Bradford District and Craven
End of YearReport
Start
6.
Key Strategic Aims
1.
Testimonials
2.
myHappymind in Action
7.
Content
Reach
3.
8.
Impact Data
Awards
4.
Accredited Schools
9.
Our Team
5.
Case Studies
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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:
Supporting Neurodiverse Children
Inclusive Schools
Reducing EBSA
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4.
Key Strategic Aims
After myHappymind, we have noticed improvements against the strategic aims identified:
Supporting Neurodiverse Children
Inclusive Schools
Reducing EBSA
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5.
Before Trends
Before launching myHappymind, schools across Bradford District and Craven reported these key trends:
Low parent engagement
Children struggling to persevere and show resilience
No common language around mental health and wellbeing
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6.
After Trends
After myHappymind, schools across Bradford District & Craven reported:
Increased Parent Engagement
Increased resilence & self-esteem in children
Improved staff wellbeing
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7.
Reach
Reach
Number of schools:
Star myHappymind schools
myHappymind Schools (77)
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9.
Please note: this map is used for illustrative purposes only.
Reach
Number of children:
45%
Impacting 27,154 children out of 60,995 in Bradford District and Craven.
10.
Reach
Parents engaged with the myHappymind app:
81%
81% of schools have launched the Parent App, with 1,301 families having downloaded it.
11.
Reach
Number of staff accessing wellbeing resources:
94%
68 schools have engaged with the staff wellbeing resources, and approximately 2,086 staff have benefitted from the resources and the staff wellbeing programme.
12.
Reach
myHappymind is supporting 77 schools and 27,154 students across Bradford District and Craven.
myHappymind Schools (77)
16. Holybrook Primary School17. Holycroft Primary School 18. Iqra Academy 19. Keighley St Andrews CofE Primary School 20. Killinghall Primary School 21. Laycock Primary School 22. Lower Fields Primary Academy 23. Midland Road Nursery 24. Newby Primary School 25. Our Lady of Victories Catholic School 26. Peel Park Primary School 27. Rainbow Primary Leadership Academy 28. Shirley Manor Primary School 29. Skipton Parish CE Primary 30. Southmere Primary Academy
- Abbey Green Nursery
- Baildon Glen Primary School
- Bankfoot Primary School
- Barkerend Primary School
- Beckfoot Allerton Primary School
- Beckfoot Heaton Primary School
- Bowling Park Primary
- Byron Primary School
- Canterbury Nursery
- Co-Op Academy Penny Oaks
- Dixons Manningham Primary School
- Dixons Marchbank Primary
- Dixons Music Primary School
- Fagley Primary School
- High Crags Primary Academy
13.
Reach
myHappymind is supporting 77 schools and 27,154 students across Bradford District and Craven.
myHappymind Schools (77)
31. St Clares Catholic Primary School 32. St Columbas Catholic Primary School 33. St Cuthberts and The First Martyrs Catholic Primary School 34. St Oswalds Primary School 35. Swain House Primary School 36. Thornbury Primary Leadership Academy 37. Westminister C of E Primary 38. Worth Valley Primary School 39. Beckfoot Nessfield 40. Carlton Mills 41. Cavendish Primary School 42. Christ Church Church of England Academy 43. Crossley Hall Primary School 44. Farnham Primary School
45. Meadow Bank Community Primary School (formally Fearnville Primary School) 46. Grove House Primary School 47. Haworth Primary School 48. Heaton St Barnabas' CofE Aided Primary School 49. Hill Top CofE Primary School 50. Hollingwood Primary School 51. Horton Grange 52. Ingrow Primary School 53. Lidget Green Primary School 54. Our Lady and St Brendan's Catholic Primary School, A Voluntary Academy 55. Poplars Farm Primary School 56. Russell Hall Primary School
14.
Reach
myHappymind is supporting 77 schools and 27,154 students across Bradford District and Craven.
myHappymind Schools (77)
71. The Academy at St James72. Woodside Academy 73. All Saints C of E Primary 74. Eastwood Community School 75. St Stephens C of E Primary School 76. St Annes Catholic Primary School 77. Brackenhill Primary School
57. Ryecroft Primary Academy58. Shipley CE Primary59. St Anthony's Catholic Primary60. St Anthony's Catholic Primary School, A Voluntary Academy 61. St John the Evangelist Catholic Primary School62. St John's CofE Primary School63. St Joseph's Catholic Primary Schoo64. St Luke's CofE Primary School65. St Matthews Catholic Primary School66. St Matthew's CofE Primary School and Nursery67. St Pauls CE Primary School 68. St Philip's CofE Primary School 69. St Winefride's Catholic Primary 70. Stocks Lane 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 1 Schools:
- All Saints C of E Primary
- Baildon Glen Primary School
- Bankfoot Primary School
- Barkerend Primary School
- Beckfoot Allerton Primary School
- Beckfoot Heaton Primary School
- Bowling Park Primary
- Brackenhill Primary School
- Byron Primary School
- Carlton Mills
- Co-Op Academy Penny Oaks
- Dixons Manningham Primary School
- Dixons Marchbank Primary
- Dixons Music Primary School
- Eastwood Community School
- Fagley Primary School
- High Crags Primary Academy
- Holybrook Primary Academy
- Holycroft Primary School
- Iqra Academy
- Keighley St Andrews CofE Primary School
- Killinghall Primary School
- Laycock Primary School
- Lower Fields Primary Academy
- Meadow Bank Community Primary School
- Newby Primary School
- Our Lady of Victories Catholic School
- Peel Park Primary School
- Rainbow Primary Leadership Academy
- Ryecroft Primary Academy
- Shirley Manor Primary School
- Skipton Parish CE Primary
- Southmere Primary Academy
- St Annes Catholic Primary
- St Anthony's Catholic Primary School, A Voluntary Academy
- St Clares Catholic Primary School
- St Columbas Catholic Primary School
- St Cuthberts and The First Martyrs Catholic Primary School
- St Matthews Catholic Primary School
- St Oswalds Primary School
- St Philip's CofE Primary School
- St Stephens C of E Primary School
- Swain House 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.
- Thornbury Primary Leadership Academy
- Westminister C of E Primary
- Worth Valley Primary School
IMD 1 Schools:
- Beckfoot Nessfield
- Christ Church Church of England Academy
- Crossley Hall Primary School
- Farnham Primary School
- Horton Grange Primary School
- Ingrow Primary School
- Lidget Green Primary School
- Our Lady and St Brendan's Catholic Primary School, A Voluntary Academy
- Russell Hall Primary School
- St Johns CofE Primary School
- St Joseph's Catholic Primary School
- St Matthew's CofE Primary School and Nursery
- Stocks Lane Primary School
IMD 2 Schools:
- Cavendish Primary School
- Grove House Primary School
- Haworth Primary School
- Heaton St Barnabas' CofE Aided Primary School
- Hill Top CofE Primary School
- Hollingwood Primary School
- Poplars Farm Primary School
- Shipley CE Primary
- St Anthony's Catholic Primary School, A Voluntary Academy
- St John the Evangelist Catholic Primary School
- St Luke's CofE Primary School
- St Pauls Primary School
- St Winefride's Catholic Primary School, A Voluntary Academy
- The Academy at St James
- Woodside Academy
IMD 3 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
92%
14%
13%
92% of teachers said they did not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 14% of teachers said more than half of their children were aware of the factors that contribute to their wellbeing.
