Gloucestershire Schools
End of YearReport
Start
Key Strategic Aims
1.
6.
Testimonials
myHappymind in Action
2.
7.
Content
Reach
3.
8.
Our Team
Impact Data
Accredited Schools
4.
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 Gloucestershire reported these key trends:
Low parent engagement
Children struggling to persevere and show resilience
Poor staff morale
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6.
After Trends
After myHappymind schools across Gloucestershire 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 (28)
Click each star to watch a video
Please note: this map is used for illustrative purposes only.
9.
Reach
Number of children:
12%
Impacting 5,707 children out of 48,316 in Gloucestershire.
10.
Reach
Parents and carers engaged with the myHappymind app
79%
79% of schools have launched the Parent App, with 652 families having downloaded it.
11.
Reach
Number of staff accessing wellbeing resources:
71%
17 schools have engaged with the staff wellbeing resources, and approximately 395 staff have benefitted from the resources and the staff wellbeing programme.
12.
Reach
myHappymind is supporting 28 schools and 5,707 students across Gloucestershire.
myHappymind Schools (28)
- Avening Primary School
- Bream CofE Primary School
- Cam Woodfield Infant School
- Cashes Green Primary School
- Chesterton Primary School
- Coberley CofE Primary School
- Coopers Edge School
- Drybrook Primary School
- Elmbridge Primary School
- Field Court CofE Infant Academy
- Field Court Junior Academy
- Finlay Community School
- Gardners Lane Primary School
- Glebe Infant School
15. Highnam CofE Academy 16. Huntley CofE Primary School17. Innsworth Infant School
18. Innsworth Junior School
19. Kingsholm Church of England Primary School
20. Mitton Manor Primary School
21. Pauntley CofE Primary School
22. Picklenash Junior School
23. Queen Margaret Primary Academy
24. Rodmarton Primary School
25. Soudley Primary School
26. Steam Mills Primary School
27. Tibberton Community Primary School and Early Years
28. Woodside Primary School
13.
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.
- Kingsholm Church of England Primary School
IMD 1 Schools:
- Soudley Primary School
- Innsworth Junior School
- Bream CofE Primary School
- Pauntley CofE Primary School
- Elmbridge Primary School
- Finlay Community School
IMD 5 Schools:
- Coberley CofE Primary School
- Huntley CofE Primary School
- Rodmarton Primary School
- Field Court Junior Academy
- Field Court CofE Infant Academy
- Tibberton Community Primary School and Early Years
- Drybrook Primary School
- Glebe Infant School
- Picklenash Junior School
- Avening Primary School
IMD 6 Schools:
- Queen Margaret Primary Academy
- Cam Woodfield Infant School
IMD 3 Schools:
- Chesterton Primary School
- Steam Mills Primary School
- Cashes Green Primary School
IMD 4 Schools:
14.
myHappymind Schools by IMD
Schools listed by their Index of Multiple Deprivation rating
The Index of Multiple Deprivation is a measure used in the UK to assess relative levels of deprivation in small areas. It combines information from various domains, such as income, employment, and health, to provide an overall measure of deprivation for a specific area.
- Woodside Primary School
- Coopers Edge School
- Gardners Lane Primary School
IMD 7 Schools:
- Innsworth Infant School
IMD 8 Schools:
- Highnam CofE Academy
IMD 9 Schools:
- Mitton Manor Primary School
IMD 10 Schools:
15.
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
95%
15%
15%
95% of teachers said they do not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 15% of teachers said more than half of their children were aware of the factors that contribute to their wellbeing.
Only 15% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
18.
Before myHappymind
95%
15%
15%
95% of teachers said they do not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 15% of teachers said more than half of their children were aware of the factors that contribute to their wellbeing.
Only 15% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
After myHappymind
97%
99%
95%
95% of teachers have said Happy Breathing has benefitted their class.
97% of teachers are now having 1-3 conversations (formal or informal) about children’s mental wellbeing each week.
99% of teachers have said this module has helped their class to understand their brain.
19.
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
36%
30%
99%
Only 36% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 30% of teachers said half or more of their children could talk about their Character Strengths.
