All Hallow's Blog

Wellbeing and Learning: Why the Connection Should Come as No Surprise

19th October 2026

I recently read the Times Educational Supplement whitepaper, Learning and wellbeing in schools, with a mixture of both encouragement and surprise. Encouragement because its central argument deserves attention—that learning and wellbeing belong at the heart of the same conversation. Surprise because this is presented as a “new perspective”.

At All Hallows, that connection has long been one of the principles on which our provision is built. As a Head and a psychologist, I find it difficult to imagine approaching children’s learning and development in any other way.

A False Dichotomy in Education

The whitepaper describes a persistent separation between academic learning and wellbeing across education. It even acknowledges that the authors’ own survey asked schools to choose between wellbeing and academic outcomes when identifying their priorities. That seems a revealing question. Why should schools be choosing?

A child anxious about making mistakes may avoid contributing. A pupil who feels overlooked may gradually stop asking for help. Equally, understanding a difficult concept, receiving thoughtful feedback or discovering an unexpected strength or passion can cultivate a child’s confidence and sense of themselves. The relationship works in both directions.

A “Future” Vision Already in Practice

The paper includes a contribution from Louka Parry, described as an “Education Futurist”, who challenges the separation of learning and wellbeing. His argument is welcome. Nevertheless, I found myself wondering whether this particular vision of the future might look familiar to families already at All Hallows. Children being known, valued and feeling that they belong has been central to our thinking for a considerable time.

Embedding Wellbeing into Daily Classroom Life

One of the whitepaper’s most useful observations is that effective teaching and effective support for wellbeing share a common ground. It highlights trusting, warm relationships, clear expectations, meaningful feedback and opportunities for pupils to have a voice in their learning. These are practical features of any safe and effective classroom, experienced through numerous ordinary interactions throughout the day.

That matters because wellbeing can otherwise become another initiative squeezed into an already busy timetable. The paper rightly questions the sustainability of continually adding separate responsibilities for teachers. A timetabled lesson has value, but its influence depends on what happens around it. To be truly powerful and effective, this thinking needs to be part of a school’s culture and DNA.

Building Resilience Through Productive Challenge

Taking wellbeing seriously does not mean removing every difficulty. Children need appropriate challenge, opportunities to struggle productively and adults who help them recognise what they might do next to move forward. Feeling supported makes those experiences more manageable; overcoming them can be deeply rewarding. It can be difficult to gain self-efficacy and resilience if we never face difficulties, and that applies across a child’s life, not just in the classroom.

Looking Forward

No school is perfect and we have plenty still to learn ourselves, yet there is quiet reassurance in seeing a proposed direction for education reflected in principles already embedded at All Hallows. I wholeheartedly welcome the acknowledgement that wellbeing and learning are inextricably linked. My raised eyebrow is reserved for the suggestion that this should still be a revelation!