Lancashire
End of YearReport
Start
Key Strategic Aims
1.
6.
Testimonials
myHappymind in Action
2.
7.
Content
Reach
3.
8.
Our Team
Impact Data
4.
Accredited Schools
5.
Case Studies
Click the text above to navigate the report
Key strategic aims
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 wellbeing, 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
Before launching myHappymind our partners in Health & Education identified these key priorities:
Trauma-Informed Approach
Inclusive schools
Reducing EBSA
Click the '+' to reveal more
4.
Key Strategic Aims
After myHappymind, we have noticed improvements against the strategic aims identified:
Trauma-Informed Approach
Inclusive Schools
Reducing EBSA
Click the '+' to reveal more
5.
Before Trends
Before launching myHappymind, schools across Lancashire reported these key trends:
Low parent engagement
Children struggling to persevere and show resilience
Poor staff morale
Click the '+' to reveal more
6.
After Trends
After myHappymind schools across Lancashire reported:
Increased Parent Engagement
Increased resilence & self-esteem in children
Improved staff wellbeing
Click the '+' to reveal more
7.
Reach
Reach
Number of schools:
Star myHappymind schools
myHappymind Schools (48)
Click the stars to watch a video
Please note: this map is used for illustrative purposes only.
9.
Reach
Number of children:
10%
Impacting 10,058 children out of 100,138 in Lancashire.
10.
Reach
Parents engaged with the myHappymind app:
85%
85% of schools have launched the Parent App, with 772 families having downloaded it.
11.
Reach
Number of staff accessing wellbeing resources:
88%
42 schools have engaged with the staff wellbeing resources, and approximately 887 staff have benefitted from the resources and the staff wellbeing programme.
12.
Reach
myHappymind is supporting 48 schools and 10,058 children across Lancashire.
myHappymind Schools (48)
- Kennington Primary School
- St Ignatius' Catholic Primary School
- The Blessed Sacrament Catholic Primary School, Preston
- Cottam Primary School
- Holy Family Catholic Primary School, Ingol, Preston
- Sacred Heart Catholic Primary School, Preston
- St Stephen's CofE School
- Broughton-In-Amounderness CE Primary School
- Moor Nook Community Primary School
- Woodplumpton St Anne's CofE Primary School
- St Teresa's Catholic Primary School, Preston
- Ashton-on-Ribble St Andrew's Church of England Primary School
- Holme Slack Community Primary School
- Fishwick Primary School, Preston
- Brookfield Community Primary School
16. Brockholes Wood Community Primary School
17. Longsands Community Primary School
18. St Matthew's Church of England Primary Academy
19. English Martyrs Catholic Primary School, Preston
20. Harris Primary School
21. Preston Grange Primary School
22. Pool House Community Primary School
23. Goosnargh Whitechapel Primary School
24. Nateby Primary School
25. St Mary and St Andrew's Catholic Primary School, Barton Newsham
26. Brabin's Endowed School
27. Oswaldtwistle West End Primary School
28. Castercliff Primary School
29. Accrington Spring Hill Community Primary School
30. Scorton CE Primary School
13.
Reach
myHappymind is supporting 48 schools and 10,058 children across Lancashire.
myHappymind Schools (48)
31. Calder Vale St John Church of England Primary School32. Rawtenstall St Paul’s Church of England Primary School33. Accrington St Mary Magdalen's Church of England Primary School34. Goosnargh Oliverson's Church of England Primary School35. St Anthony's Catholic Primary School36. Warton St Paul's Church of England Primary Academy37. Great Eccleston Copp CofE Primary School38. Rawtenstall Cribden House Community Special School39. Oswaldtwistle Moor End Primary School40. Mellor St Mary Church of England Primary School41. Waterfoot Primary School
42. Bacup Holy Trinity Stacksteads CEPS
43. Padiham Green CE Primary School
44. Bright Futures Early Learning
45. Christ Church CofE Primary School 46. Coates Lane Primary School
47. Northern Primary School (Rossendale)
48. Great Harwood St John's CE Primary School
14.
myHappymind Schools by IMD
Schools listed by their Index of Multiple Deprivation rating
The Index of Multiple Deprivation is a measure used in the UK to assess relative levels of deprivation in small areas. It combines information from various domains, such as income, employment, and health, to provide an overall measure of deprivation for a specific area.
IMD 2 Schools:
IMD 1 Schools:
- Holme Slack Community Primary School
- Brookfield Community Primary School
- Sacred Heart Catholic Primary School, Preston
- Moor End Primary School
- Castercliff Primary School
- Padiham Green Church of England Primary School
- Bacup Holy Trinity Stacksteads CEPS
- Great Harwood St John's CE Primary
- Pool House Community Primary School
- St Teresa's Catholic Primary School
- Brockholes Wood Community PS
- The Blessed Sacrament Catholic Primary School
- Holy Family Catholic Primary School, Ingol, Preston
- St Stephen's CofE School
- Moor Nook Community Primary School
- St Ignatius' Catholic Primary School, Preston
- Ightenhill Primary School
- Spring Hill Community Primary School
- Cherry Fold Primary School
- St Matthew's Church of England Primary Academy
- Grange Primary School
15.
myHappymind Schools by IMD
Schools listed by their Index of Multiple Deprivation rating
The Index of Multiple Deprivation is a measure used in the UK to assess relative levels of deprivation in small areas. It combines information from various domains, such as income, employment, and health, to provide an overall measure of deprivation for a specific area.
IMD 6 Schools:
IMD 3 Schools:
- Northern Primary School
- West End Primary School, Oswaldtwistle
- Goosnargh Whitechapel Primary School
- St Mary Magdalen's Church of England Primary School
IMD 4 Schools:
IMD 7 Schools:
- Waterfoot Primary School
- Cribden House Community Special School
- Thornton Primary School
- Goosnargh Oliverson's CofE Primary School
- Kennington Primary School
- Nateby Primary School
- Scorton CE Primary School
- Brabins Endowed School
- Warton St Paul's Church of England Primary Academy
IMD 5 Schools:
- Coates Lane Primary School
16.
myHappymind Schools by IMD
Schools listed by their Index of Multiple Deprivation rating
The Index of Multiple Deprivation is a measure used in the UK to assess relative levels of deprivation in small areas. It combines information from various domains, such as income, employment, and health, to provide an overall measure of deprivation for a specific area.
IMD 8 Schools:
IMD 10 Schools:
- Cottam Primary School
- Broughton-In-Amounderness CE Primary School
- Woodplumpton St Anne's CofE Primary School
- Great Eccleston Copp CofE
- Calder Vale St John CofE Primary School
- Colne Christ Church Church of England Voluntary Aided Primary School
- Longsands Community Primary School
- Mellor St Mary CofE Primary School
- Rawstenstall St Pauls CofE Primary School
- Bright Futures Nursery*
* no IMD data for EYFS Setting.
IMD 9 Schools:
- St Anthony's Catholic Primary School
- St Mary and St Andrew's Catholic Primary School, Barton Newsham
- Harris Primary School
17.
impact data
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.
Meet Your Brain
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.
Before myHappymind
94%
22%
20%
94% of teachers said they do not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 22% of teachers said half or more of their children were aware of the factors that contribute to their wellbeing.
Only 20% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
20.
Before myHappymind
94%
22%
20%
94% of teachers said they do not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 22% of teachers said half or more of their children were aware of the factors that contribute to their wellbeing.
Only 20% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
After myHappymind
94%
97%
96%
96% of teachers have said Happy Breathing has benefitted their class.
94% of teachers are now having 1-3 conversations (formal or informal) about children’s mental wellbeing each week.