99% of teachers said their children struggle with their confidence and self-esteem.
21.
Before myHappymind
36%
30%
99%
Only 36% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 30% of teachers said half or more of their children could talk about their Character Strengths.
99% of teachers said their children struggle with their confidence and self-esteem.
After myHappymind
87%
98%
93%
93% of teachers said they have seen the self-esteem and confidence of the children improving from using myHappymind so far.
87% of teachers said they use more character-based praise through their regular teaching.
98% of teachers said their class are more able to talk about their Character Strengths.
22.
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
30%
10%
98%
Only 30% 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.
98% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
24.
Before myHappymind
30%
10%
98%
Only 30% 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.
98% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
After myHappymind
89%
91%
88%
88% of teachers are noticing children expressing gratitude in terms of the people around them and their experiences more often.
89% of teachers have introduced an Attitude of Gratitude in their classroom.
91% of teachers are noticing more gratitude being shown in the classroom.
25.
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
22%
15%
98%
Only 22% of teachers said more than half of the children in their class could see things from another's point of view.
Only 15% 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.
27.
Before myHappymind
22%
15%
98%
Only 22% of teachers said more than half of the children in their class could see things from another's point of view.
Only 15% 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
85%
75%
97%
85% 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.
75% of teachers are integrating the 'Stop, Understand and Consider' approach into their regular teaching and learning.
28.
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
36%
5%
12%
Only 36% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 5% 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.
30.
Before myHappymind
36%
5%
12%
Only 36% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 5% 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
76%
92%
81%
81% of teachers have seen an improvement in their children's resilience and perseverance when trying to achieve their goals.
76% of teachers are now using the myHappymind goal-setting framework in their regular teaching and learning.
92% of teachers have seen their children getting more excited about setting goals for themselves.
31.
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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32.
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.
Highnam CofE Academy
To help enhance their school vision to support and nurture each other, enabling everyone to become the very best person that they can be, Highnam CofE Academy have fully embraced the myHappymind programme. Having successfully embedded the programme through all aspects of school life, the team at Highnam CofE Academy were delighted to announce that they became myHappymind Bronze Accredited this year.
When asked how they would describe myHappymind, the school’s Headteacher, Liz Coldrick, said, “It embeds a positive approach to mental health, rather than just reactive to issues as they arise. It provides children with lifelong skills, helps staff and parents feel more confident in supporting wellbeing and creates a whole-school culture that prioritises mental health in a structured, evidence-based way.”
Liz also went on to explain that since starting myHappymind, “we have observed fewer low-level mental health concerns escalating to the point of referral to external services. Early intervention through myHappymind has equipped children with the skills to manage everyday challenges before they require specialist support. When we do have concerns about a child’s mental health, I believe that we are better equipped to manage and support those needs in-house.”
One aspect of the myHappymind resources that has been very well received at Highnam is its inclusive nature, ensuring that all pupils at the school can benefit from a shared language and a better understanding of each other’s wellbeing needs. Laura Gilchrist champions myHappymind in the school and has spoken about how “myHappymind is absolutely inclusive, we really think that the design of the programme makes for a real calming effect.”
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Highnam CofE Academy
The children’s ability to self-regulate is not the only improvement that staff have noted; they have also been really encouraged to see how developing a better understanding of their own Character Strengths has been particularly impactful on the children’s self-esteem. Staff often hear children referring to the Attitude of Gratitude that they learnt about during the Appreciate module, and this has led to a calmer and more reflective approach to any challenges that they may face.
By successfully launching the myHappymind Parent App, Highnam CofE Primary School has been able to support its wider school community. This has been very well received by parents. One parent took the time to explain that “myHappymind is a really useful app to have.
When my daughter was seemingly lacking resilience and self-esteem, I turned to the app on the recommendation of her class teacher. I accessed the podcasts and looked through the at-home resources to help inform my understanding of what my daughter was experiencing. It was so helpful and reassuring. I love that primary school-aged children are beginning to learn about their brains and their emotions.”The prominence of myHappymind at Highnam Cofe Academy has continued to grow this past year, becoming well ingrained throughout all aspects of school life, providing pupils, staff, and parents with a shared language and culture of positive wellbeing. Everyone at the school looks forward to embedding this even further as they continue their myHappymind journey next academic year.
