventions and support in place for students trying to cope with situations on their own.

Next up, Cathy Durrant, Head of Pastoral Support and Administration from Eastern Education Group shared her experience of ‘Walking Therapy’ – a mindful walking outdoors intervention aimed at high risk students, where students receive counselling from a trained counsellor whilst walking outdoors, whatever the weather. As a result of this therapy, out of the 80 students involved, the majority improved their scores based on the Warwick-Edinburgh Mental Health Scale and were reported as more positive and able to engage/re-engage with their academic studies.

To conclude, Gavin English, Deputy Head Pastoral at Alleyn’s School, spoke about how the PERMA model is scaffolded throughout his school as a preventative wellbeing approach and how the ‘Make it Happen’ space helps fulfil the difficult-to-achieve ‘Engagement’ and ‘Meaning’ elements of PERMA. By encouraging students to design activities that they want to see happen – from ‘The Swifty society’ to podcasts, journaling and even Lego sorting – the intervention encourages student-conceived and student-led extra-curricular activities that give hard-to-reach students agency and connection with what matters to them and their wellbeing.

Further professional development

As well as learning from one another, a range of other CPD sessions from guest speakers provided valuable insights into mental health education. Rachel Hart, Head of PSHE and Life Advice at Lady Eleanor Holles, led a CPD session on how to integrate wellbeing into a whole-school approach, whilst Julian Turner, Director of Education at BrainWaves, shared the science and pedagogical approaches behind the BrainWaves curriculum.

The highlight of the day though was the concluding session led by Stephen Murphy, headteacher at Malvern Wyche Primary School, and his inspirational view on how education, and the National Curriculum in particular, can be viewed as a therapeutic intervention in itself by simply incorporating wellbeing into each subject we teach.

Building a community

Our inaugural Networking Day marked a milestone in the development of our BrainWaves Research School community of dedicated professionals, committed to making students’ voices heard and shaping the lives of young people across the country.

To date, an incredible 42 institutions have signed up to become BrainWaves Research Schools/Colleges – including sixth form colleges, consortiums and specialist schools. Together, we are committed to shaping the future of adolescent mental health research and making a difference in the lives of young people.

Want to join our research community?

If you are interested in becoming a BrainWaves Research School or College and joining the University of Oxford in conducting mental health research in educational settings, then please contact our School Liaison team at support@brainwaveshub.org to set up a conversation and find out more about our work!

About the author

Naomi French is a School Research Liaison Manager at BrainWaves, responsible for supporting schools on the BrainWaves Research Programme.  She was previously a year 6 class teacher and subject leader for PSHE.

Transform mental health education: Take part in our teacher confidence survey!

Hey secondary school and sixth form teachers! Have you ever felt that you could use more support and confidence when it comes to addressing mental health in your classroom? If you’re nodding your head, then you’re exactly who we want to hear from!

_______________

In collaboration with the University of Oxford, BrainWaves has launched an exciting new survey aimed at understanding how teacher confidence impacts the effectiveness of delivering mental health education.

This is your chance to be part of something that will make a difference. By taking part in our quick survey, you’ll provide invaluable insights into how prepared and confident you feel in supporting your students’ mental wellbeing. Your experiences and attitudes are the heartbeat of this initiative, helping us create a brighter future for mental health education in schools and colleges.

Here’s the best part: your feedback will directly contribute to building a more supportive and effective mental health education system for our youth. Imagine a world where every teacher feels equipped and confident to make a real difference in their students’ lives. Amazing, right?

So, if you can spare just 5-10 minutes, please get involved and take our survey. Your input will play a significant role in revolutionising how mental health is taught, ensuring that teachers like you have the tools and confidence needed to foster a supportive environment for all students. Together, we can create a more supportive and effective mental health education system for everyone.

Thank you for your dedication and for taking the time to contribute to this important cause. You’re making a real difference!