97% of teachers have said this module has helped their class to understand their brain.
21.
Celebrate
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.
Before myHappymind
37%
42%
99%
Only 37% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 42% of teachers said half or more of their children could talk about their Character Strengths.
99% of teachers said their children struggle with their confidence and self-esteem.
23.
Before myHappymind
37%
42%
99%
Only 37% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 42% of teachers said half or more of their children could talk about their Character Strengths.
99% of teachers said their children struggle with their confidence and self-esteem.
After myHappymind
94%
96%
92%
92% of teachers said they have seen the self-esteem and confidence of the children improving from using myHappymind so far.
94% of teachers said they use more character-based praise through their regular teaching.
96% of teachers said their class are more able to talk about their Character Strengths.
24.
appreciate
Developing an Attitude of Gratitude In 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.
Before myHappymind
41%
17%
98%
Only 41% of teachers said their children proactively expressed gratitude.
Only 17% of teachers said they noticed children expressing gratitude to each other or for experiences on a daily basis.
98% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
26.
Before myHappymind
41%
17%
98%
Only 41% of teachers said their children proactively expressed gratitude.
Only 17% of teachers said they noticed children expressing gratitude to each other or for experiences on a daily basis.
98% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
After myHappymind
88%
92%
91%
91% of teachers are noticing children expressing gratitude in terms of the people around them and their experiences more often.
88% of teachers have introduced an Attitude of Gratitude in their classroom.
92% of teachers are noticing more gratitude being shown in the classroom.
27.
relate
Developing healthy relationships In 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 wellbeing; they provide children with a support system and endless opportunities for positive interactions.
Before myHappymind
33%
23%
98%
Only 33% of teachers said more than half of the children in their class could see things from another's point of view.
Only 23% of teachers said they would rate their children’s listening skills as good.
98% of teachers said the children in their class struggle with friendship challenges.
29.
Before myHappymind
33%
23%
98%
Only 33% of teachers said more than half of the children in their class could see things from another's point of view.
Only 23% of teachers said they would rate their children’s listening skills as good.
98% of teachers said the children in their class struggle with friendship challenges.
After myHappymind
86%
82%
96%
86% of teachers have said they have noticed a difference in the children's Active Listening skills.
96% of teachers have said their childen now understand the importance of positive relationships and what they need to do to build them.
82% of teachers are integrating the 'Stop, Understand and Consider' approach into their regular teaching and learning.
30.
engage
Building resilience and perseverance In this module, we are focused on building resilience and perseverance. We do this by helping children to set their own ‘Big Dream Goals’; these are things that the children 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.
Before myHappymind
42%
9%
18%
Only 42% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 9% of teachers said more than half of the children in their class knew how to set their own goals.
Only 18% of teachers said more than half of the children in their class could persevere in the face of challenges.
32.
Before myHappymind
42%
9%
18%
Only 42% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 9% of teachers said more than half of the children in their class knew how to set their own goals.
Only 18% of teachers said more than half of the children in their class could persevere in the face of challenges.
After myHappymind
79%
90%
91%
91% of teachers have seen an improvement in their children's resilience and perseverance when trying to achieve their goals.
79% of teachers are now using the myHappymind goal-setting framework in their regular teaching and learning.
90% of teachers have seen their children getting more excited about setting goals for themselves.
33.
myHappymind Accreditation
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.
Click the "+" button to reveal more
34.
Case Studies
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 wellbeing, 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.
Bacup Holy Trinity Stacksteads CofE Primary School
Now in their second year of using the programme, Bacup Holy Trinity Stacksteads CofE Primary School were delighted to announce their success in achieving myHappymind Silver Accreditation. The school were awarded Silver Accreditation in recognition of how well they have continued to embed myHappymind to enhance their whole-school approach to supporting emotional and mental wellbeing. This has resulted in a positive culture of mental wellbeing throughout the school, where children and adults are not afraid to talk about their thoughts and emotions. Changes in the children’s attitudes have been observed since starting myHappymind, with pupils now being much more emotionally resilient and able to cope with life’s stresses and strains. They feel more in control of their feelings, having developed an
understanding of what is happening in their brains, and are now better equipped to express how they are feeling. Debbie Burns, one of the school’s Co-Headteachers, took the time to explain how “myHappymind is our first port of call!” when offering support to parents and that they have now introduced a “Reflection Area” in each classroom, that children can use at all points throughout the day and use techniques that they have learnt through myHappymind, such as Happy Breathing. This has led to a reduction in the number of children needing to visit the school’s ELSA for support. One child in particular has greatly benefited from spending time in the Reflection Area of his classroom, where he has practised Happy Breathing, utilised the myHappymind characters, such as Team H-A-P, and developed an Attitude of
36.
Bacup Holy Trinity Stacksteads CofE Primary School
Gratitude. Debbie commented on how this has resulted in a dramatic rise in his self-esteem and his ability to control his own emotions. Another way in which Bacup Holy Trinity Primary School have further embedded the myHappymind programme in their school is by introducing Happiness Heroes, children who support the wellbeing of their peers throughout the school day. One of the activities that the school’s Happiness Heroes really enjoyed this year was organising a Friendship Bracelet activity and spreading an Attitude of Gratitude throughout the school.
Samantha Baron, the Senior Mental Health Lead in the school, summarised
her reflections on their myHappymind journey by saying, “If any schools are hoping to improve the mental health of children and develop a calm atmosphere in a busy environment, they should look no further than myHappymind. It’s well-resourced, staff are supported, children find it fun and interesting, and they are building skills for life, which are priceless.”
37.
CastercliffPrimary Academy
Mark Sherwin, the Principal at Castercliff Primary Academy, described myHappymind as having “really helped create a whole-school approach, including with parents. The content, pastoral elements, and engaging nature of myHappymind ensure the children are positive and enthusiastic about their own mental health.” In recognition of staff's passion for embedding the programme throughout the whole school, they were deservedly awarded myHappymind Bronze Accreditation this Summer.
One aspect of myHappymind that staff have frequently praised is its inclusive nature, with Mr Sherwin explaining that, “The programme has undoubtedly had a positive impact on our most vulnerable children.” A sentiment that was echoed by Caron Laycock, the Year 3 Teacher at Castercliff Primary School,
who stated that, “I have found the myHappymind strategies to be particularly useful for our SEND pupils. We are noticing that these pupils are now more confident, able to express how they are feeling and then discuss strategies that they can use to help them when feeling sad, upset or scared.” Pupils at Castercliff Primary Academy have also been keen to share their experiences of myHappymind, with one Year 5 pupil saying, “One myHappymind habit that I use every day is my Attitude of Gratitude. I use this as it helps me have a good mindset for the day. A time when using a habit helped me to feel better was when I was swimming in school. Happy Breathing helped me focus and be confident to jump in the deep end of the pool. My favourite myHappymind habit is setting Big Dream Goals because it always makes me plan and decide what I am going to do in the future.”
38.
CastercliffPrimary Academy
The school have worked hard to involve parents in their myHappymind journey, promoting the myHappymind Parent App to help support children and families at home as well as in school. Parents have been delighted with the positive impact that the programme has had on their children. One parent shared that “Since Castercliff Primary Academy began using myHappymind, my son has significantly improved his self-regulation and understanding. Being a sensitive boy, he previously had trouble expressing his emotions. Now, he is more composed as he has a better understanding of how his brain reacts to various situations and triggers.”
The passion and dedication of staff when it comes to fostering a culture of positive mental wellbeing is clear to see, and everyone is looking forward to continuing with myHappymind next year to further empower their children to look after their own mental wellbeing needs.
