Adam Sharpe of West Sussex school Slindon College on its innovative Learning Energy initiative to support wellbeing and assist learning focus
Slindon College offers an educational experience for pupils who may struggle to fulfil their potential in independent and mainstream schools or need help removing barriers to learning. If pupils’ wellbeing isn’t in the right place, it’s difficult for them to engage in lessons and make progress.
We have a whole range of wellbeing initiatives. Some of these are weekly, some are annual events, and all are focused on ‘usualising’ mental health. We make sure our pupils are aware of what they can do to ensure that they’re looking after their wellbeing.
A project that we have recently initiated is Learning Energy – this allows pupils to understand their energy state to access their lessons as effectively as possible. Learning Energy was developed by Sacha Clark-Schrickel, our lead occupational therapist, and by me. We found that low energy levels were resulting in fatigue and missed information while learning, and if pupils were experiencing sensory overload this was also leading to difficulties with concentration and focus.
“When pupils have ‘just right’ energy they are ready to listen and learn, filtering sensory information effectively”
When pupils have ‘just right’ energy they are ready to listen and learn, filtering sensory information effectively. The initiative helps pupils to understand that in different contexts different energy levels will be ‘just right’. As an example, the learning energy requirements for a practical PE lesson are very different from those of a maths lesson.
The Learning Energy concept enables pupils to use strategies to support their learning and gives them the ability to feel calm and comfortable even when their energy levels are too high or too low. They are encouraged to address this by communicating how they are feeling, also shifting their Learning Energy through readily accessible tools and methods. Issues aren’t always physical and can relate to metacognitive skills such as pace.
An example would be a pupil rushing their work or not reading a question with enough time or care. Our pupils have all had the opportunity to contribute to the development of Learning Energy and comments have included: ‘I feel like I can support myself better and am more confident in focusing on my tasks and achieving my goals’.
Our main focus is to prepare pupils for the real world and, ultimately, we’re working to make sure that they are rounded individuals, valued members of their community, with a good level of mental fitness and wellbeing. Our Weekly Woodland Walk makes use of the South Downs, and our Time to Talk programme offers regular sessions for students to confide in a trusted adult. We have individual student meetings to ensure all pupils have the opportunity to pass on any concerns.
To allow us to measure the effectiveness of the initiatives we offer, our staff and pupil Mental Fitness and Wellbeing Survey runs twice a year. Analysis of the results is used to inform future support and initiatives so that we ensure we continue to do our best for the whole Slindon College community.
* Adam Sharpe is Assistant Head of Pastoral and Safeguarding & Mental Fitness Team Lead at Slindon College. The College won the 2024 ISA Excellence and Innovation in Mental Health and Wellbeing award and holds a Carnegie Centre of Excellence for Mental Health in Schools Silver award. slindoncollege.co.uk
Further reading: Building confidence at St David’s College
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