End of Year report template
Liv Jakes
Created on August 16, 2024
Over 30 million people build interactive content in Genially.
Check out what others have designed:
Transcript
Start
End of YearReport
Our Team
5.
Awards
4.
Click the text above to navigate the report
myHappymind in Action
8.
Testimonials
Case Studies
Key Strategic Aims & Trends
Impact Data
Reach
7.
6.
3.
2.
1.
Content
This section provides insights into recurring patterns observed across education and health professionals, pupils, and parents. By analysing key trends, we identify common challenges and successes in mental well-being, enabling targeted interventions and support. This data-driven approach helps refine strategies to better address the needs of the entire school community.
Key strategic aims
Click the '+' to reveal more
Reducing EBSA
Inclusive Schools
Supporting NeurodiverseChildren
Before launching myHappymind our partners in Health & Education identified these key priorities:
Key Strategic Aims
Click the '+' to reveal more
After myHappymind, we have noticed improvements against the strategic aims identified:
Reducing EBSA
Inclusive Schools
Supporting NeurodiverseChildren
Key Strategic Aims
Click the '+' to reveal more
Poor staff morale
Children struggling to presevere and show resilience
Low parent engagement
Before launching myHappymind schools across X reported these key trends:
Before Trends
Click the '+' to reveal more
Improved staff well-being
Increased resilence & self-esteem in children
Increased Parent Engagement
After myHappymind schools across X reported:
After Trends
Reach
Place map here
Phase 5 schools (10)
Phase 4 schools (15)
Phase 3 schools (14)
Click the stars to watch a video
Hover over the Fred's to see the school
Phase 2 schools (3)
Phase 1 schools (6)
Star myHappymind schools
Number of schools
Reach
X%
Impacting X children out of X children in X.
Number of children
Reach
Parents and carers engaged with the myHappymind app
Reach
X%
X% of schools have launched the parent app, with X families having downloaded it.
Number of staff engaged
Reach
X%
X schools have engaged with the staff well-being resources, and approximately X staff have benefited from the resources and the staff well-being programme.
16. x17. x18. x19. x20. x21. x22. x23. x24. x25. x26. x27. x28. x29. x30. x
Phase 1
- x
- x
- x
- x
- x
- x
- x
- x
- x
- x
- x
- x
- x
- x
- x
myHappymind is supporting ‘X’ schools and ‘X’ students across ‘X Location’
Reach
This report summarises the impact seen from myHappymind across the academic year. It is structured around your baseline data and the myHappymind system which is the content we teach in the programme.
impact data
Developing self-regulation toolsIn this module, the children learn all about their brain and how it helps them to be their best selves. They develop self regulation strategies and a solid understanding of the Neuroscience of how we learn and grow. Understanding the brain is a key way to help children deepen their understanding of emotions and normalise the need to self regulate - a key strategy in building confidence and self-esteem.
Meet Your Brain
Before myHappymind
X%
X% of teachers said they do not spend more than 1 formal lesson a week on children’s emotional and mental health.
X%
Only X% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
X%
Only X% of teachers said more than half of their children were aware of the factors that contribute to their wellbeing.
Before myHappymind
X%
X% of teachers said they do not spend more than 1 formal lesson a week on children’s emotional and mental health.
X%
Only X% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
X%
Only X% of teachers said more than half of their children were aware of the factors that contribute to their wellbeing.
After myHappymind
X%
X% of teachers are now having 1-3 conversations (formal or informal) about children’s mental well-being each week.
X%
X% of teachers have said Happy Breathing has benefitted their class.
X%
X% of teachers have said this module has helped their class to understand their brain.
Discovering and celebrating Character StrengthsIn this module, the children learn all about their unique Character Strengths and develop strategies to celebrate them.Character Strengths are the number one way to build self-esteem and confidence in children, and this module is all about developing the children’s self-awareness and confidence.
Celebrate
Before myHappymind
X%
Only X% of teachers said they would notice and celebrate Character Strengths on a daily basis.
X%
X% of teachers said their children struggle with their confidence and self-esteem.
X%
Only X% of teachers said half or more of their children could talk about their Character Strengths.
Before myHappymind
X%
Only X% of teachers said they would notice and celebrate Character Strengths on a daily basis.
X%
X% of teachers said their children struggle with their confidence and self-esteem.
X%
Only X% of teachers said half or more of their children could talk about their Character Strengths.
After myHappymind
X%
X% of teachers said they use more character-based praise through their regular teaching.
