St Helens Schools: Building a Sustainable Wellbeing Curriculum

Supporting pupil wellbeing is essential for raising resilience, helping young people flourish, and protecting against mental health problems throughout their lives. With this in mind, St Helens Core Commissioning Group, in partnership with the Local Authority and the Department for Education, commissioned Worth-it to deliver a bespoke whole-school wellbeing programme across the St Helens school and college community.

Project Implementation Summary and Timeline

The project launched in April 2022 and was delivered over a carefully structured 9-month period. Across this timeframe, 60 schools and colleges took part in the programme, with more than 130 teaching and pastoral staff engaged in training. Schools received access to a fully funded Wellbeing Curriculum Toolkit, including a 5-hour online training programme and practical resources designed to embed a consistent wellbeing curriculum and whole-school approach to mental health.The goal was to equip school staff with practical strategies for teaching wellbeing and embedding a consistent, wellbeing curriculum and whole-school approach to mental health.

This large-scale implementation aimed to equip staff with the confidence, skills, and evidence-based strategies needed to drive sustainable improvements in pupil wellbeing.

The project has since demonstrated significant positive impact, transforming how schools approach personal development and empowering both staff and students to improve wellbeing.

Why did St Helens choose Worth-it?

The decision was driven by a clear need identified within the school community. James Hardy-Pickering, Senior Transformation & Commissioning Manager at St. Helens Council, noted, “The Vulnerable Learners Group Consultation outcome highlighted that staff would like more support with practical skills when it comes to raising resilience for learners.”

Worth-it was selected for its tailored approach and commitment to long-term support. ‍

“The support plan they offer was also something that made Worth-it stand out… This is what makes a programme successful, the support after the training so that the learning and tools can be effectively embedded.”

Delivery of the Project and Timeframes

The delivery of the project began in April 2022 and was rolled out over a 9-month period, engaging 60 schools and colleges across St Helens. During this time, more than 350 teaching and pastoral staff participated in the training. The structured approach included an initial consultation and engagement phase to understand specific priorities and challenges, followed by modular online and in-person training tailored to school schedules. This large-scale engagement ensured that a diverse range of schools could build capacity and embed the wellbeing curriculum consistently, with comprehensive follow-up support to help staff integrate their learning into everyday practice.

Following the engagement workshops to explain the project and enrol schools to participate, the training was delivered over an online modular format to accommodate staff schedules and minimise disruption to the school day. Both on-demand online training and downloadable wellbeing resources were provided offering flexibility and maximising participation. The online training programme focused on equipping staff with practical skills, using the SEARCH framework and evidence-based methods to raise resilience in learners.

To ensure the program’s effectiveness, ongoing support and follow-up sessions were incorporated into the schedule. These provided opportunities to refine practices, address challenges, and embed learning into everyday school life. The combination of initial training, practical application, and continued support laid a strong foundation for sustained positive impacts on student wellbeing.

How has the training been received by schools?

The feedback has been overwhelmingly positive. Participants found the training provided them with the practical skills and resources needed to make a tangible difference.

A key outcome was the significant boost in staff confidence. Before the training, only 27% of participants felt highly confident in their ability to support children's mental health. After completing the Wellbeing Toolkit programme, this figure soared to 71%.

One participant commented, “I feel much more confident and supported when dealing with wellbeing.” This sentiment was echoed by many, who felt the training provided a clear framework and actionable steps. Another shared, “The training and resources have provided us with the ability to look at support as a whole school project.”

There are lots of useful practical tools/resources to support wellbeing sessions with the children and to incorporate into the whole school approach to mental health and wellbeing within our school team.

Taking part in the training offers a unique localised approach, allowing professionals within the same locality to come together and collaborate. This shared experience not only fosters connections between colleagues across different schools but also helps build lasting communities of support. By engaging with others facing similar challenges, participants can exchange ideas, share best practices, and create a robust local school network that enhances their ability to address children's mental health and wellbeing on a broader scale.

What impact has the Wellbeing Toolkit had on school practice?

Schools across St Helens are actively implementing the strategies learned, leading to a more consistent and strategic approach to wellbeing. This has moved them beyond reactive measures and towards a culture of proactive prevention.

Key impacts on school practice include:

• A Whole-School Approach: Many schools have established dedicated working groups to drive their wellbeing strategy forward, ensuring it aligns with their School Improvement Plan (SIP).
• Practical Implementation: Ideas from the toolkit are being integrated directly into daily school life. One teacher noted, “We have integrated lots of the ideas into our PSHE lessons, assemblies and everyday practice. E.g. Gratitude jars, RAKs and zones of regulation.”
• Enhanced Pastoral Support: The toolkit has provided an "additional layer" to the support schools offer, with pastoral teams using the resources to enhance their interventions.
• Focus on Staff Wellbeing: Schools are not only using the toolkit to support pupils but also to enhance staff wellbeing. The training has had a positive impact, fostering better communication and collaboration among staff members. By introducing practices like mindfulness sessions, wellbeing check-ins, and dedicated time for reflective activities, schools are creating a healthier, more supportive environment for everyone. Staff feel more equipped to support each other and their pupils. As one participant shared, "As a staff, we are all more aware of the importance of everyone's mental health and wellbeing. Following staff INSET and the creation of a wellbeing staff group."

One participant highlighted the strategic value, stating, “As senior mental health lead, I will be utilising the SEARCH framework tools to support in developing the whole school approach together with the school team.”

What has been the impact on pupils?

The ultimate goal of the programme was to improve pupil wellbeing, and the results are promising. Teachers have observed a positive shift in how children engage with their own mental health.

“Children are already speaking more frequently about their own feelings and explaining why they are feeling this way and are able to discuss some strategies to help them develop positive mental health and wellbeing.”

This demonstrates that the curriculum is not just being taught; it is being understood and applied by the students themselves. By introducing daily emotional check-ins, safe spaces, and a shared language around wellbeing, schools are creating environments where children feel heard and supported.

It has made me more aware of considering the children's own well-being and how I can help them day to day

What would you say to other schools considering a wellbeing curriculum?

The St Helens project proves that with the right tools and training, it is possible to create a sustainable, whole-school culture of wellbeing across a network of schools. The investment pays dividends in staff confidence, improved school practice, and, most importantly, resilient and flourishing pupils.

As one participant powerfully concluded,

It was brilliant that resources could be downloaded as I went through the course. I honestly feel that our offer under the personal development area of Ofsted inspections has improved massively due to implementing strategies from Worth-it.”

Find Out More and Next Steps

If you are interested in developing a whole-school wellbeing curriculum and accessing our evidence-based resources, explore our Wellbeing Club Annual Access. It provides everything you need to audit, plan, and implement a sustainable strategy that supports your entire school community.