39.
Brabins Endowed School
Supporting the health and wellbeing of pupils has been an integral part of the school improvement focus over the past four years at Brabins Endowed School, and since launching the programme, myHappymind has formed a key part of this. The school’s Headteacher, Rachel Wallace, described how, “Implementing the myHappymind programme has enabled the school to embed the importance of supporting mental health as well as providing strategies for pupils to deal with the pressures of everyday life." The whole school has fully embraced the programme and, in turn, this has created a positive culture, with pupils looking to improve their own wellbeing as well as showing greater empathy and understanding of the needs of others. The school were pleased to share the news that they were awarded myHappymind Bronze Accreditation this summer.
Along with supporting the wellbeing of pupils, myHappymind has also had a significant impact on the wellbeing of staff in school. Amy Hamer, the Y5/6 Class Teacher at Brabins Endowed School, explained that “Since beginning myHappymind, I have developed my own understanding of the brain and I’m therefore much more able to notice my own feelings and emotions, as well as the children I teach.” She also described how staff have thoroughly benefited from having access to resources such as the myHappymind Mini Masterclasses, Podcasts, and how members of the team have really enjoyed sharing what they have learnt from reading the myHappymind book.
This year, more and more, the children have been using techniques learnt in myHappymind lessons to regulate and support themselves in a range of different situations.
40.
Brabins Endowed School
Supporting children's wellbeing does not just stop at the school gates. Involving parents in their myHappymind journey has been a key focus for everyone at Brabins Endowed School. By frequently sharing updates on the children's learning, and information on how to access the myHappymind App, the school has been able to ensure that families are able to reap the benefits of myHappymind at home. One parent shared a story of how, as a family, they had used Happy Breathing to help when it came to learning to ride a bike. They explained how their daughter was “getting very frustrated, as you can imagine, it is not easy! She stopped, mid-frustration, and said, ‘Stop! Breath!’ and proceeded to try again. She did this each time, which really helped her succeed.
We now have a happy little girl, riding her bike, stress-free!” The school is thoroughly committed to embedding the programme even further moving forward and is looking forward to the rewards, further developing a healthy and happy school community.
41.
Pool House Community Primary School
Supporting the wellbeing of their pupils is at the heart of all that staff do at Pool House Community Primary School, and having used myHappymind to enhance their offer in school to great effect, it came as no surprise that the school were awarded myHappymind Bronze Accreditation. Julie Cole, the school’s Headteacher, shared an overview of the school’s values, explaining that, “Wellbeing in our school is an absolute priority for all of our children and the adults who work with them. We have been committed to ensuring that this is built into our day-to-day practice and is a fully embedded strand of our school ethos. myHappymind has been a fantastic addition to our classrooms. Children are fully engaged with the programme and are learning life skills which will support them as they continue to grow. They are also gaining a great knowledge of how the brain
works in relation to our behaviours and attitudes, and this insight is helping them to understand their own actions and reactions in different situations.” Staff have also commented on the impact that the programme has had on children in their class. Miss Eccles teaches Year 6 at Pool House Community Primary School and described that, “Since implementing myHappymind, we have noticed a positive shift in children’s attitudes towards mental health and wellbeing, thanks to the programme providing them with a structured and consistent approach to understanding and managing their mental health. Children are more aware of their emotions and are better equipped with strategies to manage them. There has been a noticeable improvement in resilience and problem-solving skills, and the programme has helped to foster a culture where talking about feelings is
42.
Pool House Community Primary School
normalised, helping to reduce the stigma around mental health from a young age.” It is not just staff delivering the programme who have commented on the positive changes that myHappymind has brought about; the school’s Governors have also been delighted at the success of the programme since its launch. Rebecca Wallace, one of the Governors, reported, “It has become clear the children have a clear understanding of wellbeing and mental health awareness. The children are comfortable using vocabulary they have learnt through myHappymind and understand the importance of talking about their feelings and how their brains work in relation to their feelings. The culture of mental health and wellbeing was well embedded at Pool
House, and myHappymind has been able to build upon these foundations.” Looking to the future, Julie Cole stated, “We will continue to fully immerse ourselves in the myHappymind programme, knowing that it is an invaluable resource, supporting our ethos and the development of our young people.”
43.
testimonials
The testimonials section of the report showcases firsthand experiences and feedback from educators, pupils, and parents who have benefitted from myHappymind.
Teacher Feedback
"myHappymind has positively impacted children's emotional awareness, self-regulation, and wellbeing. The programme effectively engages children and promotes emotional understanding. We have also benefited from its significant improvement in staff wellbeing and a reduction in behavioural interventions. The programme's benefits for students with SEN or SEMH needs and looked-after children are leading to fewer external referrals and empowering teachers in managing classroom disruptions." Andrea Loughran, Headteacher Great Eccleston Copp CofE Primary School
45.
Teacher Feedback
"Since implementing myHappymind, we’ve observed a noticeable improvement in our pupils’ ability to manage their mental health and wellbeing. Children are demonstrating greater self-awareness, improved emotional regulation, and increased resilience in the face of challenges. Their self-esteem has grown, and they are more confident in expressing their feelings and supporting one another. The programme has become a cornerstone of our whole-school approach to mental health. It aligns seamlessly with our values and has helped us create a more supportive and inclusive environment for all pupils, regardless of their background or needs. The structured, evidence-based content ensures that every child can engage meaningfully. If I were to describe the impact to another Headteacher, I would highlight the programme’s ability to embed a consistent language and culture around mental wellbeing across the school. It empowers both staff and pupils, and the positive ripple effects are evident not just in wellbeing, but also in behaviour, engagement, and overall school climate." Jill Lucas, Headteacher Brookfield Community Primary School
46.
Teacher Feedback
"myHappymind is going really well in school, both the staff and the children, and really enjoying it. There is a real buzz around school. Each class have got their own Team H-A-P which they really love and the whole programme is just really easy to follow. There is a little girl in my class who is diagnosed with ASD and was really dysregulated and used to shout out and had very little control over her emotions, but she has really taken to myHappymind and will now voice that her Amygdala has kicked in and can talk through what is happening to her and how she can manage it. There is another little girl who used to lash out and was very vocal, but she absolutely loves the Rainbow Breathing card, and this really helps her. There are lots of children in school who use the strategies taught in myHappymind daily, and this is encouraged by our pastoral team too!"
Katy Rogerson, myHappymind Champion Grange Primary School
47.
Andrea Loughran, Headteacher Great Eccleston Copp CofE Primary School
"The implementation of myHappymind has led to a noticeable reduction in both internal and external referrals, including to agencies like CAMHS and MHST. The programme promotes a proactive rather than reactive approach to mental health, with children developing greater emotional literacy, resilience, and regulation skills, which helps them manage their emotions without needing further escalation. The staff are better trained through the programme and feel more empowered to address mental health concerns directly, strengthening the school's overall capacity to meet pupils' needs."
48.
Sarah Marshall, myHappymind Champion Mellor St Mary CofE Primary School
"The main positives have been the link between Celebrate and Relate, with the focus on Character Strengths, which takes away the insecurity of attainment. A child in my class has really benefited from this; she and the rest of the class have gained a higher sense of confidence.I wish I had had this in school when I was younger. We recently had an OFSTED inspection, and our Year 5 and 6 children spoke so well about myHappymind, which really impressed the inspector. Because myHappymind is so positive and productive, the children were able to speak so highly about wellbeing. OFSTED were focusing on MMSE. We have a huge display of the Characters, which helped the OFSTED inspectors to understand what myHappymind is about."
49.