X%
X% of teachers said they have seen the self-esteem and confidence of the children improving from using myHappymind so far.
X%
X% of teachers said their class are more able to talk about their Character Strengths.
Developing an Attitude of GratitudeIn this module, the focus is on helping children to develop an Attitude of Gratitude. Gratitude is one of the simplest yet most powerful ways to boost wellbeing in the short term and to create a healthy brain in the long term. By getting children used to expressing gratitude regularly we’re getting that dopamine flowing in the brain and supporting their overall happiness.
appreciate
Before myHappymind
X%
Only X% of teachers said their children proactively expressed gratitude.
X%
X% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
X%
Only X% of teachers said they noticed children expressing gratitude to each other or for experiences on a daily basis.
Before myHappymind
X%
Only X% of teachers said their children proactively expressed gratitude.
X%
X% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
X%
Only X% of teachers said they noticed children expressing gratitude to each other or for experiences on a daily basis.
After myHappymind
X%
X% of teachers have introduced an Attitude of Gratitude in their classroom.
X%
X% of teachers are noticing children expressing gratitude in terms of the people around them and their experiences more often.
X%
X% of teachers are noticing more gratitude being shown in the classroom.
Developing healthy relationshipsIn this module, the children focus on developing healthy relationship habits. This includes understanding other perspectives, active listening, and celebrating diversity of thought and character. Healthy relationships are a key building block in supporting overall well-being; they provide children with a support system and endless opportunities for positive interactions.
relate
Before myHappymind
X%
Only X% of teachers said more than half of the children in their class could see things from another's point of view.
X%
Only X% of teachers said the children in their class did not struggle with friendship challenges.
X%
Only X% of teachers said they would rate their children’s listening skills as good.
Before myHappymind
X%
Only X% of teachers said more than half of the children in their class could see things from another's point of view.
X%
Only X% of teachers said the children in their class did not struggle with friendship challenges.
X%
Only X% of teachers said they would rate their children’s listening skills as good.
After myHappymind
80%
X% of teachers are integrating the 'Stop, Understand and Consider' approach into their regular teaching and learning.
93%
X% of teachers have said their childen now understand the importance of positive relationships and what they need to do to build them.
76%
X% of teachers have said they have noticed a difference in the children's Active Listening skills.
Building resilience and perseveranceIn this module, we focus on building resilience and perseverance. We do this by helping children to set their own ‘Big Dream Goals’; these are things that thechildren want to achieve because they are passionate about them e.g. learning a new skill in sport or art. By setting children up with goals they are internally motivated to achieve we give them their own evidence that they already have the skills to be resilient and to persevere.
engage
30.
Before myHappymind
X%
Only 'X' of teachers said they used a common goal-setting framework across all of their teaching and learning.
X%
Only 'X' of teachers said more than half of the children in their class could persevere in the face of challenges.
X%
Only 'X' of teachers said more than half of the children in their class knew how to set their own goals.
31.
X%
Only of teachers said they used a common goal-setting framework across all of their teaching and learning.
Before myHappymind
X%
Only 'X' of teachers said more than half of the children in their class could persevere in the face of challenges.
X%
Only 'X' of teachers said more than half of the children in their class knew how to set their own goals.
After myHappymind
X%
of teachers are now using the myHappymind goal-setting framework in their regular teaching and learning.
X%
of teachers have seen an improvement in their children's resilience and perseverance when trying to achieve their goals.
X%
of teachers have seen their children getting more excited about setting goals for themselves.
This section highlights the awards myHappymind has won for promoting mental well-being in schools. This recognition showcases our innovative approach, measurable impact on students' mental health, and success in creating happier, healthier learning environments.
AWARDS
Click the "+" button to reveal more
This section highlights that we've been finalists for our digital solution advancing NetZero, reducing health inequalities, and recognised at The Innovate Awards for reducing inequalities. We were also finalists for an innovation successfully rolled out at pace and scale.Click the + for more information
Awards
Click the "+" button to reveal more
The myHappymind Accreditation Scheme is completely free of charge to the schools and is designed to formally recognise all of the amazing work that schools are doing to bring myHappymind to life, giving schools an opportunity to demonstrate their commitment to building a culture of mental health and wellbeing.
myHappymind Accreditation
In this section, we highlight the success stories of schools implementing the myHappymind programme. These case studies bring to life the programme's real-world impact, showcasing how it supports children's mental well-being, fosters positive relationships, and creates a happier school culture. Each example demonstrates the tangible difference myHappymind has made, providing insight into how the programme helps schools thrive.
