Beyond the obvious: how Abingdon weaves wellbeing into every thread of school life

Beyond the obvious: how Abingdon weaves wellbeing into every thread of school life
By Helen Keevil, Deputy Head Pastoral and DSL at Abingdon

In the ever-evolving landscape of education, assessing and nurturing student wellbeing has become paramount. With the introduction of the New ISI Framework in March 2025, schools are more keenly focused than ever on demonstrating the tangible impact of their wellbeing initiatives. But how does one truly measure something as inherently “intangible” as wellbeing? At Abingdon, we believe the answer lies in understanding that wellbeing isn’t a standalone programme; it’s intricately woven into the very fabric of daily school life.

It’s easy to list surveys and reports, and we do, gathering a wealth of information from observational data collected by staff, to comprehensive pupil surveys like the Oxwell, and feedback from RSE lectures and PSHCE quizzes. Verbal feedback from pupils, parents, colleagues, visitors, and volunteers provides invaluable qualitative insights. Our counsellors’ termly reports, Pastoral Committee themes, and even photographs or film offer glimpses into the student experience. Pupil interviews, school council discussions, and the messages conveyed through wellbeing displays and assemblies which celebrate resilience and belonging, all contribute to a holistic understanding. Even our marketing literature proudly showcases our pastoral care, highlighting its profound impact on individuals and the wider community.

Yet, these are merely indicators. The true measure of wellbeing at Abingdon is found in the everyday interactions, the subtle nuances, and the palpable sense of a caring community.

The power of connection: feeling seen and valued

Imagine a school where every student feels seen, heard, and valued. This doesn’t have to be just an aspiration and it isn’t – at Abingdon, it’s a daily reality. Our Senior Leadership Team and duty staff greet pupils by name, fostering immediate positive connections. We celebrate members of our community through assemblies and personal letters of appreciation, ensuring that every strength and skill is acknowledged. Heads of House nominate students for good deeds, publicly and privately, with House wall displays proudly recognising these achievements. This continuous affirmation builds a profound sense of belonging and mutual respect.

We constantly reflect on our pupils’ experiences, whether on or off line. Psychological safety is a cornerstone of our approach. Through our extensive co-curricular programme, known as The Other Half, pupils can explore shared passions, mixing across year groups and houses, fostering social connections and enabling them to find like-minded friends.

Our staff are adept at navigating friendship issues, clearly communicating the school’s expectations for healthy relationships, both on and off line, with parents invariably showing support for our approach. We recognise that some pupils face unique challenges, and staff dedicate quality time to supporting them, even adapting the environment when necessary – from addressing anxieties around food choices to creating quiet zones for students needing some space. The nurturing interaction between staff and students, extending to Other Half clubs, trips, and sporting and musical events, as well as the classroom, truly underscores our commitment to each and every individual at our school.

Cultivating resilience and agency: learning from mistakes

Praising kindness and courtesy empowers our young people to develop self-efficacy and agency. Digital screens in House rooms display competition winners, certificates are distributed, and random acts of thoughtfulness are celebrated. Crucially, our staff model our school values: seizing opportunity, showing respect, and striving for excellence. This creates a safe space where making mistakes is not an obstacle, but an opportunity for growth. Our Retrace programme encourages pupils to review, self-reflect, and respond positively to errors, perfectly encapsulating this philosophy.

Through our subscription to The Wellbeing Hub, parents gain insight into our pastoral approach, allowing them to align their efforts at home. Emotional literacy is woven into our PSHCE curriculum and mirrored by The Wellbeing Hub, providing valuable resources and CPD for staff and parents alike, fostering positive mental health and resilience. The regular check-ins between tutors and tutees ensure continuous monitoring of emotional wellbeing, while our RSE curriculum explores self-worth and self-perception. Any student exhibiting low self-esteem is identified early and supported in partnership with their parents.

A culture of support: strengths in seeking help

We consider seeking help as a sign of strength. Our support structures for both staff and pupils are clearly signposted, whether that’s academic anxiety or social integration challenges. Sixth Form student Peer Support Leads and Lower School Assistants serve as positive role models, while House prefects oversee the induction of new students. Mentoring and coaching are integral to our professional development, as we model gratitude and hopeful optimism.

We continually review our classroom environments to ensure they are conducive to learning for all, constantly reviewing, challenging and refining our pedagogy. Both staff and pupils frequently experience a sense of “flow,” whether in academic pursuits or physical activities. We champion metacognitive thinking as part of the learning process, empowering pupils to reflect on their own learning. Our reports are designed to empower students, fostering self-reflection followed by coaching conversations with tutors and evidence-based parents’ evenings.

Navigating the digital age: mindful use of technology

In today’s digital world, digital literacy is seamlessly integrated into the curriculum, equipping students for further education and the workplace. We teach them to critically evaluate information, acting as “digital detectives” as AI becomes ubiquitous. We see AI as an enabler, but emphasise academic integrity with the mantra: “whoever does the thinking gets the learning”. Students learn about the offline consequences of online actions and support each other in regulating their digital behaviours.

Good sleep hygiene is a regular topic in pastoral and academic conversations, particularly during exam periods, reinforcing the importance of human control over technology. Our approach to phone use is nuanced and age-appropriate: mobiles are handed in for the day in Years 7 and 8 (our Lower School) and remain out of sight and earshot in Years 9 to 11 (our Middle School). Sixth Formers are expected to model responsible use in designated areas and there are designated “no phone zones” in the café, dining halls, and changing rooms. This policy is regularly reviewed through feedback from parents and pupils, surveys, and focus groups, ensuring it remains relevant and fit for purpose.

Holistic transition and engaged partnerships

Our onboarding pastoral packages for new families are thorough and considerate, ensuring a “soft landing” for those who may need additional support during transition. We carefully consider the environment for our neurodiverse pupils, providing quiet zones and coping strategies in conjunction with parents and peer mentors. Our green spaces offer opportunities for outdoor learning and play, with light-touch supervision ensuring adult support is always available.

Parental engagement is strong and there are regular opportunities for feedback. Tutors and Heads of House serve as the first point of contact, supported by a multi-layered pastoral team including Heads of Section, counsellors, House Managers, the Health Centre, Deputy Head Pastoral, the Chaplaincy, and the DSL and DSL deputies. The Wellbeing Hub platform provides a wealth of mental health and parenting support, with parents, staff, and governors attending webinars and school-hosted events. Regular MHFA and ASIST training further strengthens our support network.

We survey staff regularly, actively listening to their feedback and providing support for caring responsibilities, menopause, mental health, grief, and bereavement. Our staff wellbeing group fosters a culture of care, compassion, and support, encouraging the sharing of best practices with other schools.

So, you can see that wellbeing is not a box ticking exercise at Abingdon but a lived experience, celebrated in every interaction and every achievement, ensuring our students thrive in a vibrant and nurturing environment.