Pupil Feedback
"The reason I decided to speak about myHappymind during my speech was because I thought it would help the new parents to explain how it has helped me. It has done this by showing me to always try to have a happy mindset. myHappymind has had a big impact on our school by helping all the children to be the best that they can be." Head Boy Great Eccleston Copp CofE Primary School
"I chose to include myHappymind in my welcome speech because it helps me calm down and relax when I do Happy Breathing. This helped me during my SATs, when I needed to be calm and focussed."
Year 6 Pupil Great Eccleston Copp CofE Primary School
50.
Parent Feedback
"As a psychology teacher, I can’t recommend this platform enough. I wish the students I teach in sixth form college had such a developed understanding of their brains and had strategies for managing their emotions and stress, and anxiety." Parent Waterfoot Primary School
51.
Parent Castercliff Primary School
"The use of myHappymind at Castercliff Primary Academy has had such a positive impact on my little boy. My son is a very emotional little soul and easily upset. Before he started school, once upset, it was hard to get him to regulate his feelings, and sometimes he'd not even be able to tell me what was wrong, which could get quite frustrating. It almost felt impossible to bring him back down to earth. It was a daily battle between himself and his own emotions. It was only yesterday that my son had told me how something had upset him at school, and he used his Happy Breathing to self-regulate and continue to tell me how 'everything was okay after that, mummy.' I know whenever a myHappymind session has been delivered at school because it's one of the only lessons he tells me about! I think he's currently learning about Appreciate in his weekly lessons. He likes to tell me more often what he appreciates, like his friends, family and teachers, as well as the treats he gets at home, amongst so many more things. The use of myHappymind has not only had an impact on my child but on me too. It's surprising how much clarity you can get from doing something as simple as taking long, deep breaths (it's something we do together)."
52.
Governor Feedback
"As the Chair of Governors for Brookfield Primary School, I regularly visit the school as part of my role. When we, as Governors, were informed that the school was taking on myHappymind, we were fully in support of the initiative, as not only is this an area that should be addressed with all children, but we felt that the children of Brookfield had issues that made this even more pertinent. The area is one of high deprivation, and the children face a variety of challenges that the myHappymind programme seeks to address. Amongst other things, we identified that the children lacked resilience. Since the introduction of this programme, we have noticed that they cope better with their learning, have a more positive attitude to new ideas and the ability to persevere and keep trying. This is particularly obvious in the way that they cope with the Year 6 SATs. This has been a whole school initiative, and all teachers are included in its delivery, and all children, including children with SEND, can access it. When walking around the school, there is a general feeling of calm and enjoyment of learning. Because it is a whole school initiative, when there are issues, there is consistency in the way in which they are dealt with. " Barbra Gardner, Governor Brookfield Community Primary School
53.
Teacher Feedback
"As we are now in our second year, we know that myHappymind works! I still launch every module with an assembly, and the children are so responsive. Our Year 3 cohort has really struggled socially and barely even smiled at the beginning of the year, but we are starting to see a real difference in them. Emily, the class teacher, has started to notice the children using Active Listening in the playground, showing more gratitude to each other and just generally seeming more positive! We also had one little boy whose anxiety was out of control, and we really struggled to get him into school, but we now do a lunchtime club where he and others can come three times a week, practise Happy Breathing and have conversations about how we are feeling and why, and this has made such a huge difference to him!" Clare Haywood, myHappymind Champion St Ignatius' Catholic Primary School, Preston
"We don't have a behaviour problem in school, and that is partly due to myHappymind. It is delivered every Wednesday, and we just embrace it. I always see children doing their Happy Breathing, they get upset, and they know what to do. I am so grateful Claire introduced us to this."
Helen Bird, Headteacher St Mary Magdalen's Church of England Primary School
Click here for supplementary feedback from Lancashire schools
54.
in action
A video demonstrating myHappymind in action, showcasing the programme's positive impact.
myHappymind in Action
A video from Great Eccleston Copp CofE Primary School
56.
our team
Introducing the myHappymind team working with your area
TEAM
Colette Lyons
Vicki Marks
Tom Black
Customer Happiness Team Lead
Customer Excellence Lead
Account Manager
58.
thank you
For more feedback from pupils, teachers and parents please click here
myHappymindBridgford House
Laura.Earnshaw@myHappymind.org Founder and CEO
Improved staff wellbeing
myHappymind improves staff wellbeing 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.
Science-backed strategies to increase resilience and perseverance
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.
Reducing Emotionally Based School Avoidance
Reducing EBSA is crucial for Lancashire Virtual Schools as it ensures Children Looked After (CLA) access consistent education, improving academic outcomes and life chances. Regular school attendance provides stability, routine, and opportunities to build social connections, reducing isolation. myHappymind helps schools reduce EBSA 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.
Inclusive Schools
"myHappymind has created a positive mental wellbeing culture within the school, where children and adults are not afraid to talk about their thoughts and feelings. Because it is a whole school approach, staff are consistent in their approach and all children understand why they are feeling a certain way and know that, in time, it will pass. " Staff, Bacup Holy Trinity Stacksteads CEPS
My Lancashire Highlight
It has been an absolute pleasure working with all of the Lancashire schools. A particular highlight for me has been seeing the fabulous wall displays created in one of the schools. These amazing displays serve as daily reminders for the children, reinforcing the important myHappymind concepts every time they walk down the corridor.
myHappymind's Parent App
"myHappymind has been a very useful toolkit for helping me to understand my children’s minds and the way they work. It's helped me to be more patient at home and give the children time to regulate using the techniques they have learnt before understanding the way they are feeling. It's been great to learn about the different parts of the brain through them and how they work." Parent, Pool House Community Primary School
My Lancashire Highlight
My highlight of working with the schools in Lancashire has been supporting schools at different stages of their myHappymind journey. It has been wonderful to see schools thriving who have fully implemented the programme and hearing the amazing impact stories, but also supporting schools who are right at the start of their journey, who are seeing the immediate positive effects of the programme.
Inclusive schools
myHappymind supports inclusive practice in schools by providing a mental wellbeing 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.
Trauma-Informed Approach
A trauma-informed approach is crucial for Lancashire Virtual Schools because many Children Looked After (CLA) have experienced adverse childhood events that can significantly impact their emotional wellbeing and educational outcomes. By embracing trauma-informed practices, the schools can create a supportive environment that acknowledges these experiences, thereby enhancing students' ability to engage and succeed academically. myHappymind is designed to be trauma-informed, ensuring that the unique experiences and needs of all children are understood and addressed with sensitivity and care.
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.
Reducing EBSA
"Our children have a clear understanding of how their brains work, regularly using language such as Amygdala and Prefrontal Cortex to explain their feelings and behaviours. They understand how their brains work and use strategies to manage their emotions, leading to improved self-regulation and a calmer learning environment. Attendance has also improved, particularly for some children who feel more supported and emotionally safe in school."Deputy Headteacher, Brookfield Community Primary School
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 wellbeing. The app allows parents to reinforce positive habits at home, track their child's progress, and stay informed through regular updates and personalised content.
St Mary Magdalen's Church of England Primary School
Supporting Neurodiverse children
"myHappymind has positively impacted children's emotional awareness, self-regulation, and wellbeing. The programme's benefits for students with SEN or SEMH needs and looked-after children are leading to fewer external referrals and empowering teachers to manage needs in the classroom." Headteacher, Great Eccleston Copp CofE Primary School
Improved staff wellbeing
"As soon as we implemented myHappymind, I became fully invested in the programme because of its ethos and vision. I dedicated time to listening to the podcasts created by Laura, reading her book, completing the Mini Masterclasses, and participating in the certified CPD staff wellbeing programme."Senior Mental Health Lead, Brabins Endowed School
Science-backed strategies to increase resilience and perserverence
"The programme promotes a proactive rather than reactive approach to mental health, with children developing greater emotional literacy, resilience, and regulation skills, which helps them manage their emotions without needing further escalation." Headteacher, Great Eccleston Copp CofE Primary School
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.