Only 13% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
20.
Before myHappymind
92%
14%
13%
92% of teachers said they did not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 14% of teachers said more than half of their children were aware of the factors that contribute to their wellbeing.
Only 13% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
After myHappymind
96%
97%
94%
94% of teachers have said Happy Breathing has benefitted their class.
96% 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
34%
35%
98%
Only 34% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 35% of teachers said half or more of their children could talk about their Character Strengths.
98% of teachers said their children struggle with their confidence and self-esteem.
23.
Before myHappymind
34%
35%
98%
Only 34% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 35% of teachers said half or more of their children could talk about their Character Strengths.
98% of teachers said their children struggle with their confidence and self-esteem.
After myHappymind
90%
97%
89%
89% of teachers said they have seen the self-esteem and confidence of the children improving from using myHappymind so far.
90% of teachers said they use more character-based praise through their regular teaching.
97% 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
35%
10%
97%
Only 35% of teachers said their children proactively expressed gratitude.
Only 10% of teachers said they noticed children expressing gratitude to each other or for experiences on a daily basis.
97% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
26.
Before myHappymind
35%
10%
97%
Only 35% of teachers said their children proactively expressed gratitude.
Only 10% of teachers said they noticed children expressing gratitude to each other or for experiences on a daily basis.
97% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
After myHappymind
86%
91%
90%
90% of teachers are noticing children expressing gratitude in terms of the people around them and their experiences more often.
86% of teachers have introduced an Attitude of Gratitude in their classroom.
91% 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
46%
19%
98%
Only 46% of teachers said more than half of the children in their class could see things from another's point of view.
Only 19% 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
46%
19%
98%
Only 46% of teachers said more than half of the children in their class could see things from another's point of view.
Only 19% 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
81%
83%
97%
81% of teachers have said they have noticed a difference in the children's Active Listening skills.
97% of teachers have said their childen now understand the importance of positive relationships and what they need to do to build them.
83% 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
47%
7%
12%
Only 47% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 7% of teachers said more than half of the children in their class knew how to set their own goals.
Only 12% of teachers said more than half of the children in their class could persevere in the face of challenges.
32.
Before myHappymind
47%
7%
12%
Only 47% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 7% of teachers said more than half of the children in their class knew how to set their own goals.
Only 12% of teachers said more than half of the children in their class could persevere in the face of challenges.
After myHappymind
81%
88%
84%
84% of teachers have seen an improvement in their children's resilience and perseverance when trying to achieve their goals.
81% of teachers are now using the myHappymind goal-setting framework in their regular teaching and learning.
88% of teachers have seen their children getting more excited about setting goals for themselves.
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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.
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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.
Worth Valley Primary School
Worth Valley Primary School is committed to creating a high-quality, caring, and stimulating environment where children thrive academically, socially, and emotionally. They have been successful in their application to become a Bronze Accredited myHappymind school this year.
Headteacher Miss Lodge has seen a significant and positive impact from the myHappymind programme on pupils' mental health and wellbeing from the outset: “The weekly myHappymind lessons ensure children develop important skills in self-awareness, emotional regulation and resilience by teaching them how their brain works and how to manage their thoughts and feelings effectively.”
Across the school, children are learning to build positive relationships and develop a growth mindset. Miss Lodge continues: “This has led to improved emotional wellbeing, better focus and behaviour in the classroom and a more positive school culture - where children feel supported and valued. Over time, we know these skills will contribute to enhanced academic performance and stronger emotional resilience, equipping pupils with lifelong tools to thrive both in school and beyond. For us, the myHappymind programme has further enhanced our already strong and effective pastoral support throughout the school. We are finding it invaluable.” Teachers have fully embraced the programme and are continually impressed by how engaged the children are each week. Year 2 teacher Mrs Hiley shares: “The children in Year 2 really enjoy their myHappymind lessons.
36.
Worth Valley Primary School
Children are able to talk about different Character Strengths throughout the school day, in a range of lessons and can recognise when other people are displaying Character Strengths and give examples of these.” Staff have also experienced the benefits personally. Year 6 teacher Mrs Boothroyd explains: “The programme is integrated throughout the curriculum, supporting children in addressing attitudes to learning and helping them overcome any barriers they may face, whether related to school or home. This approach fosters emotional intelligence, resilience, and a supportive learning environment for all students and staff. The Mini Masterclasses provide a foundation for staff to have the skills and knowledge to deal with a variety of situations, to understand how the brain works and the importance of celebrating our own Character
Strengths and identifying these in others.” To champion the programme further, the school has appointed Happiness Heroes in every year group. A prominent display in the entrance hall celebrates these pupils and their individual Character Strengths. Pupil Voice feedback has also been overwhelmingly positive. One Year 3 pupil shared: “You can show Love and Kindness through a smile. This is a Character Strength that I see all around.” Another child in Year 2 said, “When I am nervous, I use Happy Breathing to calm down even when I am not at school.”
Families are seeing the impact at home, supported by the Parent App. One parent shared: “My children, aged 6 and 9 years absolutely love myHappymind, they enjoy playing the games, and if feeling a little overwhelmed, they like to do some Happy Breathing to regulate themselves. I feel that myHappymind helps the children to
gain skills and coping mechanisms that will help them in the future. I'm so grateful that my children's school do myHappymind as I feel it is a massive benefit to a child's mental health and wellbeing.”
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Haworth Primary School
Haworth Primary School believe that learning is for life, not just for school. They celebrate diversity and aim to develop their children into resilient, respectful and well-educated citizens. They have successfully achieved Bronze Accreditation status this year.
Headteacher, Paula Howe, comments, “We were always very good at supporting children after a crisis, now the children know how to regulate more independently before they get to a crisis and have the tools to do this through myHappymind. Children are also more able to support each other.”
Teachers across the school have also found the myHappymind resources useful beyond the weekly lessons, with one teacher sharing, “I have the myHappymind characters visible in the classroom so they can be referred to regularly.
I use them to the children have something to relate to when talking about situations that arise, e.g., friendship issues, issues with listening/following instructions, talking about being grateful and saying thank you. The characters are helpful in any context, as children can immediately relate to the situation with some experience or some vocabulary.”
Another teacher shared that Happy Breathing has been a very helpful tool for self-regulation during less structured times, such as lunchtime or breaktime. “Children are more able to support their friends and regulate themselves. This helps to create a calmer environment every day when they come inside afterwards. Children are ready to learn.”
The school has also created a myHappymind space called the “Hut” in the playground so children have a space to go to if they need a calm and quiet space
38.
Haworth Primary School
to relax at lunchtime. Pupils have shared that they “see people using the outside hut every day to help them feel calm.” Parents have also been enthusiastic about the programme, one parent said that their child “comes home singing the songs, she knows the theme and tells me. I was surprised she knew and could understand the word ‘relate’.” Another parent said that their child, “has told me about Happy Breathing and has shown me how to do it!”
Feedback from Governors has also been really positive, with the Chair of Governors commenting, “We have noticed improved behaviour particularly at lunchtimes, and this is in part attributed to the children being more in control of their emotions and not overacting to incidents or situations.
The communication and understanding between the children has improved across all year groups. Across the school, including the "Nest", children have benefitted from the sessions, including the Happy Breathing exercise, which has improved their self-regulation and concentration. The strategies are also helping pupils take control of their emotions by reducing anxiety, as they prepare for the mock SATs and then the actual exams. I believe this programme is essential, it provides some of the "tools" we all need to deal with the challenges faced in life, and this is particularly important when transitioning from childhood into adolescence.”
