A new study from The University of Manchester has found that happier teachers help create happier pupils - and better learning - as ten schools across the UK embrace a groundbreaking approach to wellbeing.
The research, led by Dr Alexandra Hennessey and Dr Sarah MacQuarrie from the Manchester Institute of Education, explored how the schools adopted the Well Schools framework - a national movement run by the Youth Sport Trust that puts wellbeing at the heart of education.
The Well Schools project, which began in 2020, has grown into a thriving community of more than 2,000 schools across the UK. This study focused on ten schools that took part in a detailed evaluation of how the framework supports wellbeing among both staff and pupils.
Their findings, published in Frontiers in Education, show that when schools focus on the health, happiness and connectedness of both pupils and staff, classrooms become more positive, productive places to learn and teach.
The report highlights inspiring examples from schools that have introduced everything from daily "active learning" sessions and outdoor lessons to staff recognition schemes, mental health first aid training and after-school wellbeing clubs. These initiatives, tailored to each school's needs, are helping teachers feel valued and pupils more engaged.
One headteacher told the research team: "If staff are happy and relaxed, the lessons they teach are better. You can feel the buzz in the building - it just feels different."
Schools involved ranged from small primaries to large secondaries and special schools across England, Scotland and Wales. Despite their differences, all shared a commitment to supporting wellbeing as part of their school culture - and saw real benefits in attendance, focus and morale.
The study found that wellbeing programmes worked best when led by senior school leaders but shaped collaboratively by staff and pupils. Initiatives such as 'keep, tweak or ditch' reviews helped teachers cut unnecessary workload, while pupil wellbeing ambassadors and parent workshops extended the benefits beyond the classroom.
"This research highlights the power of schools working as communities - not just institutions that deliver lessons, but places that nurture people," added Dr MacQuarrie. "The schools we studied created a sense of belonging, where staff and pupils alike feel heard and supported."
Dr Hennessey concluded: "Wellbeing and learning go hand in hand. Schools that invest in the health and happiness of their staff and students aren't just improving education - they're shaping stronger, kinder communities."