35.
Finlay Community School
The children and staff make links to myHappymind in all aspects of the curriculum, whether that be PSHE or Science lessons, and everyone is finding that the children are now much more self-aware and can confidently self-regulate their emotions, both in school and at home.
Nikki also explained how the school’s team of Happiness Heroes, children who champion myHappymind and look out for the wellbeing of their peers, have also really helped to enhance myHappymind’s presence in school this year. The Happiness Heroes meet regularly to discuss what they have been doing in class, plan activities to boost wellbeing, and have even led a myHappymind Assembly. The Happiness Heroes have carried out pupil voice with their classes and wanted to share some of their feedback, with Year 6 saying, “We have really enjoyed the lessons, lots of children use Happy Breathing, in our class we have used it to help with SATs practice.”
During a visit to Finlay Community School in June 2024, it was already clear to see how well staff had embraced myHappymind and how it had a very large presence throughout the school. Despite staffing changes this past academic year, supporting the wellbeing of their school community remained a top priority. It has been fantastic to see that myHappymind and its impact have gone from strength to strength at Finlay, with staff sharing numerous stories of how it is benefiting individuals in and around the school. In doing so, Finlay Community School were rightfully awarded myHappymind Silver Accreditation this Summer.
Nikki Livermore, the Assistant Headteacher at Finlay Community School, has spoken about how myHappymind is well integrated throughout all year groups, from Reception through to Year 6.
36.
Finlay Community School
Another class also added, “We like to use the Wheel of Gratitude in our class, this helps us to remember what we appreciate and to be kind.”
This year, there has been even more parental engagement with myHappymind, with more and more parents signing up to the myHappymind Parent App, enabling them to support their children and learn more about the programme themselves at home. This is something that parents have been incredibly grateful for, with one parent saying, “I am incredibly impressed with how Finlay Community School has helped my daughter understand emotions. Even at the age of 5, she was able to explain how she felt using the correct emotional terms – emotions I didn’t even fully understand until my late teens. To have such an understanding of emotions, their meanings and how to handle them at such a young age is invaluable and, I believe, will help
reduce mental health challenges in society. Keep up the fantastic work! Thank you for giving my daughter a voice. I was often shut down as a child, which affected me into adulthood, so I truly appreciate that my daughter feels heard and understood.” Another parent also shared, “myHappymind has helped my child develop a deeper understanding of the importance of diversity. It has also supported their wellbeing by aiding self-regulation both inside and outside of school through Happy Breathing techniques. Since using myHappymind, my child's confidence and self-esteem have improved significantly.”
The continued impact myHappymind has had this year at Finlay Community School has been fantastic, it truly is testament to the passion and caring nature of staff within the school, who always ensure the wellbeing of their pupils is a priority.
37.
Field Court CofE Infant Academy
It is hard to miss myHappymind at Field Court CofE Infant Academy, whether it is the double-decker bus, decorated with myHappymind Characters, displays around school, or even the children themselves talking about what they have learnt and using the strategies on a daily basis. Laura Spencer, the school’s myHappymind Champion, explained, “It’s been wonderful going into our second year of myHappymind and really beginning to embed the learning at school. Staff are definitely more confident in what they are teaching, and this is enabling staff to use the teachings of the programme more across the whole curriculum. It has been fantastic seeing the knowledge of the children grow and develop, and there is clear evidence of the children beginning to use their learning as part of their daily life. We have noticed this particularly in Year Two, where children often talk about Happy Breathing, Strength Spotting and having an Attitude of Gratitude daily."
