The Impact of Pupil Behaviour and Wellbeing on Educational Outcomes
The Impact of Pupil Behaviour and Wellbeing on Educational Outcomes’ is a research report by Leslie Morrison Gutman and John Vorhaus for the Department of Education, examining how aspects of wellbeing are related to education outcomes.
The dimensions of wellbeing measured at ages 7-13 are considered to be social, emotional, behavioural, and school enjoyment and engagement. The report investigates the impact of these on education outcomes at ages 11-16, comparing these results across different demographic groups. To do so, the researchers reviewed previously conducted surveys and data related to the subject, and used their targeted research question of the impact of behaviour and wellbeing on educational outcomes to draw their conclusions.
Findings from this demonstrate that higher levels of all wellbeing dimensions correspond to higher levels of academic achievement and engagement with school. Emotional wellbeing, better behaviour, and freedom from bullying was also found to be linked to the ability to make progress in school, through this engagement and through the support of positive friendships. At primary age, SEN pupils, boys, and those eligible for free school meals are less engaged than their peers. As children and adolescents go through education, these areas of wellbeing become more important indicators of attainment than demographics and characteristics, such as gender and parents’ educational level.
The research supports the need for emotional wellbeing support in primary school, as this was found to be a more significant factor at this age in determining academic progression. This can then also lead to better engagement at secondary level, with school enjoyment being found to be an important factor throughout.
“Pupils that are not demonstrating acceptable behaviors for learning are doing so for a reason. Often, teachers do not have the time needed to unwrap these complex challenges that frequently lead to classroom disruption and loss of learning time.
Health Mentors focus on developing effective relationships with these vulnerable children and understanding the challenges they face. In doing so, Health Mentors help these pupil to access learning and, in doing so, improve the climate and culture within schools.”
– John Bishop, Evolve Managing Director
To read the full report, click here.