39.
Dixons Music Primary School
Dixons Music Primary School have demonstrated a real commitment to the mental health and wellbeing of their pupils by becoming a Bronze Accredited myHappymind school this year.
The Acting Head of School feels the programme has been a fantastic addition to their school and has given the children practical strategies to understand and manage their own mental health and wellbeing. She goes on to explain, “We’ve seen pupils become more confident in talking about their feelings, using calming techniques, and supporting one another. Importantly, it offers preventative tools that help children build resilience and emotional awareness now, laying the foundation for lifelong wellbeing.
We’re proud to have a consistent, whole-school approach that truly prioritises our children’s mental health.”Teachers across the school have recognised the programme’s inclusivity and benefit for children with SEN needs. The Year 3 Teacher told us, “It’s especially helpful for pupils with SEN, who benefit from the clear, consistent routines and calming techniques.” The Acting Head of School also recognises the benefit for children with SEMH needs, “Since starting myHappymind, children talk more about feelings and use calming strategies like Happy Breathing, which has reduced behavioural incidents. It really helps them understand emotions and build resilience, with the biggest impact being their confidence in asking for help. For children with SEMH needs, it’s been especially useful in preventing meltdowns and helping them calm down more quickly.”
40.
Dixons Music Primary School
The programme has also been beneficial for staff's own wellbeing and for improvements in the school culture beyond the classroom, the Year 4 teacher reported, “The Mini Masterclasses have given me practical ways to support children with big emotions or anxiety, helping me respond calmly and manage behaviour without needing SLT, which really reduces stress. I even use the breathing techniques myself to stay grounded, and it’s made me more patient and empathetic with pupils and colleagues. Overall, myHappymind has given us shared tools and language that support staff wellbeing, creating a more positive, supportive culture that I think will really strengthen our whole school community in the long term.”
Governors at the school have also commented on the success of the programme, with one telling us, “I’ve seen myHappymind make a real difference to our school’s culture and children’s wellbeing, giving them practical strategies to manage emotions, build resilience, and talk openly about mental health. Teachers report calmer classrooms, improved emotional vocabulary, and fewer conflicts as children use shared techniques like breathing exercises. It’s helped create a consistent, whole-school approach that prioritises wellbeing alongside learning. I believe this investment will have a lasting impact, equipping our pupils with vital lifelong skills and fostering a more supportive, understanding school community.”
41.
Grove House Primary School
Grove House Primary School have continued the success of their myHappymind journey by achieving Silver Accreditation status this year. The school have been delighted with the impact they have seen through implementing the programme.
Grove House has a group of very enthusiastic Happiness Heroes. One of the children was pleased to share, “As part of my role as a Happiness Hero, I introduce the next new topic to my class every half term. Then, I present our last topic certificates and get the children to sign the new habit agreement for this half term. I then spend the half term looking for who is doing the habits and report back to Miss Kosmirak.”
Another child in Year 5 told us, “When I learn new things in all my lessons, I know that the different parts of my brain are working hard together. When I’m tired or upset, it means that the three parts are not working together, and so I use the strategies myHappymind has given me to help. myHappymind has made me realise that my brain is always working, and now I know how.”
Teachers also have great feedback to share. The programme is really helping children to become more aware of how their brains work and how to recognise when they are becoming dysregulated. Rebecca Williams, the Year 1 teacher, commented, “To help children identify parts of the brain, I reference which part of their brain is working, for example, the Hippocampus when they are recalling information and the Amygdala when they are scared or worried.
42.
Grove House Primary School
We regularly use Happy Breathing, noticing things you are grateful for during the day and noticing Character Strengths in other children. They will independently talk and discuss parts of the brain and how to recognise strengths in others. Most children are becoming more aware of how their brain handles stress and challenges, and they are beginning to recognise how we all have different brains and how to cope with these challenges in different ways.”
Parents at the school have also been impressed by how myHappymind has supported their children. One parent shared, “My son tells me about what has been taught and spoken about. I feel emotional support is important for all ages, giving them the skills to learn how to deal with their feelings is crucial.”
Another shared, “whenever anyone in our house feels sad, my little one says with his big smile, “myHappymind.” As a parent, I’ve found myHappymind so helpful.”
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St Stephen's CE Primary School
St Stephen’s CE Primary School is a thriving church school where the entire school community works together to ensure that all pupils have a positive experience and achieve their full potential. This year, the school is proud to have been successful in its application to become a myHappymind Bronze Accredited School.
Headteacher, Paul Urry, has been particularly impressed by the inclusive nature of the programme, noting: “myHappymind provides a holistic approach to mental health and wellbeing by including children, staff, and parents. The programme has a variety of materials available to support learning, and this can be tailored to suit the needs of our children. For example, our Quality Learning Hub has similar resources to our Nursery, proving that the scheme is adaptable and inclusive for all.”
Our myHappymind Champion, Sobia Taj, has been pleased to witness the positive impact across the school: “myHappymind helps children recognise emotions, self-regulate, and discuss feelings confidently. Many use Happy Breathing or the regulation area, creating a calmer classroom. They reflect on Character Strengths and show gratitude daily. Across lessons, Happy Breathing helps transitions, like after PE cooldowns. Behaviour has improved, with fewer disruptions and better peer interactions. Adults model these strategies too, fostering a supportive atmosphere.”
Teachers across the school have also seen positive outcomes in their classrooms. A Year 1 teacher shared: “I think myHappymind has made a great impact with Year 1. It has allowed children to express their feelings clearly. They have remembered parts of the brain and what they do.
44.
St Stephen's CE Primary School
Year 1 love myHappymind and can talk about their lessons confidently. We use Happy Breathing after every break (3 times a day). Huge success.”
The Year 6 teacher added: “In Year 6, the children have enjoyed learning about the parts of the brain and how we function. They have embraced the vocabulary; when faced with a situation, we often refer to not letting our Amygdala control our behaviour: take a breath, let the Prefrontal Cortex take over, and try to sort out a problem or face a new challenge. The children also found recognising their strengths in their character, and perhaps their weaknesses, has allowed them to focus on areas to improve for greater positive outcomes and relationships.”
The programme’s impact has also been felt among staff, supporting them in their roles. Sarah Harrion, myHappymind Champion, shared: “Sobia and I have been leading the Mini Masterclasses with our staff. We both find them really helpful in managing challenging situations, such as boosting self-esteem and managing big emotions like anger. Doing these mini-masterclasses provides us all with extra tools we can use to support our children. It reminds us all to do our Happy Breathing when dealing with challenging behaviours to ensure we are always putting our best foot forward.” Sobia agrees, going on to say: “myHappymind also boosts staff well-being through Happy Breathing, well-being modules, and the gratitude journal.”
45.
testimonials
The testimonials section of the report showcases firsthand experiences and feedback from educators, pupils, and parents who have benefitted from myHappymind.
Teacher Feedback
"Since implementing myHappymind, I have noticed an increased calmness around the school. The children are able to speak about their emotions and Character Strengths. I have noticed teachers using the Stop, Understand and Consider approach to help with pupils’ self-regulation. myHappymind is inclusive for all pupils and has enhanced engagement within PSHE. Children are excited to participate in myHappymind lessons. Children can confidently speak about what they have learned in myHappymind, including how Happy Breathing can help them to overcome anxieties and to think clearly. If I were to describe the impact of myHappymind to another Headteacher, I would speak about how it allows children to have a space to think about their own emotions, thoughts and feelings and how it gives them time to celebrate their own Character Strengths."