Laura also explained how they have tried to integrate myHappymind throughout school even more this year through their Happiness Hero team. “The Happiness Heroes have been developed this year, with a weekly club. All children who have attended have really enjoyed it and have not wanted to leave. We have done a wide range of activities and really feel that we have ‘spread happiness’ across the school and beyond, linking with Juniors to partake in a Pupil Pals project to support people who are feeling lonely and sad.” Suzy Day, the Family Support Worker at Field Court Infants, also shared an example of the benefits of more thoroughly integrating myHappymind throughout school life this year. By involving Midday Assistants in the programme and helping them to understand what the children have been learning in class, playtimes have become less challenging.
38.
Field Court CofE Infant Academy
Suzy explained, “We have a child in reception who is struggling socially and emotionally on the playground. As part of this Behaviour Support Plan at lunchtimes, we have provided the Midday Assistants with the Happy Breathing cards and myHappymind songs to help interject more quickly and help him to self-regulate. This has led to an improvement in his behaviour, which improved his positive playtimes from around 50% to closer to 80% of the time.” Keen to support the wellbeing of staff in school, as well as the pupils, the team at Field Court Infants have enjoyed using the myHappymind For You staff wellbeing course. Laura Spencer shared some of her reflections having completed the course, saying, “I found doing the myHappymind CPD really beneficial and I thoroughly enjoyed it. The modules were succinct but also provided a lot of information.”
She also added, “It was useful for me to learn the difference between real and perceived dangers, as well as understanding that we all do have different Character Strengths and how that can be useful when working in a team. I really enjoyed the Appreciate module, not only teaching it with the children, but also in helping me to be more mindful of what I am grateful for, particularly experiences which we can often take for granted.”
It came as no surprise that Field Court CofE Infants Academy became myHappymind Silver Accredited this summer. A really strong culture of positive wellbeing has been developed at the school, with myHappymind playing a key role in providing children, staff, and parents with key skills to effectively manage emotions, challenges, and relationships for the future.
39.
testimonials
The testimonials section of the report showcases firsthand experiences and feedback from educators, pupils, and parents who have benefitted from myHappymind.
Teacher Feedback
"Staff have unanimously praised the programme, highlighting how much they appreciate the children’s ability to confidently discuss complex concepts such as the brain and Neuroplasticity. KS2 teachers, in particular, have expressed how much they value the improved discussion-based tasks, which allow the children to articulate their answers with greater clarity. Both adults and children consistently use the myHappymind language and concepts throughout the week, with lessons delivered on Mondays setting the tone for the rest of the week. In my role as SENDCo, I integrate myHappymind into writing plans tailored to our children’s specific needs. Staff regularly discuss proactive habits during reflective conversations, and children frequently mention using the Happy Breathing strategy. The programme has significantly reduced the sense of shame often felt by children with EHCPs, and for other students, it provides a deeper understanding of why some may feel dysregulated, helping to lower the overall stress level in the class. We have many reactive parents in our school community, and myHappymind is helping break that cycle by teaching children about their reactions and how to manage them. As a result, we’ve built much stronger relationships with parents, and even the need for police visits to our village has decreased. This positive shift is largely thanks to the impact of myHappymind. The programme also played a crucial role in our school earning the Mental Health Champion award, a significant achievement for us!" Lucy Nelmes, SENDCo and myHappymind Champion Bream CofE Primary School
41.
Daina Kelly, SENCO and myHappyind Champion Queen Margaret Primary Academy
"We recently conducted a SEND review, and it was clear that myHappymind is integral to the children. They all shared how much it helps them manage their feelings and identify when their brains aren’t working well, such as when they’re feeling anxious. The children use Happy Breathing to self-regulate, and my one aspiration for them is to have the ability to take responsibility for their emotions. myHappymind makes that accessible and achievable. It feeds into every aspect of our school – PSHE, pupil voice, breaktimes – and ties together all our initiatives. The time to deliver the programme is protected by staff, who truly value it and can’t promote it enough. Recently, our children began openly sharing that they’d love to have representatives in each class to promote the programme and its habits, reminding others of the tools they can use. This idea came directly from the pupils, and they put it forward to our School Council, so we’ll be setting this up very soon. The children absolutely love myHappymind and openly talk about it to our Trust visitors; they’re incredibly invested. They’re even teaching their parents how to manage their emotions better. I was recently on a TEAA (Trusted Emotionally Available Adult) course with our pastoral support worker, where myHappymind was discussed as an initiative. I shared our school’s experience of delivering it, and I can’t recommend it enough. We were thrilled to have further funding for it and definitely don’t want to lose it. Our services really struggle to support our children, especially as we’re a highly deprived school."