- Waterfoot Primary School
- Cribden House Community Special School
- Great Eccleston Copp CofE
- St Mary Magdalen's Church of England Primary School
- Bacup Holy Trinity Stacksteads CEPS
My Lancashire Highlight
Hearing Andrea at the team at Great Eccleston Copp CofE Primary School talk so passionately about the programme and how it has positively impacted their school has been a real highlight for me this year. It's clear how much of a priority supporting the wellbeing of their pupils is, and they have embraced myHappymind fantastically well to really enhance their offer in school.
Great Eccleston Copp CofE Primary School
- Brookfield Community Primary School
- Brockholes Wood Community PS
- The Blessed Sacrament Catholic Primary School
- Sacred Heart Catholic Primary School, Preston
- Castercliff Primary School
- Spring Hill Community Primary School
- Brabins Endowed School
- Pool House Community Primary School
- St Matthew's Church of England Primary Academy
Bronze Accreditation
The myHappymind Bronze Accreditation is for all schools not yet myHappymind accredited. Schools must start with Bronze before progressing to Silver.
LA Lancs EOY Report 2025
myHappymind
Created on September 1, 2025
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Hr report
View
Report Human Resources
View
Black Report
View
Tech report
View
Waves Report
View
OKR Shapes Report
View
Professional Whitepaper
Explore all templates
Transcript
Lancashire
End of YearReport
Start
Key Strategic Aims
1.
6.
Testimonials
myHappymind in Action
2.
7.
Content
Reach
3.
8.
Our Team
Impact Data
4.
Accredited Schools
5.
Case Studies
Click the text above to navigate the report
Key strategic aims
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 wellbeing, 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
Before launching myHappymind our partners in Health & Education identified these key priorities:
Trauma-Informed Approach
Inclusive schools
Reducing EBSA
Click the '+' to reveal more
4.
Key Strategic Aims
After myHappymind, we have noticed improvements against the strategic aims identified:
Trauma-Informed Approach
Inclusive Schools
Reducing EBSA
Click the '+' to reveal more
5.
Before Trends
Before launching myHappymind, schools across Lancashire reported these key trends:
Low parent engagement
Children struggling to persevere and show resilience
Poor staff morale
Click the '+' to reveal more
6.
After Trends
After myHappymind schools across Lancashire reported:
Increased Parent Engagement
Increased resilence & self-esteem in children
Improved staff wellbeing
Click the '+' to reveal more
7.
Reach
Reach
Number of schools:
Star myHappymind schools
myHappymind Schools (48)
Click the stars to watch a video
Please note: this map is used for illustrative purposes only.
9.
Reach
Number of children:
10%
Impacting 10,058 children out of 100,138 in Lancashire.
10.
Reach
Parents engaged with the myHappymind app:
85%
85% of schools have launched the Parent App, with 772 families having downloaded it.
11.
Reach
Number of staff accessing wellbeing resources:
88%
42 schools have engaged with the staff wellbeing resources, and approximately 887 staff have benefitted from the resources and the staff wellbeing programme.
12.
Reach
myHappymind is supporting 48 schools and 10,058 children across Lancashire.
myHappymind Schools (48)
16. Brockholes Wood Community Primary School 17. Longsands Community Primary School 18. St Matthew's Church of England Primary Academy 19. English Martyrs Catholic Primary School, Preston 20. Harris Primary School 21. Preston Grange Primary School 22. Pool House Community Primary School 23. Goosnargh Whitechapel Primary School 24. Nateby Primary School 25. St Mary and St Andrew's Catholic Primary School, Barton Newsham 26. Brabin's Endowed School 27. Oswaldtwistle West End Primary School 28. Castercliff Primary School 29. Accrington Spring Hill Community Primary School 30. Scorton CE Primary School
13.
Reach
myHappymind is supporting 48 schools and 10,058 children across Lancashire.
myHappymind Schools (48)
31. Calder Vale St John Church of England Primary School32. Rawtenstall St Paul’s Church of England Primary School33. Accrington St Mary Magdalen's Church of England Primary School34. Goosnargh Oliverson's Church of England Primary School35. St Anthony's Catholic Primary School36. Warton St Paul's Church of England Primary Academy37. Great Eccleston Copp CofE Primary School38. Rawtenstall Cribden House Community Special School39. Oswaldtwistle Moor End Primary School40. Mellor St Mary Church of England Primary School41. Waterfoot Primary School
42. Bacup Holy Trinity Stacksteads CEPS 43. Padiham Green CE Primary School 44. Bright Futures Early Learning 45. Christ Church CofE Primary School 46. Coates Lane Primary School 47. Northern Primary School (Rossendale) 48. Great Harwood St John's CE Primary School
14.
myHappymind Schools by IMD
Schools listed by their Index of Multiple Deprivation rating
The Index of Multiple Deprivation is a measure used in the UK to assess relative levels of deprivation in small areas. It combines information from various domains, such as income, employment, and health, to provide an overall measure of deprivation for a specific area.
IMD 2 Schools:
IMD 1 Schools:
15.
myHappymind Schools by IMD
Schools listed by their Index of Multiple Deprivation rating
The Index of Multiple Deprivation is a measure used in the UK to assess relative levels of deprivation in small areas. It combines information from various domains, such as income, employment, and health, to provide an overall measure of deprivation for a specific area.
IMD 6 Schools:
IMD 3 Schools:
IMD 4 Schools:
IMD 7 Schools:
IMD 5 Schools:
16.
myHappymind Schools by IMD
Schools listed by their Index of Multiple Deprivation rating
The Index of Multiple Deprivation is a measure used in the UK to assess relative levels of deprivation in small areas. It combines information from various domains, such as income, employment, and health, to provide an overall measure of deprivation for a specific area.
IMD 8 Schools:
IMD 10 Schools:
* no IMD data for EYFS Setting.
IMD 9 Schools:
17.
impact data
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.
Meet Your Brain
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.
Before myHappymind
94%
22%
20%
94% of teachers said they do not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 22% of teachers said half or more of their children were aware of the factors that contribute to their wellbeing.
Only 20% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
20.
Before myHappymind
94%
22%
20%
94% of teachers said they do not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 22% of teachers said half or more of their children were aware of the factors that contribute to their wellbeing.
Only 20% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
After myHappymind
94%
97%
96%
96% of teachers have said Happy Breathing has benefitted their class.
94% of teachers are now having 1-3 conversations (formal or informal) about children’s mental wellbeing each week.
97% of teachers have said this module has helped their class to understand their brain.
21.
Celebrate
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.
Before myHappymind
37%
42%
99%
Only 37% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 42% of teachers said half or more of their children could talk about their Character Strengths.
99% of teachers said their children struggle with their confidence and self-esteem.
23.
Before myHappymind
37%
42%
99%
Only 37% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 42% of teachers said half or more of their children could talk about their Character Strengths.
99% of teachers said their children struggle with their confidence and self-esteem.
After myHappymind
94%
96%
92%
92% of teachers said they have seen the self-esteem and confidence of the children improving from using myHappymind so far.
94% of teachers said they use more character-based praise through their regular teaching.
96% of teachers said their class are more able to talk about their Character Strengths.
24.
appreciate
Developing an Attitude of Gratitude In 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.