Headteacher St Matthew's CofE Primary School and Nursery
47.
Class Teacher St Winefride's Catholic Primary School, A Voluntary Academy
"myHappymind has brought a truly transformative approach to our primary school. It's heartening to see how it equips children with the tools to understand and manage their emotions, build resilience, and develop a positive mindset from an early age. We've witnessed improvements in not only the children's mental wellbeing but also in their ability to collaborate, resolve conflicts constructively, and approach challenges with confidence. The programme aligns beautifully with our ethos, nurturing happier and more engaged learners, while fostering a supportive environment for both students and staff. It's an investment in our children’s future that’s yielding visible, tangible results."
48.
Teacher Feedback
"I’ve seen myHappymind habits really help children recognise and manage their emotions. Using Happy Breathing daily has calmed transitions and reduced upset when challenges arise, like tricky work. We weave the habits into daily reflections throughout the day, and the Strength Spotting habit stands out because it boosts confidence and helps children notice their own and others’ successes, creating a positive, supportive classroom environment."
Year 2 Teacher Dixons Music Primary School
49.
Pupil St Matthew's CofE Primary School and Nursery
"I use Happy Breathing daily. I struggle at home sometimes to calm down when my brother is annoying me. I find a space and do some Happy Breathing, which relaxes me. I’ve enjoyed using the Kids Zone on the Parent App. I speak to my parent about what we’re learning in class, and this helps them too."
50.
Class Teacher St Winefride's Catholic Primary School, A Voluntary Academy
"At St Winefride's Primary, myHappymind has been a game changer in promoting emotional wellbeing and resilience among our pupils. The introduction of the 'Happiness Heroes' initiative has been particularly inspiring, as it encourages children to embody positive values, lead by example and support their peers. This programme has truly empowered our students to understand and manage their emotions, work collaboratively, and approach challenges with confidence and optimism. It’s amazing to see how myHappymind complements our school ethos, creating a nurturing environment where both students and staff thrive. The impact on our school community has been incredible. We’re building happier, healthier, and more resilient learners for the future."
51.
Pupil Feedback
"I like the bit where everyone goes silent for the Happy Breathing. I like the peace and quiet!"
"I like the journal time where we write our goals!"
"I like it when we sing the song."
"It makes sure we have a happy mind and are not angry."
"I like being a Happiness Hero - I like helping everyone."
Pupils Haworth Primary School
For more feedback from pupils, teachers and parent please click here
52.
in action
A video demonstrating myHappymind in action, showcasing the programme's positive impact.
myHappymind in Action
A video from Crossley Hall Primary School
54.
AWARDS
This section highlights the awards myHappymind has won for promoting mental wellbeing in schools. These recognitions showcase its innovative approach, measurable impact on students' mental health, and success in creating happier, healthier learning environments.
Awards
This section highlights that we've been finalists for our digital solution advancing Net Zero 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
56.
our team
Introducing the myHappymind team working with your area
TEAM
Sofie Robinson
Vicki Marks
Emily Pearson
Lindsey Slater
Holly Redfern
Customer Happiness Manager
Customer ExcellenceLead
Customer Happiness Manager
Customer Happiness Manager
Customer Happiness Manager
58.
thank you
For more feedback from pupils, teachers and parent please click here
myHappymindBridgford House
Laura.Earnshaw@myHappymind.org Founder and CEO
Reducing EBSA
"Children with SEND in EYFS are very well supported by myHappymind. They enjoy the structure of the sessions and have learnt new vocabulary, which has supported them to understand how they are feeling. One child, who was struggling to settle in the mornings, took herself to the ‘quiet area’ and started doing Happy Breathing as she recognised that this would help her feel calmer and ready to learn."Staff, Haworth Primary School
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 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.
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 .
Science-backed strategies to increase resilience and perserverence
"Many students are now using the tools they've learned to regulate their emotions and handle stress more effectively. This initiative has significantly contributed to boosting their self-esteem, promoting greater self-regulation, and enhancing their resilience. It’s heartening to see our pupils facing challenges head-on with a newfound confidence." Headteacher, St Winefride's Catholic Primary School, A Voluntary Academy
My Bradford Highlight
My highlight of working with schools in Bradford has been hearing from staff about how the resources help children with SEND to self-regulate and to increase their self-esteem. It has been wonderful hearing from parents who have shared the impact of both the programme and the myHappymind App at home. One parent wrote a letter to their school sharing the impact on their two children, "has been truly remarkable". Schools have been thrilled with the further funding and are excited that this will allow them to continue to embed myHappymind across the whole school community.
My Bradford Highlight
One of the most rewarding moments recently has been hearing the squeals of joy from schools when I informed them that they’ve secured additional funding to continue with the myHappymind programme! Each school expressed how much they value the programme and how devastating it would have been to lose it, with their budgets being so tight. Thanks to the funding, they’re now able to keep supporting their pupils' mental wellbeing without compromise. They’re excited to dive back into the content in September and are looking forward to seeing even more of the positive impact the programme is already having on their children’s mental health.
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.
Supporting Neurodiverse Children
myHappymind is a universal programme supporting the mental wellbeing 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.
- Dixons Music Primary School
- Fagley Primary School
- Bankfoot Primary School
- Killinghall Primary School
- Newby Primary School
- St Stephens C of E Primary School
- Worth Valley Primary School
- Holycroft Primary School
- Beckfoot Heaton Primary
- St Paul's CE Primary School
- Thornbury Primary Leadership Academy
- Carlton Mills
- Stocks Lane Primary School
- St Matthew's CofE Primary School and Nursery
- Haworth Primary School
- St Winefride's Catholic 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.
My Bradford Highlight
My highlight of working with schools in Bradford is seeing how myHappymind has been embedded into daily school life. Schools have taken a whole-school approach, making wellbeing a consistent priority across their communities. What’s stood out most has been hearing the children speak confidently about how they use the strategies they’ve learnt to self-regulate, such as Happy Breathing, both in school and at home. Some have even started sharing these techniques with family members.
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.
- Swain House Primary School
- Barkerend Primary Leadership Academy
- Grove House Primary School
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.
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.
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.
Beckfoot Heaton Primary School
My Bradford Highlight
It's been wonderful to work with our Bradford schools over the past 2 years. We know some of our children across Bradford are from quite deprived communities, and it's clear that our teachers in Bradford want to give their children the tools they need to manage their emotions, build their confidence and empower them to foster positive wellbeing, regardless of their starting point. Our schools have been very appreciative of the continued funding, and it will allow them to continue to embed the habits with the children and introduce myHappymind to a new cohort of Reception children!