42.
Teacher Feedback
"myHappymind is truly embedded in our school culture. The children have gained so much from discovering their Character Strengths and learning to embrace these qualities in themselves and others. We've noticed real progress - whereas they once focused on skills like being good at football, they now recognise and value personal traits such as Perseverance or Kindness. The neuroscience element of the programme has been a particular favourite across all year groups. The children genuinely see themselves as little scientists, fascinated by how their brains work. One of our Year 2 pupils said to me, 'I can't do it yet, but soon I’ll form a new Neural Pathway and then I’ll be able to. My brain can change.' It’s such a powerful reflection of the Growth Mindset the programme fosters." Ella Curtis, Headteacher Huntley CofE Primary School
43.
Matthew Smith, Headteacher Rodmarton Primary School
"We have several pupils at the school with ASD, and the programme has been particularly beneficial for them, especially the Happy Breathing technique, which helps them to calm and self-regulate. All children are now very familiar with this habit and use it regularly to centre themselves. Looking ahead to the new academic year, we will be actively promoting the Parent App, with a focus on engaging families of our new Reception children as well."
44.
Teacher Feedback
"Over the last few years, we have seen a noticeable increase in pupils in our school presenting with anxiety, emotional dysregulation, and low self-esteem. There are a number of reasons for this. There was then the pandemic, which I think had a real negative impact on a lot of children and families. There are cost-of-living pressures, and I know that some of our families are facing really difficult times, whether it's a difficult breakup or bereavement in the family. To me, it feels like all of these have contributed to a real increase in social and emotional mental health needs in our children. So the fact that we started using myHappymind last year was just perfect timing. It couldn't have come at a better time and has made such a difference to our whole approach to mental health and supporting children with their emotions. We now have a common understanding of so many different concepts that are covered in myHappymind."
Liz Coldrick, Headteacher Highnam CofE Academy
45.
Pupil Field Court CofE Infant Academy
"I can use my Character Strengths in the classroom and outside on the playground. Today, I used Love and Kindness when making a new friend, but I had to use Bravery and Honesty to speak to them for the first time. I use Exploring and Learning every day when I learn, but sometimes, I have to show Bravery and Honesty when the learning is tricky, as I am unsure when learning something new. I love using my Character Strengths to spread happiness around the school."
46.
Hannah King, myHappymind Champion Kingsholm Church of England Primary School
"Children are reflecting on and sharing their own feelings, particularly relating them to Fight, Flight, or Freeze. The boys in my class are using this terminology when something has happened at playtime, when they reflect on their behaviour. It also helps one of our children with SEND to identify the feelings he is experiencing and helps him to understand why he feels that way. He likes to use Happy Breathing when he feels overwhelmed and will do so with prompts. Children are gaining confidence when naming their emotions and recognising how they are feeling. In the classroom, we have a calm corner where we have the Happy Breathing techniques. Children will use this area more readily when they are feeling dysregulated. I found that after teaching the Appreciate module, the children are able to find examples of things they are grateful for within different subjects. It ties in well with our core values. Teachers across the school are using the Happy Breathing techniques when children are upset and need a little support to regulate their emotions."
47.
Teacher Feedback
"We are incredibly grateful for the funding. myHappymind has made a significant positive impact and has perfectly complemented everything we've been working on over the last 18 months. The programme aligns well with our school’s values, and it’s wonderful to see the children engaging in conversations about mental health and wellbeing – it’s becoming a natural part of daily life here. Our Headteacher really enjoys delivering the assemblies, and the children are so engaged! Their hands are always up, eager to contribute to the discussions. Our teaching staff, who are already busy with all areas of the curriculum, have noticed the difference the programme has made. I deliver the lessons in Reception, and the children absolutely love it! We always have a great time singing the songs together. We regularly discuss myHappymind at staff meetings, which provides a great opportunity to share feedback and reflect on its impact across the school. Our Head is fully committed to delivering the programme effectively, and our school is truly grateful to be a part of myHappymind." Deb Carter, myHappymind Champion Avening Primary School
48.
