From policy to practice: Education practitioners’ engagement with Wales’ framework on embedding a whole-school approach to emotional and mental health and well-being

Greenway, Charlotte and Ryder, Nanna and Eleri, Siobhan (2025) From policy to practice: Education practitioners’ engagement with Wales’ framework on embedding a whole-school approach to emotional and mental health and well-being. Pastoral Care in Education. pp. 1-17. ISSN 1468-0122

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Abstract

Good mental health and well-being are fundamental to the growth of children and young people, underpinning their ability to form healthy relationships and build enduring emotional resilience. In Wales, rising mental health concerns have prompted the integration of well-being into education policy, culminating in the publication of the Framework on Embedding a Whole-School Approach to Emotional and Mental Health and Well-being. This study explores how education practitioners (EPs) in Wales interpret and implement the Framework within their school settings. Using a mixed methods approach, survey responses from 85 EPs and qualitative data from 26 participants in focus groups and interviews were analysed to identify facilitators, barriers, and support needs. Findings reveal wide variability in awareness and implementation, with stronger uptake observed where leadership, collaboration, and professional learning were prioritised. Key challenges included unclear role responsibilities, limited Welsh-medium resources, and insufficient staff training. Despite these bar-riers, many reported that the Framework has helped embed well-beinginto the curriculum and school culture, fostering more preventative and sustainable practices. The study underscores the importance oftargeted guidance, ongoing capacity-building, and equitable resourcedistribution to ensure consistent and meaningful application acrossschools. These findings offer valuable insights for policy-makers seeking to bridge the gap between national aspirations and practical delivery,and reinforce the need for systemic support to embed whole-schoolwell-being as a universal priority in Welsh education.

Item Type:	Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Divisions:	Institutes and Academies > Institute of Education and Humanities > Academic Discipline: Psychology and Counselling
Depositing User:	Charlotte Greenway
Date Deposited:	30 Jul 2025 07:49
Last Modified:	06 Aug 2025 15:49
URI:	https://repository.uwtsd.ac.uk/id/eprint/3846

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