Before myHappymind
41%
17%
98%
Only 41% of teachers said their children proactively expressed gratitude.
Only 17% of teachers said they noticed children expressing gratitude to each other or for experiences on a daily basis.
98% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
26.
Before myHappymind
41%
17%
98%
Only 41% of teachers said their children proactively expressed gratitude.
Only 17% of teachers said they noticed children expressing gratitude to each other or for experiences on a daily basis.
98% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
After myHappymind
88%
92%
91%
91% of teachers are noticing children expressing gratitude in terms of the people around them and their experiences more often.
88% of teachers have introduced an Attitude of Gratitude in their classroom.
92% of teachers are noticing more gratitude being shown in the classroom.
27.
relate
Developing healthy relationships In 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 wellbeing; they provide children with a support system and endless opportunities for positive interactions.
Before myHappymind
33%
23%
98%
Only 33% of teachers said more than half of the children in their class could see things from another's point of view.
Only 23% of teachers said they would rate their children’s listening skills as good.
98% of teachers said the children in their class struggle with friendship challenges.
29.
Before myHappymind
33%
23%
98%
Only 33% of teachers said more than half of the children in their class could see things from another's point of view.
Only 23% of teachers said they would rate their children’s listening skills as good.
98% of teachers said the children in their class struggle with friendship challenges.
After myHappymind
86%
82%
96%
86% of teachers have said they have noticed a difference in the children's Active Listening skills.
96% of teachers have said their childen now understand the importance of positive relationships and what they need to do to build them.
82% of teachers are integrating the 'Stop, Understand and Consider' approach into their regular teaching and learning.
30.
engage
Building resilience and perseverance In this module, we are focused on building resilience and perseverance. We do this by helping children to set their own ‘Big Dream Goals’; these are things that the children 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.
Before myHappymind
42%
9%
18%
Only 42% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 9% of teachers said more than half of the children in their class knew how to set their own goals.
Only 18% of teachers said more than half of the children in their class could persevere in the face of challenges.
32.
Before myHappymind
42%
9%
18%
Only 42% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 9% of teachers said more than half of the children in their class knew how to set their own goals.
Only 18% of teachers said more than half of the children in their class could persevere in the face of challenges.
After myHappymind
79%
90%
91%
91% of teachers have seen an improvement in their children's resilience and perseverance when trying to achieve their goals.
79% of teachers are now using the myHappymind goal-setting framework in their regular teaching and learning.
90% of teachers have seen their children getting more excited about setting goals for themselves.
33.
myHappymind Accreditation
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.
Click the "+" button to reveal more
34.
Case Studies
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 wellbeing, 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.
Bacup Holy Trinity Stacksteads CofE Primary School
Now in their second year of using the programme, Bacup Holy Trinity Stacksteads CofE Primary School were delighted to announce their success in achieving myHappymind Silver Accreditation. The school were awarded Silver Accreditation in recognition of how well they have continued to embed myHappymind to enhance their whole-school approach to supporting emotional and mental wellbeing. This has resulted in a positive culture of mental wellbeing throughout the school, where children and adults are not afraid to talk about their thoughts and emotions. Changes in the children’s attitudes have been observed since starting myHappymind, with pupils now being much more emotionally resilient and able to cope with life’s stresses and strains. They feel more in control of their feelings, having developed an
understanding of what is happening in their brains, and are now better equipped to express how they are feeling. Debbie Burns, one of the school’s Co-Headteachers, took the time to explain how “myHappymind is our first port of call!” when offering support to parents and that they have now introduced a “Reflection Area” in each classroom, that children can use at all points throughout the day and use techniques that they have learnt through myHappymind, such as Happy Breathing. This has led to a reduction in the number of children needing to visit the school’s ELSA for support. One child in particular has greatly benefited from spending time in the Reflection Area of his classroom, where he has practised Happy Breathing, utilised the myHappymind characters, such as Team H-A-P, and developed an Attitude of
36.
Bacup Holy Trinity Stacksteads CofE Primary School
Gratitude. Debbie commented on how this has resulted in a dramatic rise in his self-esteem and his ability to control his own emotions. Another way in which Bacup Holy Trinity Primary School have further embedded the myHappymind programme in their school is by introducing Happiness Heroes, children who support the wellbeing of their peers throughout the school day. One of the activities that the school’s Happiness Heroes really enjoyed this year was organising a Friendship Bracelet activity and spreading an Attitude of Gratitude throughout the school. Samantha Baron, the Senior Mental Health Lead in the school, summarised
her reflections on their myHappymind journey by saying, “If any schools are hoping to improve the mental health of children and develop a calm atmosphere in a busy environment, they should look no further than myHappymind. It’s well-resourced, staff are supported, children find it fun and interesting, and they are building skills for life, which are priceless.”
37.
CastercliffPrimary Academy
Mark Sherwin, the Principal at Castercliff Primary Academy, described myHappymind as having “really helped create a whole-school approach, including with parents. The content, pastoral elements, and engaging nature of myHappymind ensure the children are positive and enthusiastic about their own mental health.” In recognition of staff's passion for embedding the programme throughout the whole school, they were deservedly awarded myHappymind Bronze Accreditation this Summer. One aspect of myHappymind that staff have frequently praised is its inclusive nature, with Mr Sherwin explaining that, “The programme has undoubtedly had a positive impact on our most vulnerable children.” A sentiment that was echoed by Caron Laycock, the Year 3 Teacher at Castercliff Primary School,
who stated that, “I have found the myHappymind strategies to be particularly useful for our SEND pupils. We are noticing that these pupils are now more confident, able to express how they are feeling and then discuss strategies that they can use to help them when feeling sad, upset or scared.” Pupils at Castercliff Primary Academy have also been keen to share their experiences of myHappymind, with one Year 5 pupil saying, “One myHappymind habit that I use every day is my Attitude of Gratitude. I use this as it helps me have a good mindset for the day. A time when using a habit helped me to feel better was when I was swimming in school. Happy Breathing helped me focus and be confident to jump in the deep end of the pool. My favourite myHappymind habit is setting Big Dream Goals because it always makes me plan and decide what I am going to do in the future.”
38.
CastercliffPrimary Academy
The school have worked hard to involve parents in their myHappymind journey, promoting the myHappymind Parent App to help support children and families at home as well as in school. Parents have been delighted with the positive impact that the programme has had on their children. One parent shared that “Since Castercliff Primary Academy began using myHappymind, my son has significantly improved his self-regulation and understanding. Being a sensitive boy, he previously had trouble expressing his emotions. Now, he is more composed as he has a better understanding of how his brain reacts to various situations and triggers.”
The passion and dedication of staff when it comes to fostering a culture of positive mental wellbeing is clear to see, and everyone is looking forward to continuing with myHappymind next year to further empower their children to look after their own mental wellbeing needs.
39.
Brabins Endowed School
Supporting the health and wellbeing of pupils has been an integral part of the school improvement focus over the past four years at Brabins Endowed School, and since launching the programme, myHappymind has formed a key part of this. The school’s Headteacher, Rachel Wallace, described how, “Implementing the myHappymind programme has enabled the school to embed the importance of supporting mental health as well as providing strategies for pupils to deal with the pressures of everyday life." The whole school has fully embraced the programme and, in turn, this has created a positive culture, with pupils looking to improve their own wellbeing as well as showing greater empathy and understanding of the needs of others. The school were pleased to share the news that they were awarded myHappymind Bronze Accreditation this summer.