Fagley Primary School
Inclusive Schools
"I think myHappymind is absolutely brilliant! As this has been our first year with the programme, we’ve really been finding our feet and learning how to implement it consistently on a daily basis and it's already having such a positive impact. We’re really excited about moving into Year 2 of the programme because we know this will give us the chance to embed it even more deeply across the whole school. It’s already becoming familiar to staff and pupils, and we’re seeing it become part of our daily routines, which is so encouraging." Staff, Christ Church Church of England Academy
Improved staff wellbeing
"The Mini Masterclasses have given me practical ways to support children with big emotions or anxiety, helping me respond calmly and manage behaviour without needing SLT, which really reduces stress. I even use the breathing techniques myself to stay grounded, and it’s made me more patient and empathetic with pupils and colleagues." Staff, Dixons Music Primary School
My Bradford Highlight
One of the highlights of working with schools in Bradford has been working with the incredibly passionate myHappymind Champions, who are doing fantastic work to raise the profile of mental health and wellbeing in their schools. It’s inspiring to see such commitment to this area within primary education. I’ve especially enjoyed supporting schools in enhancing parental engagement with the programme, encouraging the use of the myHappymind Parent App at home to promote self-regulation strategies and help families begin meaningful conversations around mental health and wellbeing.
Killinghall Primary School
No common language around mental health and wellbeing:
myHappymind empowers the whole school to develop a common language around mental health and wellbeing by teaching them basic neuroscience and key vocabulary linked to the brain. Through engaging, age-appropriate content, children learn how their brains work and discover evidence-based strategies to support self-regulation. This shared understanding fosters open conversations about emotions and mental health, equipping children with the tools they need to navigate challenges and build resilience.
Supporting Neurodiverse children
"myHappymind is so accessible for those pupils who are vulnerable or with SEN. The quizzes allow them different ways to join in with the lessons, and the children absolutely love the quiz time. We really like that the journals are a space for the children to express how they are feeling, however they would like to, whether this is through writing, pictures, or even orally. Some children choose to share their thoughts verbally, which has been lovely to see." Staff, St John's CofE Primary School
myHappymind's Parent App
"My children have been having a hard time at home, but some of the activities, such as appreciation, have really helped them focus on the positives in life." "My son will randomly say, 'I'm just doing my Happy Breathing Mum.'" Parents, St Winefride's Catholic Primary School, A Voluntary Academy
Bradford District and Craven EOY Report 2025
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Transcript
Bradford District and Craven
End of YearReport
Start
6.
Key Strategic Aims
1.
Testimonials
2.
myHappymind in Action
7.
Content
Reach
3.
8.
Impact Data
Awards
4.
Accredited Schools
9.
Our Team
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:
Supporting Neurodiverse Children
Inclusive Schools
Reducing EBSA
Click the '+' to reveal more
4.
Key Strategic Aims
After myHappymind, we have noticed improvements against the strategic aims identified:
Supporting Neurodiverse Children
Inclusive Schools
Reducing EBSA
Click the '+' to reveal more
5.
Before Trends
Before launching myHappymind, schools across Bradford District and Craven reported these key trends:
Low parent engagement
Children struggling to persevere and show resilience
No common language around mental health and wellbeing
Click the '+' to reveal more
6.
After Trends
After myHappymind, schools across Bradford District & Craven 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 (77)
Click the stars to watch a video
9.
Please note: this map is used for illustrative purposes only.
Reach
Number of children:
45%
Impacting 27,154 children out of 60,995 in Bradford District and Craven.
10.
Reach
Parents engaged with the myHappymind app:
81%
81% of schools have launched the Parent App, with 1,301 families having downloaded it.
11.
Reach
Number of staff accessing wellbeing resources:
94%
68 schools have engaged with the staff wellbeing resources, and approximately 2,086 staff have benefitted from the resources and the staff wellbeing programme.
12.
Reach
myHappymind is supporting 77 schools and 27,154 students across Bradford District and Craven.
myHappymind Schools (77)
16. Holybrook Primary School17. Holycroft Primary School 18. Iqra Academy 19. Keighley St Andrews CofE Primary School 20. Killinghall Primary School 21. Laycock Primary School 22. Lower Fields Primary Academy 23. Midland Road Nursery 24. Newby Primary School 25. Our Lady of Victories Catholic School 26. Peel Park Primary School 27. Rainbow Primary Leadership Academy 28. Shirley Manor Primary School 29. Skipton Parish CE Primary 30. Southmere Primary Academy
13.
Reach
myHappymind is supporting 77 schools and 27,154 students across Bradford District and Craven.
myHappymind Schools (77)
31. St Clares Catholic Primary School 32. St Columbas Catholic Primary School 33. St Cuthberts and The First Martyrs Catholic Primary School 34. St Oswalds Primary School 35. Swain House Primary School 36. Thornbury Primary Leadership Academy 37. Westminister C of E Primary 38. Worth Valley Primary School 39. Beckfoot Nessfield 40. Carlton Mills 41. Cavendish Primary School 42. Christ Church Church of England Academy 43. Crossley Hall Primary School 44. Farnham Primary School
45. Meadow Bank Community Primary School (formally Fearnville Primary School) 46. Grove House Primary School 47. Haworth Primary School 48. Heaton St Barnabas' CofE Aided Primary School 49. Hill Top CofE Primary School 50. Hollingwood Primary School 51. Horton Grange 52. Ingrow Primary School 53. Lidget Green Primary School 54. Our Lady and St Brendan's Catholic Primary School, A Voluntary Academy 55. Poplars Farm Primary School 56. Russell Hall Primary School
14.
Reach
myHappymind is supporting 77 schools and 27,154 students across Bradford District and Craven.
myHappymind Schools (77)
71. The Academy at St James72. Woodside Academy 73. All Saints C of E Primary 74. Eastwood Community School 75. St Stephens C of E Primary School 76. St Annes Catholic Primary School 77. Brackenhill Primary School
57. Ryecroft Primary Academy58. Shipley CE Primary59. St Anthony's Catholic Primary60. St Anthony's Catholic Primary School, A Voluntary Academy 61. St John the Evangelist Catholic Primary School62. St John's CofE Primary School63. St Joseph's Catholic Primary Schoo64. St Luke's CofE Primary School65. St Matthews Catholic Primary School66. St Matthew's CofE Primary School and Nursery67. St Pauls CE Primary School 68. St Philip's CofE Primary School 69. St Winefride's Catholic Primary 70. Stocks Lane 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 1 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 1 Schools:
IMD 2 Schools:
IMD 3 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
92%
14%
13%
92% of teachers said they did not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 14% of teachers said more than half of their children were aware of the factors that contribute to their wellbeing.
Only 13% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
20.
Before myHappymind
92%
14%
13%
92% of teachers said they did not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 14% of teachers said more than half of their children were aware of the factors that contribute to their wellbeing.
Only 13% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
After myHappymind
96%
97%
94%
94% of teachers have said Happy Breathing has benefitted their class.
96% 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
34%
35%
98%
Only 34% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 35% of teachers said half or more of their children could talk about their Character Strengths.
98% of teachers said their children struggle with their confidence and self-esteem.
23.
Before myHappymind
34%
35%
98%
Only 34% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 35% of teachers said half or more of their children could talk about their Character Strengths.
98% of teachers said their children struggle with their confidence and self-esteem.
After myHappymind
90%
97%
89%
89% of teachers said they have seen the self-esteem and confidence of the children improving from using myHappymind so far.
90% of teachers said they use more character-based praise through their regular teaching.
97% 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
35%
10%
97%
Only 35% of teachers said their children proactively expressed gratitude.
Only 10% of teachers said they noticed children expressing gratitude to each other or for experiences on a daily basis.
97% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
26.
Before myHappymind
35%
10%
97%
Only 35% of teachers said their children proactively expressed gratitude.