Case Studies
Staff at Peel Brow School have also spoken about the presence myHappymind has throughout the whole school, not just within the classroom. One class teacher has explained “My class use the Attitudeof Gratitude around school, wherever they are. On their daily visit to the library, when someone holds a door, they are sure to say thank you. At lunchtime, they make sure to compliment the food they are about to be served to make the cook feel good. There are numerous examples of them complimenting each other, and myself, in class time, always looking for a positive to make someone else feel good. As a result, we are a stronger and more supportive team.”
Debbie Christiansen, the headteacher at Peel Brow School, has spoken about the impact that they have seen the programme having this year, saying “myHappymind has been vital in supporting our children's mental health and emotional well-being. Ithas supported children across the school to understand not only howtheir brains work but also how to regulate themselves. myHappymindoffers children the opportunity to learn the tools and skills they needto be successful in our world. This aligns perfectly with our schoolmission statement where ultimately we want the children to leave ourschool and thrive as a good person in the world.”
CaseStudy 1
Staff at Peel Brow School have also spoken about the presence myHappymind has throughout the whole school, not just within the classroom. One class teacher has explained “My class use the Attitudeof Gratitude around school, wherever they are. On their daily visit to the library, when someone holds a door, they are sure to say thank you. At lunchtime, they make sure to compliment the food they are about to be served to make the cook feel good. There are numerous examples of them complimenting each other, and myself, in class time, always looking for a positive to make someone else feel good. As a result, we are a stronger and more supportive team.”
Debbie Christiansen, the headteacher at Peel Brow School, has spoken about the impact that they have seen the programme having this year, saying “myHappymind has been vital in supporting our children's mental health and emotional well-being. Ithas supported children across the school to understand not only howtheir brains work but also how to regulate themselves. myHappymindoffers children the opportunity to learn the tools and skills they needto be successful in our world. This aligns perfectly with our schoolmission statement where ultimately we want the children to leave ourschool and thrive as a good person in the world.”
CaseStudy 2
Staff at Peel Brow School have also spoken about the presence myHappymind has throughout the whole school, not just within the classroom. One class teacher has explained “My class use the Attitudeof Gratitude around school, wherever they are. On their daily visit to the library, when someone holds a door, they are sure to say thank you. At lunchtime, they make sure to compliment the food they are about to be served to make the cook feel good. There are numerous examples of them complimenting each other, and myself, in class time, always looking for a positive to make someone else feel good. As a result, we are a stronger and more supportive team.”
Debbie Christiansen, the headteacher at Peel Brow School, has spoken about the impact that they have seen the programme having this year, saying “myHappymind has been vital in supporting our children's mental health and emotional well-being. Ithas supported children across the school to understand not only howtheir brains work but also how to regulate themselves. myHappymindoffers children the opportunity to learn the tools and skills they needto be successful in our world. This aligns perfectly with our schoolmission statement where ultimately we want the children to leave ourschool and thrive as a good person in the world.”
CaseStudy 3
The testimonials section of the report showcases firsthand experiences and feedback from educators, pupils, and parents who have benefited from myHappymind.
testimonials
To be changed depending on the quote
Children
Parents
Teachers
Health or Education
myHappymind creates a positive, system-wide impact by promoting mental well-being across the entire school community including clinical staff, education professionals, parents/carers and children and young people. Click the "+" buttons to hear their feedback
System wide impact
"Both staff and the children have been really positive about myHappymind this year. Particularly in Nursery and Reception, they love it and all of the characters. The children now have that understanding, thanks to Team H-A-P, of how to reset and are using what they have learnt during playtime. Year after year this will continue to develop."XX
“I love teaching myHappymind - it always makes for a positive start to our school week. A thoroughly enjoyable year learning about mental wellness with both children and adults.”XX
"myHappymind has helped many children grow and flourish in many ways. Children have learnt all about Happy Breathing and other coping mechanisms, we have become more familiar with how our brains work and more importantly understand how our friends are feeling.”XX
Teacher Feedback
“As the Year 3 teacher, SENDCo and designated mental health lead, I see the impact of using such a structured and practical scheme.“myHappymind has supported us to be research-informed and on the cutting edge of providing children with the language to verbalise their emotions, understand their feelings and visibly support their regulation. The difference in our children and the calm is palpable.”XX
Teacher Feedback
“Since using myHappymind, we are now making fewer referrals to CAMHS and our children feel in control of their emotions because they understand what is happening in their brains. Children have also built additional resilience, they even encourage each other to use different strategies in order to calm themselves down which has been lovely to see throughout the school. As headteacher, I am proud that we have been able to create positive mental well-being for all children by using the myHappymind programme.”