Along with supporting the wellbeing of pupils, myHappymind has also had a significant impact on the wellbeing of staff in school. Amy Hamer, the Y5/6 Class Teacher at Brabins Endowed School, explained that “Since beginning myHappymind, I have developed my own understanding of the brain and I’m therefore much more able to notice my own feelings and emotions, as well as the children I teach.” She also described how staff have thoroughly benefited from having access to resources such as the myHappymind Mini Masterclasses, Podcasts, and how members of the team have really enjoyed sharing what they have learnt from reading the myHappymind book. This year, more and more, the children have been using techniques learnt in myHappymind lessons to regulate and support themselves in a range of different situations.
40.
Brabins Endowed School
Supporting children's wellbeing does not just stop at the school gates. Involving parents in their myHappymind journey has been a key focus for everyone at Brabins Endowed School. By frequently sharing updates on the children's learning, and information on how to access the myHappymind App, the school has been able to ensure that families are able to reap the benefits of myHappymind at home. One parent shared a story of how, as a family, they had used Happy Breathing to help when it came to learning to ride a bike. They explained how their daughter was “getting very frustrated, as you can imagine, it is not easy! She stopped, mid-frustration, and said, ‘Stop! Breath!’ and proceeded to try again. She did this each time, which really helped her succeed.
We now have a happy little girl, riding her bike, stress-free!” The school is thoroughly committed to embedding the programme even further moving forward and is looking forward to the rewards, further developing a healthy and happy school community.
41.
Pool House Community Primary School
Supporting the wellbeing of their pupils is at the heart of all that staff do at Pool House Community Primary School, and having used myHappymind to enhance their offer in school to great effect, it came as no surprise that the school were awarded myHappymind Bronze Accreditation. Julie Cole, the school’s Headteacher, shared an overview of the school’s values, explaining that, “Wellbeing in our school is an absolute priority for all of our children and the adults who work with them. We have been committed to ensuring that this is built into our day-to-day practice and is a fully embedded strand of our school ethos. myHappymind has been a fantastic addition to our classrooms. Children are fully engaged with the programme and are learning life skills which will support them as they continue to grow. They are also gaining a great knowledge of how the brain
works in relation to our behaviours and attitudes, and this insight is helping them to understand their own actions and reactions in different situations.” Staff have also commented on the impact that the programme has had on children in their class. Miss Eccles teaches Year 6 at Pool House Community Primary School and described that, “Since implementing myHappymind, we have noticed a positive shift in children’s attitudes towards mental health and wellbeing, thanks to the programme providing them with a structured and consistent approach to understanding and managing their mental health. Children are more aware of their emotions and are better equipped with strategies to manage them. There has been a noticeable improvement in resilience and problem-solving skills, and the programme has helped to foster a culture where talking about feelings is
42.
Pool House Community Primary School
normalised, helping to reduce the stigma around mental health from a young age.” It is not just staff delivering the programme who have commented on the positive changes that myHappymind has brought about; the school’s Governors have also been delighted at the success of the programme since its launch. Rebecca Wallace, one of the Governors, reported, “It has become clear the children have a clear understanding of wellbeing and mental health awareness. The children are comfortable using vocabulary they have learnt through myHappymind and understand the importance of talking about their feelings and how their brains work in relation to their feelings. The culture of mental health and wellbeing was well embedded at Pool
House, and myHappymind has been able to build upon these foundations.” Looking to the future, Julie Cole stated, “We will continue to fully immerse ourselves in the myHappymind programme, knowing that it is an invaluable resource, supporting our ethos and the development of our young people.”
43.
testimonials
The testimonials section of the report showcases firsthand experiences and feedback from educators, pupils, and parents who have benefitted from myHappymind.
Teacher Feedback
"myHappymind has positively impacted children's emotional awareness, self-regulation, and wellbeing. The programme effectively engages children and promotes emotional understanding. We have also benefited from its significant improvement in staff wellbeing and a reduction in behavioural interventions. The programme's benefits for students with SEN or SEMH needs and looked-after children are leading to fewer external referrals and empowering teachers in managing classroom disruptions." Andrea Loughran, Headteacher Great Eccleston Copp CofE Primary School
45.
Teacher Feedback
"Since implementing myHappymind, we’ve observed a noticeable improvement in our pupils’ ability to manage their mental health and wellbeing. Children are demonstrating greater self-awareness, improved emotional regulation, and increased resilience in the face of challenges. Their self-esteem has grown, and they are more confident in expressing their feelings and supporting one another. The programme has become a cornerstone of our whole-school approach to mental health. It aligns seamlessly with our values and has helped us create a more supportive and inclusive environment for all pupils, regardless of their background or needs. The structured, evidence-based content ensures that every child can engage meaningfully. If I were to describe the impact to another Headteacher, I would highlight the programme’s ability to embed a consistent language and culture around mental wellbeing across the school. It empowers both staff and pupils, and the positive ripple effects are evident not just in wellbeing, but also in behaviour, engagement, and overall school climate." Jill Lucas, Headteacher Brookfield Community Primary School
46.
Teacher Feedback
"myHappymind is going really well in school, both the staff and the children, and really enjoying it. There is a real buzz around school. Each class have got their own Team H-A-P which they really love and the whole programme is just really easy to follow. There is a little girl in my class who is diagnosed with ASD and was really dysregulated and used to shout out and had very little control over her emotions, but she has really taken to myHappymind and will now voice that her Amygdala has kicked in and can talk through what is happening to her and how she can manage it. There is another little girl who used to lash out and was very vocal, but she absolutely loves the Rainbow Breathing card, and this really helps her. There are lots of children in school who use the strategies taught in myHappymind daily, and this is encouraged by our pastoral team too!" Katy Rogerson, myHappymind Champion Grange Primary School
47.
Andrea Loughran, Headteacher Great Eccleston Copp CofE Primary School
"The implementation of myHappymind has led to a noticeable reduction in both internal and external referrals, including to agencies like CAMHS and MHST. The programme promotes a proactive rather than reactive approach to mental health, with children developing greater emotional literacy, resilience, and regulation skills, which helps them manage their emotions without needing further escalation. The staff are better trained through the programme and feel more empowered to address mental health concerns directly, strengthening the school's overall capacity to meet pupils' needs."
48.
Sarah Marshall, myHappymind Champion Mellor St Mary CofE Primary School
"The main positives have been the link between Celebrate and Relate, with the focus on Character Strengths, which takes away the insecurity of attainment. A child in my class has really benefited from this; she and the rest of the class have gained a higher sense of confidence.I wish I had had this in school when I was younger. We recently had an OFSTED inspection, and our Year 5 and 6 children spoke so well about myHappymind, which really impressed the inspector. Because myHappymind is so positive and productive, the children were able to speak so highly about wellbeing. OFSTED were focusing on MMSE. We have a huge display of the Characters, which helped the OFSTED inspectors to understand what myHappymind is about."
49.
Pupil Feedback
"The reason I decided to speak about myHappymind during my speech was because I thought it would help the new parents to explain how it has helped me. It has done this by showing me to always try to have a happy mindset. myHappymind has had a big impact on our school by helping all the children to be the best that they can be." Head Boy Great Eccleston Copp CofE Primary School
"I chose to include myHappymind in my welcome speech because it helps me calm down and relax when I do Happy Breathing. This helped me during my SATs, when I needed to be calm and focussed." Year 6 Pupil Great Eccleston Copp CofE Primary School
50.
Parent Feedback
"As a psychology teacher, I can’t recommend this platform enough. I wish the students I teach in sixth form college had such a developed understanding of their brains and had strategies for managing their emotions and stress, and anxiety." Parent Waterfoot Primary School
51.