Only 10% of teachers said they noticed children expressing gratitude to each other or for experiences on a daily basis.
97% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
After myHappymind
86%
91%
90%
90% of teachers are noticing children expressing gratitude in terms of the people around them and their experiences more often.
86% of teachers have introduced an Attitude of Gratitude in their classroom.
91% 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
46%
19%
98%
Only 46% of teachers said more than half of the children in their class could see things from another's point of view.
Only 19% 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
46%
19%
98%
Only 46% of teachers said more than half of the children in their class could see things from another's point of view.
Only 19% 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
81%
83%
97%
81% of teachers have said they have noticed a difference in the children's Active Listening skills.
97% of teachers have said their childen now understand the importance of positive relationships and what they need to do to build them.
83% 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
47%
7%
12%
Only 47% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 7% of teachers said more than half of the children in their class knew how to set their own goals.
Only 12% of teachers said more than half of the children in their class could persevere in the face of challenges.
32.
Before myHappymind
47%
7%
12%
Only 47% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 7% of teachers said more than half of the children in their class knew how to set their own goals.
Only 12% of teachers said more than half of the children in their class could persevere in the face of challenges.
After myHappymind
81%
88%
84%
84% of teachers have seen an improvement in their children's resilience and perseverance when trying to achieve their goals.
81% of teachers are now using the myHappymind goal-setting framework in their regular teaching and learning.
88% 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.
Worth Valley Primary School
Worth Valley Primary School is committed to creating a high-quality, caring, and stimulating environment where children thrive academically, socially, and emotionally. They have been successful in their application to become a Bronze Accredited myHappymind school this year. Headteacher Miss Lodge has seen a significant and positive impact from the myHappymind programme on pupils' mental health and wellbeing from the outset: “The weekly myHappymind lessons ensure children develop important skills in self-awareness, emotional regulation and resilience by teaching them how their brain works and how to manage their thoughts and feelings effectively.”
Across the school, children are learning to build positive relationships and develop a growth mindset. Miss Lodge continues: “This has led to improved emotional wellbeing, better focus and behaviour in the classroom and a more positive school culture - where children feel supported and valued. Over time, we know these skills will contribute to enhanced academic performance and stronger emotional resilience, equipping pupils with lifelong tools to thrive both in school and beyond. For us, the myHappymind programme has further enhanced our already strong and effective pastoral support throughout the school. We are finding it invaluable.” Teachers have fully embraced the programme and are continually impressed by how engaged the children are each week. Year 2 teacher Mrs Hiley shares: “The children in Year 2 really enjoy their myHappymind lessons.
36.
Worth Valley Primary School
Children are able to talk about different Character Strengths throughout the school day, in a range of lessons and can recognise when other people are displaying Character Strengths and give examples of these.” Staff have also experienced the benefits personally. Year 6 teacher Mrs Boothroyd explains: “The programme is integrated throughout the curriculum, supporting children in addressing attitudes to learning and helping them overcome any barriers they may face, whether related to school or home. This approach fosters emotional intelligence, resilience, and a supportive learning environment for all students and staff. The Mini Masterclasses provide a foundation for staff to have the skills and knowledge to deal with a variety of situations, to understand how the brain works and the importance of celebrating our own Character
Strengths and identifying these in others.” To champion the programme further, the school has appointed Happiness Heroes in every year group. A prominent display in the entrance hall celebrates these pupils and their individual Character Strengths. Pupil Voice feedback has also been overwhelmingly positive. One Year 3 pupil shared: “You can show Love and Kindness through a smile. This is a Character Strength that I see all around.” Another child in Year 2 said, “When I am nervous, I use Happy Breathing to calm down even when I am not at school.” Families are seeing the impact at home, supported by the Parent App. One parent shared: “My children, aged 6 and 9 years absolutely love myHappymind, they enjoy playing the games, and if feeling a little overwhelmed, they like to do some Happy Breathing to regulate themselves. I feel that myHappymind helps the children to
gain skills and coping mechanisms that will help them in the future. I'm so grateful that my children's school do myHappymind as I feel it is a massive benefit to a child's mental health and wellbeing.”
37.
Haworth Primary School
Haworth Primary School believe that learning is for life, not just for school. They celebrate diversity and aim to develop their children into resilient, respectful and well-educated citizens. They have successfully achieved Bronze Accreditation status this year. Headteacher, Paula Howe, comments, “We were always very good at supporting children after a crisis, now the children know how to regulate more independently before they get to a crisis and have the tools to do this through myHappymind. Children are also more able to support each other.” Teachers across the school have also found the myHappymind resources useful beyond the weekly lessons, with one teacher sharing, “I have the myHappymind characters visible in the classroom so they can be referred to regularly.
I use them to the children have something to relate to when talking about situations that arise, e.g., friendship issues, issues with listening/following instructions, talking about being grateful and saying thank you. The characters are helpful in any context, as children can immediately relate to the situation with some experience or some vocabulary.” Another teacher shared that Happy Breathing has been a very helpful tool for self-regulation during less structured times, such as lunchtime or breaktime. “Children are more able to support their friends and regulate themselves. This helps to create a calmer environment every day when they come inside afterwards. Children are ready to learn.” The school has also created a myHappymind space called the “Hut” in the playground so children have a space to go to if they need a calm and quiet space
38.
Haworth Primary School
to relax at lunchtime. Pupils have shared that they “see people using the outside hut every day to help them feel calm.” Parents have also been enthusiastic about the programme, one parent said that their child “comes home singing the songs, she knows the theme and tells me. I was surprised she knew and could understand the word ‘relate’.” Another parent said that their child, “has told me about Happy Breathing and has shown me how to do it!” Feedback from Governors has also been really positive, with the Chair of Governors commenting, “We have noticed improved behaviour particularly at lunchtimes, and this is in part attributed to the children being more in control of their emotions and not overacting to incidents or situations.
The communication and understanding between the children has improved across all year groups. Across the school, including the "Nest", children have benefitted from the sessions, including the Happy Breathing exercise, which has improved their self-regulation and concentration. The strategies are also helping pupils take control of their emotions by reducing anxiety, as they prepare for the mock SATs and then the actual exams. I believe this programme is essential, it provides some of the "tools" we all need to deal with the challenges faced in life, and this is particularly important when transitioning from childhood into adolescence.”
39.
Dixons Music Primary School
Dixons Music Primary School have demonstrated a real commitment to the mental health and wellbeing of their pupils by becoming a Bronze Accredited myHappymind school this year. The Acting Head of School feels the programme has been a fantastic addition to their school and has given the children practical strategies to understand and manage their own mental health and wellbeing. She goes on to explain, “We’ve seen pupils become more confident in talking about their feelings, using calming techniques, and supporting one another. Importantly, it offers preventative tools that help children build resilience and emotional awareness now, laying the foundation for lifelong wellbeing.
We’re proud to have a consistent, whole-school approach that truly prioritises our children’s mental health.”Teachers across the school have recognised the programme’s inclusivity and benefit for children with SEN needs. The Year 3 Teacher told us, “It’s especially helpful for pupils with SEN, who benefit from the clear, consistent routines and calming techniques.” The Acting Head of School also recognises the benefit for children with SEMH needs, “Since starting myHappymind, children talk more about feelings and use calming strategies like Happy Breathing, which has reduced behavioural incidents. It really helps them understand emotions and build resilience, with the biggest impact being their confidence in asking for help. For children with SEMH needs, it’s been especially useful in preventing meltdowns and helping them calm down more quickly.”