XX
We used the myHappymind language a lot around SATS and transition. One child, who can be very anxious, started to panic in one of her tests. In the end, she told me that she realised she could either get upset or spend the time instead thinking about her goals and trying her best, and she chose to do that. I was so proud of her. She knew she had it in herself to succeed!”XX
Teacher Feedback
“I have been amazed at how the children have used their understanding of Happy Breathing and brain-related activities such as Neuroplasticity, in their everyday lives. This programme is transformational.”XX
Teacher Feedback
A video demonstrating myHappymind in action, showcasing the programme's positive impact.
in action
A video of X
myHappymind in Action
Introducing the myHappymind team working with your area
ourteam
Click the "+" button to reveal more
Head of Programme Management
Beth Kirby
Customer ExcellenceLead
Vicki Marks
Head of Account Management
Tom Black
TEAM
Laura.Earnshaw@myHappymind.org
myHappymindBridgford House
thank you
myHappymind's Parent App
myHappymind engages parents through its digital app by providing easy access to resources, activities, and insights aligned with the programme's focus on mental well-being. The app allows parents to reinforce positive habits at home, track their child's progress, and stay informed through regular updates and personalised content.
Science-backed strategies to increase resilience and perserverence
myHappymind improves children's resilience and perseverance by teaching them essential skills like growth mindset, emotional regulation, and self-awareness through engaging modules. These modules empower children to understand and manage their emotions, face challenges positively, and develop a "can-do" attitude, fostering long-term resilience and perseverance in both school and life.
Bronze Accreditation
The myHappymind Bronze Accreditation is for all schools not yet myHappymind accredited. Schools must start with Bronze before progressing to Silver.
2023 Innovate Awards
Health Inequalies and Innovation Spread
The AHSN Network Innovate Awards 2023 celebrate outstanding innovations in healthcare. The "Reducing Health Inequalities" category honours initiatives that tackle health disparities and improve access to care for underserved populations. The "Innovation Spread" award recognises innovations that have been rapidly and successfully implemented on a large scale, demonstrating significant impact on healthcare delivery and patient outcomes.
Inclusive Schools
"The programme has been a success in the school, and the whole-school approach to mental health has had a massive impact.""myHappymind has promoted staff wellbeing because we have implemented a whole school approach to wellbeing which is now embedded in the culture of the school."Staff, Peel Brow Primary School
During a recent visit to Chapelfield Primary School, the Headteacher highlighted the collaborative learning taking place across Bury regarding the myHappymind programme. It illustrated the emerging community of practice in the area, where schools that have been implementing the programme for several years are sharing best practices with those that are just getting started. I found this insight incredibly fascinating, as it showcases the transformational impact of myHappymind.
Community of Practice
Reducing EBSA
myHappymind helps schools reduce emotionally based school avoidance by providing science-backed strategies to manage separation anxiety. Through its focus on emotional resilience, self-regulation, and mindfulness techniques like Happy Breathing, the programme equips children and staff with practical tools to address anxiety as it arises. This proactive approach helps children feel more secure, reducing school avoidance and promoting consistent attendance.
Gold Accreditation
The myHappymind Gold Accreditation is for all schools that have been awarded both Bronze and Silver accreditation. Gold is the highest level of accreditation and schools must demonstrate their commitment to mental health and well-being throughout their whole school community to be awarded.
HSJ Digital Award 2024
Moving towards NetZero through digital
The HSJ Digital Awards recognise outstanding digital initiatives in healthcare that drive innovation and improve patient outcomes. In the "Moving Towards NetZero through Digital" category, organisations are celebrated for using digital technologies to reduce their carbon footprint and support sustainability efforts within healthcare. This category highlights projects that leverage digital solutions to promote environmental responsibility, helping the healthcare sector transition toward a greener future .
Improved staff well-being
myHappymind improves staff well-being and morale by equipping educators with tools and strategies to manage stress, build emotional resilience, and foster a positive mindset. The programme promotes a supportive work environment, encouraging staff to prioritise self-care and mental health, leading to a happier, more motivated, and cohesive team.
Teachers
“myHappymind has supported staff after the death of a colleague and also during voluntary redundancies.”