Parent Castercliff Primary School
"The use of myHappymind at Castercliff Primary Academy has had such a positive impact on my little boy. My son is a very emotional little soul and easily upset. Before he started school, once upset, it was hard to get him to regulate his feelings, and sometimes he'd not even be able to tell me what was wrong, which could get quite frustrating. It almost felt impossible to bring him back down to earth. It was a daily battle between himself and his own emotions. It was only yesterday that my son had told me how something had upset him at school, and he used his Happy Breathing to self-regulate and continue to tell me how 'everything was okay after that, mummy.' I know whenever a myHappymind session has been delivered at school because it's one of the only lessons he tells me about! I think he's currently learning about Appreciate in his weekly lessons. He likes to tell me more often what he appreciates, like his friends, family and teachers, as well as the treats he gets at home, amongst so many more things. The use of myHappymind has not only had an impact on my child but on me too. It's surprising how much clarity you can get from doing something as simple as taking long, deep breaths (it's something we do together)."
52.
Governor Feedback
"As the Chair of Governors for Brookfield Primary School, I regularly visit the school as part of my role. When we, as Governors, were informed that the school was taking on myHappymind, we were fully in support of the initiative, as not only is this an area that should be addressed with all children, but we felt that the children of Brookfield had issues that made this even more pertinent. The area is one of high deprivation, and the children face a variety of challenges that the myHappymind programme seeks to address. Amongst other things, we identified that the children lacked resilience. Since the introduction of this programme, we have noticed that they cope better with their learning, have a more positive attitude to new ideas and the ability to persevere and keep trying. This is particularly obvious in the way that they cope with the Year 6 SATs. This has been a whole school initiative, and all teachers are included in its delivery, and all children, including children with SEND, can access it. When walking around the school, there is a general feeling of calm and enjoyment of learning. Because it is a whole school initiative, when there are issues, there is consistency in the way in which they are dealt with. " Barbra Gardner, Governor Brookfield Community Primary School
53.
Teacher Feedback
"As we are now in our second year, we know that myHappymind works! I still launch every module with an assembly, and the children are so responsive. Our Year 3 cohort has really struggled socially and barely even smiled at the beginning of the year, but we are starting to see a real difference in them. Emily, the class teacher, has started to notice the children using Active Listening in the playground, showing more gratitude to each other and just generally seeming more positive! We also had one little boy whose anxiety was out of control, and we really struggled to get him into school, but we now do a lunchtime club where he and others can come three times a week, practise Happy Breathing and have conversations about how we are feeling and why, and this has made such a huge difference to him!" Clare Haywood, myHappymind Champion St Ignatius' Catholic Primary School, Preston
"We don't have a behaviour problem in school, and that is partly due to myHappymind. It is delivered every Wednesday, and we just embrace it. I always see children doing their Happy Breathing, they get upset, and they know what to do. I am so grateful Claire introduced us to this." Helen Bird, Headteacher St Mary Magdalen's Church of England Primary School
Click here for supplementary feedback from Lancashire schools
54.
in action
A video demonstrating myHappymind in action, showcasing the programme's positive impact.
myHappymind in Action
A video from Great Eccleston Copp CofE Primary School
56.
our team
Introducing the myHappymind team working with your area
TEAM
Colette Lyons
Vicki Marks
Tom Black
Customer Happiness Team Lead
Customer Excellence Lead
Account Manager
58.
thank you
For more feedback from pupils, teachers and parents please click here
myHappymindBridgford House
Laura.Earnshaw@myHappymind.org Founder and CEO
Improved staff wellbeing
myHappymind improves staff wellbeing 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.
Science-backed strategies to increase resilience and perseverance
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.
Reducing Emotionally Based School Avoidance
Reducing EBSA is crucial for Lancashire Virtual Schools as it ensures Children Looked After (CLA) access consistent education, improving academic outcomes and life chances. Regular school attendance provides stability, routine, and opportunities to build social connections, reducing isolation. myHappymind helps schools reduce EBSA 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.
Inclusive Schools
"myHappymind has created a positive mental wellbeing culture within the school, where children and adults are not afraid to talk about their thoughts and feelings. Because it is a whole school approach, staff are consistent in their approach and all children understand why they are feeling a certain way and know that, in time, it will pass. " Staff, Bacup Holy Trinity Stacksteads CEPS
My Lancashire Highlight
It has been an absolute pleasure working with all of the Lancashire schools. A particular highlight for me has been seeing the fabulous wall displays created in one of the schools. These amazing displays serve as daily reminders for the children, reinforcing the important myHappymind concepts every time they walk down the corridor.
myHappymind's Parent App
"myHappymind has been a very useful toolkit for helping me to understand my children’s minds and the way they work. It's helped me to be more patient at home and give the children time to regulate using the techniques they have learnt before understanding the way they are feeling. It's been great to learn about the different parts of the brain through them and how they work." Parent, Pool House Community Primary School
My Lancashire Highlight
My highlight of working with the schools in Lancashire has been supporting schools at different stages of their myHappymind journey. It has been wonderful to see schools thriving who have fully implemented the programme and hearing the amazing impact stories, but also supporting schools who are right at the start of their journey, who are seeing the immediate positive effects of the programme.
Inclusive schools
myHappymind supports inclusive practice in schools by providing a mental wellbeing 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.
Trauma-Informed Approach
A trauma-informed approach is crucial for Lancashire Virtual Schools because many Children Looked After (CLA) have experienced adverse childhood events that can significantly impact their emotional wellbeing and educational outcomes. By embracing trauma-informed practices, the schools can create a supportive environment that acknowledges these experiences, thereby enhancing students' ability to engage and succeed academically. myHappymind is designed to be trauma-informed, ensuring that the unique experiences and needs of all children are understood and addressed with sensitivity and care.
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.
Reducing EBSA
"Our children have a clear understanding of how their brains work, regularly using language such as Amygdala and Prefrontal Cortex to explain their feelings and behaviours. They understand how their brains work and use strategies to manage their emotions, leading to improved self-regulation and a calmer learning environment. Attendance has also improved, particularly for some children who feel more supported and emotionally safe in school."Deputy Headteacher, Brookfield Community Primary School
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 wellbeing. The app allows parents to reinforce positive habits at home, track their child's progress, and stay informed through regular updates and personalised content.
St Mary Magdalen's Church of England Primary School
Supporting Neurodiverse children
"myHappymind has positively impacted children's emotional awareness, self-regulation, and wellbeing. The programme's benefits for students with SEN or SEMH needs and looked-after children are leading to fewer external referrals and empowering teachers to manage needs in the classroom." Headteacher, Great Eccleston Copp CofE Primary School
Improved staff wellbeing
"As soon as we implemented myHappymind, I became fully invested in the programme because of its ethos and vision. I dedicated time to listening to the podcasts created by Laura, reading her book, completing the Mini Masterclasses, and participating in the certified CPD staff wellbeing programme."Senior Mental Health Lead, Brabins Endowed School
Science-backed strategies to increase resilience and perserverence
"The programme promotes a proactive rather than reactive approach to mental health, with children developing greater emotional literacy, resilience, and regulation skills, which helps them manage their emotions without needing further escalation." Headteacher, Great Eccleston Copp CofE Primary School
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.
My Lancashire Highlight
Hearing Andrea at the team at Great Eccleston Copp CofE Primary School talk so passionately about the programme and how it has positively impacted their school has been a real highlight for me this year. It's clear how much of a priority supporting the wellbeing of their pupils is, and they have embraced myHappymind fantastically well to really enhance their offer in school.
Great Eccleston Copp CofE Primary School
Bronze Accreditation
The myHappymind Bronze Accreditation is for all schools not yet myHappymind accredited. Schools must start with Bronze before progressing to Silver.