40.
Dixons Music Primary School
The programme has also been beneficial for staff's own wellbeing and for improvements in the school culture beyond the classroom, the Year 4 teacher reported, “The Mini Masterclasses have given me practical ways to support children with big emotions or anxiety, helping me respond calmly and manage behaviour without needing SLT, which really reduces stress. I even use the breathing techniques myself to stay grounded, and it’s made me more patient and empathetic with pupils and colleagues. Overall, myHappymind has given us shared tools and language that support staff wellbeing, creating a more positive, supportive culture that I think will really strengthen our whole school community in the long term.”
Governors at the school have also commented on the success of the programme, with one telling us, “I’ve seen myHappymind make a real difference to our school’s culture and children’s wellbeing, giving them practical strategies to manage emotions, build resilience, and talk openly about mental health. Teachers report calmer classrooms, improved emotional vocabulary, and fewer conflicts as children use shared techniques like breathing exercises. It’s helped create a consistent, whole-school approach that prioritises wellbeing alongside learning. I believe this investment will have a lasting impact, equipping our pupils with vital lifelong skills and fostering a more supportive, understanding school community.”
41.
Grove House Primary School
Grove House Primary School have continued the success of their myHappymind journey by achieving Silver Accreditation status this year. The school have been delighted with the impact they have seen through implementing the programme. Grove House has a group of very enthusiastic Happiness Heroes. One of the children was pleased to share, “As part of my role as a Happiness Hero, I introduce the next new topic to my class every half term. Then, I present our last topic certificates and get the children to sign the new habit agreement for this half term. I then spend the half term looking for who is doing the habits and report back to Miss Kosmirak.”
Another child in Year 5 told us, “When I learn new things in all my lessons, I know that the different parts of my brain are working hard together. When I’m tired or upset, it means that the three parts are not working together, and so I use the strategies myHappymind has given me to help. myHappymind has made me realise that my brain is always working, and now I know how.” Teachers also have great feedback to share. The programme is really helping children to become more aware of how their brains work and how to recognise when they are becoming dysregulated. Rebecca Williams, the Year 1 teacher, commented, “To help children identify parts of the brain, I reference which part of their brain is working, for example, the Hippocampus when they are recalling information and the Amygdala when they are scared or worried.
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Grove House Primary School
We regularly use Happy Breathing, noticing things you are grateful for during the day and noticing Character Strengths in other children. They will independently talk and discuss parts of the brain and how to recognise strengths in others. Most children are becoming more aware of how their brain handles stress and challenges, and they are beginning to recognise how we all have different brains and how to cope with these challenges in different ways.” Parents at the school have also been impressed by how myHappymind has supported their children. One parent shared, “My son tells me about what has been taught and spoken about. I feel emotional support is important for all ages, giving them the skills to learn how to deal with their feelings is crucial.”
Another shared, “whenever anyone in our house feels sad, my little one says with his big smile, “myHappymind.” As a parent, I’ve found myHappymind so helpful.”
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St Stephen's CE Primary School
St Stephen’s CE Primary School is a thriving church school where the entire school community works together to ensure that all pupils have a positive experience and achieve their full potential. This year, the school is proud to have been successful in its application to become a myHappymind Bronze Accredited School. Headteacher, Paul Urry, has been particularly impressed by the inclusive nature of the programme, noting: “myHappymind provides a holistic approach to mental health and wellbeing by including children, staff, and parents. The programme has a variety of materials available to support learning, and this can be tailored to suit the needs of our children. For example, our Quality Learning Hub has similar resources to our Nursery, proving that the scheme is adaptable and inclusive for all.”
Our myHappymind Champion, Sobia Taj, has been pleased to witness the positive impact across the school: “myHappymind helps children recognise emotions, self-regulate, and discuss feelings confidently. Many use Happy Breathing or the regulation area, creating a calmer classroom. They reflect on Character Strengths and show gratitude daily. Across lessons, Happy Breathing helps transitions, like after PE cooldowns. Behaviour has improved, with fewer disruptions and better peer interactions. Adults model these strategies too, fostering a supportive atmosphere.” Teachers across the school have also seen positive outcomes in their classrooms. A Year 1 teacher shared: “I think myHappymind has made a great impact with Year 1. It has allowed children to express their feelings clearly. They have remembered parts of the brain and what they do.
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St Stephen's CE Primary School
Year 1 love myHappymind and can talk about their lessons confidently. We use Happy Breathing after every break (3 times a day). Huge success.” The Year 6 teacher added: “In Year 6, the children have enjoyed learning about the parts of the brain and how we function. They have embraced the vocabulary; when faced with a situation, we often refer to not letting our Amygdala control our behaviour: take a breath, let the Prefrontal Cortex take over, and try to sort out a problem or face a new challenge. The children also found recognising their strengths in their character, and perhaps their weaknesses, has allowed them to focus on areas to improve for greater positive outcomes and relationships.”
The programme’s impact has also been felt among staff, supporting them in their roles. Sarah Harrion, myHappymind Champion, shared: “Sobia and I have been leading the Mini Masterclasses with our staff. We both find them really helpful in managing challenging situations, such as boosting self-esteem and managing big emotions like anger. Doing these mini-masterclasses provides us all with extra tools we can use to support our children. It reminds us all to do our Happy Breathing when dealing with challenging behaviours to ensure we are always putting our best foot forward.” Sobia agrees, going on to say: “myHappymind also boosts staff well-being through Happy Breathing, well-being modules, and the gratitude journal.”
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testimonials
The testimonials section of the report showcases firsthand experiences and feedback from educators, pupils, and parents who have benefitted from myHappymind.
Teacher Feedback
"Since implementing myHappymind, I have noticed an increased calmness around the school. The children are able to speak about their emotions and Character Strengths. I have noticed teachers using the Stop, Understand and Consider approach to help with pupils’ self-regulation. myHappymind is inclusive for all pupils and has enhanced engagement within PSHE. Children are excited to participate in myHappymind lessons. Children can confidently speak about what they have learned in myHappymind, including how Happy Breathing can help them to overcome anxieties and to think clearly. If I were to describe the impact of myHappymind to another Headteacher, I would speak about how it allows children to have a space to think about their own emotions, thoughts and feelings and how it gives them time to celebrate their own Character Strengths." Headteacher St Matthew's CofE Primary School and Nursery
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Class Teacher St Winefride's Catholic Primary School, A Voluntary Academy
"myHappymind has brought a truly transformative approach to our primary school. It's heartening to see how it equips children with the tools to understand and manage their emotions, build resilience, and develop a positive mindset from an early age. We've witnessed improvements in not only the children's mental wellbeing but also in their ability to collaborate, resolve conflicts constructively, and approach challenges with confidence. The programme aligns beautifully with our ethos, nurturing happier and more engaged learners, while fostering a supportive environment for both students and staff. It's an investment in our children’s future that’s yielding visible, tangible results."
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Teacher Feedback
"I’ve seen myHappymind habits really help children recognise and manage their emotions. Using Happy Breathing daily has calmed transitions and reduced upset when challenges arise, like tricky work. We weave the habits into daily reflections throughout the day, and the Strength Spotting habit stands out because it boosts confidence and helps children notice their own and others’ successes, creating a positive, supportive classroom environment." Year 2 Teacher Dixons Music Primary School
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Pupil St Matthew's CofE Primary School and Nursery
"I use Happy Breathing daily. I struggle at home sometimes to calm down when my brother is annoying me. I find a space and do some Happy Breathing, which relaxes me. I’ve enjoyed using the Kids Zone on the Parent App. I speak to my parent about what we’re learning in class, and this helps them too."