HSJ Digital Awards 2024
Reducing Health Inequalities
The HSJ Digital Awards celebrate digital innovations that transform healthcare and improve patient care. The "Reducing Health Inequalities through Digital" category recognises initiatives that leverage digital technologies to address disparities in health outcomes. This category highlights projects that enhance access to healthcare services, improve the quality of care for underserved populations, and reduce barriers to achieving equitable health, ultimately promoting fairer health outcomes for all.
Science-backed strategies to increase resilience and perserverence
"It is incredibly rewarding to see our children not only thriving academically but also developing essential preventative strategies to support their own mental health and well-being. myHappymind empowers our pupils with the tools they need to navigate their emotions, build resilience, and foster a positive mindset."Headteacher, Whitefield Community Primary School
Children
"I love talking about Character Strengths in school and at home, and I like thinking about when I use them and how they have helped me. When I moved house and went into my own room it felt very scary because it was so different compared to my old home. I worked on being brave and staying on my own. It's getting better."
Parents
“I was really pleased to be able to download this app for free. I have found it very useful for helping discuss emotions with our child as well as how to form healthy relationships and friendships. The Happy Breathing has definitely come in useful for all of us at times!”
Reducing EBSA
myHappymind helps schools reduce emotionally based school avoidance by providing science-backed strategies to manage separation anxiety. Through its focus on emotional resilience, self-regulation, and mindfulness techniques like Happy Breathing, the programme equips children and staff with practical tools to address anxiety as it arises. This proactive approach helps children feel more secure, reducing school avoidance and promoting consistent attendance.
Improved staff well-being
"I do find speaking in front of adults very challenging, I find Happy Breathing really useful to ground myself. Learning about how the brain reacts in certain ways was really interesting and I have used what I have learnt before talking in staff meetings."Class Teacher, Springside Primary School
"There is such a need for an understanding of children’s mental health, and this package provides that niche understanding that supports our pupils. My son, currently in Year 3, loves the activities that this package provides, especially as he has autism and struggles with his emotions. I have read that myHappymind has been rolled out in certain schools around the country, and it has helped many pupils, and I agree that our school most definitely benefits from this."Parent Governor, East Ward Community Primary School
Supporting Neurodiverse children
Supporting Neurodiverse children
myHappymind is a universal programme supporting the mental well-being of all children, including neurodiverse children. It builds resilience, self-awareness, and positive mental health through adaptable, evidence-based frameworks. Focusing on character strengths, positive relationships, and mindfulness, the programme ensures that neurodiverse children can engage at their own pace and benefit from tailored support.
Inclusive Schools
myHappymind supports inclusive practice in schools by providing a mental well-being programme accessible to all students, regardless of their background or learning needs. It promotes emotional resilience, self-awareness, and positive relationships with resources that can be adapted to suit diverse learners, including those with special educational needs. By fostering a culture of understanding and personal growth, myHappymind helps schools create an inclusive environment where every child feels supported and valued.
Silver Accreditation
The myHappymind Silver Accreditation is for all schools that have achieved Bronze accreditation in the previous year.Schools must have their Bronze and Silver accreditation before they can progress to Gold.
Star myHappymind school
My X Highlight
My highlight from working in the Bury area is being able to support Fortalice Refuge (A charity that supports victims of domestic abuse and violence) so that they provide our programme to children who have sadly suffered this type of trauma. Before using our programme, the children said that they "wanted to make friends and feel happy" and "wanted to feel like everyone else when they are happy and smiling". After working through the techniques and strategies we provide, the children reported, “I want to get better at being kind. I am going to make sure I smile at people and say good morning because I think that will make me feel good and happy". The positive impact is truly heartwarming and life-changing for these children.
myHappymind's Parent App
"I did the first module with my son last night on Meet Your Brain. This morning we then did the bubble breathing exercise and the relaxation exercise. Along with a walk before school, talking through the day ahead and playing with a fidget toy meant I was able to get my son to play a bit of football in the playground for 5 minutes before school. This whole combination meant my son went in to school without crying for the first time since October last year!"Parent
My X Highlight
Hearing schools talking about how myHappymind has helped their pupils understand the emotions of those around them has been fantastic. Especially hearing from Old Hall that it has helped their students to better understand why their classmates with SEN may react to certain situations, removing any fear element.
Mental Health Support Teams
"I've worked with Bury MHST for 15 years, and I've never seen children have the emotional literacy that they do after myHappymind.Children can articulate what's going on in their brain, and know why they feel a certain way. Which means I can progress through my interventions much more efficiently."