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Grounded in visits conducted in late 2021 and informed by professional discussions and observed practice, it examines key challenges intensified by COVID-19, including mental and emotional wellbeing, social isolation and resilience, physical wellbeing, and the effects of poverty. It also addresses supporting transitions into school and strengthening staff wellbeing and professional learning, with case-study evidence.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/health-and-wellbeing-a-thematic-review/583785/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/health-and-wellbeing-a-thematic-review/583785.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What evidence sources underpin the thematic review?","Question",{"text":111,"@type":112},"The report is based on evidence gathered during visits in November and December 2021, covering a range of early learning and childcare settings and schools, and it draws on discussions with practitioners and stakeholders as well as observing learning and teaching.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Which wellbeing areas are highlighted in the key findings?",{"text":116,"@type":112},"Key findings cover mental and emotional wellbeing, social isolation and resilience, physical wellbeing, minimizing the impact of poverty on wellbeing, supporting transitions into school, and staff wellbeing and professional learning.",{"name":118,"@type":109,"acceptedAnswer":119},"How has COVID-19 affected schools and settings according to the report?",{"text":120,"@type":112},"COVID-19 disrupted routines and created day-to-day pressures from March 2020 onward, leading establishments to adapt guidance, safety measures, and curriculum priorities with a stronger focus on emotional wellbeing and resilience.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},583785,1792080246,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Health and wellbeing: a thematic review  \nA report by HM Inspectors  \nMarch 2022  \nContents  \nForeword 2  \nBackground 3  \nIntroduction 4  \nKey findings 5  \n1. Mental and emotional wellbeing 5  \n2. Social isolation and  \nresilience 11  \n3. Physical wellbeing 13  \n4. The effects of  \npoverty on wellbeing 14  \n5. Supporting children and young people with transitions into school 15  \n6. Staff wellbeing and  \nprofessional learning 17  \nConclusion 20  \nAppendix 1:  \nsettings and schools visited 21  \nForeword  \nThis report examines a range of approaches taken to support health and wellbeing in establishments nominated by local authorities. Across Scotland, staff are working with creativity, resilience and innovation to prioritise the health and wellbeing of children, young people and their families. They are adapting admirably in an intensely challenging environment to support their learners. Since March 2020, staff have had to adjust frequently to new guidance and safety measures due to the COVID-19 pandemic.  \nA central feature of the last two years is the caring and compassionate approach of staff, and of children and young people, to support the wellbeing of one another. In the face of the pandemic, most staff have a heightened awareness of the wellbeing needs of their learners and families. They have adapted their curriculum with an increased focus on emotional wellbeing and resilience. Supporting mental wellbeing has been a key feature of recovery for schools and settings.  \nCOVID-19 has disrupted the predictability and routines of schools and settings since March 2020 and continues to create day-to-day pressures. Despite this, staff across schools and settings are playing a key role in supporting children, young people and their families.  \nGayle Gorman  \nHM Chief Inspector of Education  \nHealth and wellbeing – A thematic review 2  \nBackground  \nThe Scottish Government’s ‘Education Recovery: Key Actions and Next Steps’document outlines that HM Inspectors (HMI) will undertake national thematic reviews as part of the contribution of education to Scotland’s COVID-19 recovery.  \nThis is the second national thematic review by HMI describing current practice on key aspects of Scottish education. It aims to promote improvements in Scottish education by drawing on the professional view of HMI. This view has been developed through discussions with practitioners, stakeholders, learners, reviewing documentation, and observing learning and teaching in schools and early learning and childcare settings.  \nThe wide scope of our activities gives us a secure and unique evidence base drawn from observing practice at first hand across the whole country. This evidence base enables us to draw conclusions about the current health and wellbeing challenges facing the education system, how schools are beginning to tackle these challenges and the impact of these on learners.  \nOur intention in publishing this report is to feed back the evidence we have gained from our national thematic review on children’s and young people’s health and wellbeing. We have also made reference to staff health and wellbeing as part of our findings. We hope this report will stimulate professional reflection and dialogue about the challenges in supporting learners’ health and wellbeing as a result of the pandemic. As well as sharing our key messages about current practice, this report includes case studies of establishments that demonstrate effective practice.  \nHealth and wellbeing – A thematic review 3  \nIntroduction  \nThis report is based on evidence gathered during visits undertaken in November and December 2021. HMI visited eight stand-alone early learning and childcare (ELC) settings; 17 primary schools (including 14 with nursery classes); 15 secondary schools; six special schools; one community learning and development service; and one Gaelic school. The sample of 48 schools and settings visited covered a wide geographical spread of urban and rural areas across Scotla","cbCaipKVojlwHYOE","https://ap.wps.com/l/cbCaipKVojlwHYOE","pdf",4089376,22,"English","# Foreword\n# Background\n# Introduction\n# Key findings\n## Mental and emotional wellbeing\n## Social isolation and resilience\n## Physical wellbeing\n## The effects of poverty on wellbeing\n## Supporting children and young people with transitions into school\n## Staff wellbeing and professional learning\n# Conclusion\n# Appendix 1: settings and schools visited","[{\"question\":\"What evidence sources underpin the thematic review?\",\"answer\":\"The report is based on evidence gathered during visits in November and December 2021, covering a range of early learning and childcare settings and schools, and it draws on discussions with practitioners and stakeholders as well as observing learning and teaching.\"},{\"question\":\"Which wellbeing areas are highlighted in the key findings?\",\"answer\":\"Key findings cover mental and emotional wellbeing, social isolation and resilience, physical wellbeing, minimizing the impact of poverty on wellbeing, supporting transitions into school, and staff wellbeing and professional learning.\"},{\"question\":\"How has COVID-19 affected schools and settings according to the report?\",\"answer\":\"COVID-19 disrupted routines and created day-to-day pressures from March 2020 onward, leading establishments to adapt guidance, safety measures, and curriculum priorities with a stronger focus on emotional wellbeing and resilience.\"}]","Health and wellbeing - A thematic review | PDF",1792048405,55]