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Class Teacher St Winefride's Catholic Primary School, A Voluntary Academy
"At St Winefride's Primary, myHappymind has been a game changer in promoting emotional wellbeing and resilience among our pupils. The introduction of the 'Happiness Heroes' initiative has been particularly inspiring, as it encourages children to embody positive values, lead by example and support their peers. This programme has truly empowered our students to understand and manage their emotions, work collaboratively, and approach challenges with confidence and optimism. It’s amazing to see how myHappymind complements our school ethos, creating a nurturing environment where both students and staff thrive. The impact on our school community has been incredible. We’re building happier, healthier, and more resilient learners for the future."
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Pupil Feedback
"I like the bit where everyone goes silent for the Happy Breathing. I like the peace and quiet!" "I like the journal time where we write our goals!" "I like it when we sing the song." "It makes sure we have a happy mind and are not angry." "I like being a Happiness Hero - I like helping everyone." Pupils Haworth Primary School
For more feedback from pupils, teachers and parent please click here
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in action
A video demonstrating myHappymind in action, showcasing the programme's positive impact.
myHappymind in Action
A video from Crossley Hall Primary School
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AWARDS
This section highlights the awards myHappymind has won for promoting mental wellbeing in schools. These recognitions showcase its innovative approach, measurable impact on students' mental health, and success in creating happier, healthier learning environments.
Awards
This section highlights that we've been finalists for our digital solution advancing Net Zero 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
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our team
Introducing the myHappymind team working with your area
TEAM
Sofie Robinson
Vicki Marks
Emily Pearson
Lindsey Slater
Holly Redfern
Customer Happiness Manager
Customer ExcellenceLead
Customer Happiness Manager
Customer Happiness Manager
Customer Happiness Manager
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thank you
For more feedback from pupils, teachers and parent please click here
myHappymindBridgford House
Laura.Earnshaw@myHappymind.org Founder and CEO
Reducing EBSA
"Children with SEND in EYFS are very well supported by myHappymind. They enjoy the structure of the sessions and have learnt new vocabulary, which has supported them to understand how they are feeling. One child, who was struggling to settle in the mornings, took herself to the ‘quiet area’ and started doing Happy Breathing as she recognised that this would help her feel calmer and ready to learn."Staff, Haworth Primary School
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 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.
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 .
Science-backed strategies to increase resilience and perserverence
"Many students are now using the tools they've learned to regulate their emotions and handle stress more effectively. This initiative has significantly contributed to boosting their self-esteem, promoting greater self-regulation, and enhancing their resilience. It’s heartening to see our pupils facing challenges head-on with a newfound confidence." Headteacher, St Winefride's Catholic Primary School, A Voluntary Academy
My Bradford Highlight
My highlight of working with schools in Bradford has been hearing from staff about how the resources help children with SEND to self-regulate and to increase their self-esteem. It has been wonderful hearing from parents who have shared the impact of both the programme and the myHappymind App at home. One parent wrote a letter to their school sharing the impact on their two children, "has been truly remarkable". Schools have been thrilled with the further funding and are excited that this will allow them to continue to embed myHappymind across the whole school community.
My Bradford Highlight
One of the most rewarding moments recently has been hearing the squeals of joy from schools when I informed them that they’ve secured additional funding to continue with the myHappymind programme! Each school expressed how much they value the programme and how devastating it would have been to lose it, with their budgets being so tight. Thanks to the funding, they’re now able to keep supporting their pupils' mental wellbeing without compromise. They’re excited to dive back into the content in September and are looking forward to seeing even more of the positive impact the programme is already having on their children’s mental health.
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.
Supporting Neurodiverse Children
myHappymind is a universal programme supporting the mental wellbeing 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.
Bronze Accreditation
The myHappymind Bronze Accreditation is for all schools not yet myHappymind accredited. Schools must start with Bronze before progressing to Silver.
My Bradford Highlight
My highlight of working with schools in Bradford is seeing how myHappymind has been embedded into daily school life. Schools have taken a whole-school approach, making wellbeing a consistent priority across their communities. What’s stood out most has been hearing the children speak confidently about how they use the strategies they’ve learnt to self-regulate, such as Happy Breathing, both in school and at home. Some have even started sharing these techniques with family members.
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.
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.
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.
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.
Beckfoot Heaton Primary School
My Bradford Highlight
It's been wonderful to work with our Bradford schools over the past 2 years. We know some of our children across Bradford are from quite deprived communities, and it's clear that our teachers in Bradford want to give their children the tools they need to manage their emotions, build their confidence and empower them to foster positive wellbeing, regardless of their starting point. Our schools have been very appreciative of the continued funding, and it will allow them to continue to embed the habits with the children and introduce myHappymind to a new cohort of Reception children!
Fagley Primary School
Inclusive Schools
"I think myHappymind is absolutely brilliant! As this has been our first year with the programme, we’ve really been finding our feet and learning how to implement it consistently on a daily basis and it's already having such a positive impact. We’re really excited about moving into Year 2 of the programme because we know this will give us the chance to embed it even more deeply across the whole school. It’s already becoming familiar to staff and pupils, and we’re seeing it become part of our daily routines, which is so encouraging." Staff, Christ Church Church of England Academy
Improved staff wellbeing
"The Mini Masterclasses have given me practical ways to support children with big emotions or anxiety, helping me respond calmly and manage behaviour without needing SLT, which really reduces stress. I even use the breathing techniques myself to stay grounded, and it’s made me more patient and empathetic with pupils and colleagues." Staff, Dixons Music Primary School
My Bradford Highlight
One of the highlights of working with schools in Bradford has been working with the incredibly passionate myHappymind Champions, who are doing fantastic work to raise the profile of mental health and wellbeing in their schools. It’s inspiring to see such commitment to this area within primary education. I’ve especially enjoyed supporting schools in enhancing parental engagement with the programme, encouraging the use of the myHappymind Parent App at home to promote self-regulation strategies and help families begin meaningful conversations around mental health and wellbeing.
Killinghall Primary School
No common language around mental health and wellbeing:
myHappymind empowers the whole school to develop a common language around mental health and wellbeing by teaching them basic neuroscience and key vocabulary linked to the brain. Through engaging, age-appropriate content, children learn how their brains work and discover evidence-based strategies to support self-regulation. This shared understanding fosters open conversations about emotions and mental health, equipping children with the tools they need to navigate challenges and build resilience.
Supporting Neurodiverse children
"myHappymind is so accessible for those pupils who are vulnerable or with SEN. The quizzes allow them different ways to join in with the lessons, and the children absolutely love the quiz time. We really like that the journals are a space for the children to express how they are feeling, however they would like to, whether this is through writing, pictures, or even orally. Some children choose to share their thoughts verbally, which has been lovely to see." Staff, St John's CofE Primary School
myHappymind's Parent App
"My children have been having a hard time at home, but some of the activities, such as appreciation, have really helped them focus on the positives in life." "My son will randomly say, 'I'm just doing my Happy Breathing Mum.'" Parents, St Winefride's Catholic Primary School, A Voluntary Academy