Liz Coldrick, Headteacher Highnam CofE Academy
"Staff wellbeing is a key priority for us in our school, and myHappymind has contributed to that in a really positive way. First of all, through teaching the strategies and modelling them in class, it is a great reminder for staff to look after their own wellbeing, which helps if you're having a particularly challenging day. And secondly, in a really practical way, it is really easy for staff to use. It helps to get the balance right with workload, with no need to spend extra time planning and preparing lessons."
For more feedback from pupils, teachers and parent please click here
49.
in action
A video demonstrating myHappymind in action, showcasing the programme's positive impact.
myHappymind in Action
A video from Highnam CofE Primary Academy
51.
our team
Introducing the myHappymind team working with your area
TEAM
Tom Black
Jess Waymark
Customer Happiness Manager
Account Manager
53.
thank you
For more feedback from pupils, teachers and parent please click here
myHappymindBridgford House
Laura.Earnshaw@myHappymind.org Founder and CEO
Improved staff wellbeing
myHappymind improves staff wellbeing and morale by equipping educators with tools and strategies to manage stress, build emotional resilience, and foster a positive mindset. The programme promotes a supportive work environment, encouraging staff to prioritise self-care and mental health, leading to a happier, more motivated, and cohesive team.
Field Court CofE Infant Academy
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.
Bronze Accreditation
- Field Court Junior Academy
- Cam Woodfield Infant School
- Highnam CofE Academy
The myHappymind Bronze Accreditation is for all schools not yet myHappymind accredited. Schools must start with Bronze before progressing to Silver.
Highnam CofE Primary Academy
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.
- Field Court CofE Infant Academy
- Finlay Community School
My Gloucestershire Highlight
I’ve really enjoyed my check-ins with my Gloucestershire schools this year, as they always have such thoughtful and positive feedback to share. One that stands out in particular was with Field Court Junior Academy. It was a pleasure speaking with Gary, the Deputy Headteacher and myHappymind Champion, about the Year 6 Transition Programme. I really appreciated the time he took to gather pupil voice from the year group, as well as sharing some insightful feedback from staff. It’s always great to hear how the programme is supporting pupils during such a key time in their school journey.
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.
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.
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.
Improved staff wellbeing
"It has been very interesting learning about the Dopamine given off when expressing gratitude. Having taught the module to the children and since learning about it more myself, I have definitely found myself being more grateful, particularly for experiences, which I feel are easy to take for granted." Staff, Field Court CofE Infant Academy
My Gloucestershire Highlight
A real highlight of mine this year has been reaching out to new schools to let them know the great news that they, too, now have the opportunity to implement the programme. A lot of the schools have been enquiring about myHappymind for some time but just did not have the budget to purchase it themselves. It is great to be able to impact even more children, staff, and parents across Gloucestershire and I look forward to seeing their myHappymind journeys commence in September.
Field Court Junior School
Finlay Community School
Reducing EBSA
"We do have a small number of children who find school attendance difficult. And I think for these pupils, myHappymind has been such a positive addition to the curriculum." Staff, Highnam CofE Academy
myHappymind's Parent App
"My 7-year-old son has gained so much from having access to myHappymind. He particularly loves the songs and will follow the Happy Breathing exercises that he says are calming." "For me as a parent, the increased awareness around mindfulness that the app has brought is incredibly valuable and hopefully a lifelong skill that he will use forever." Parents, Highnam CofE Primary Academy
Inclusive Schools
"I have found the programme to be accessible to all, with strategies that benefit every child, regardless of ability or background. Its structured, visual and practical approach means children with additional needs can engage at their own level, and the whole-school consistency ensures every pupil feels included." Staff, Highnam CofE Academy
Supporting Neurodiverse children
"We have several pupils at the school with ASD, and the programme has been particularly beneficial for them, especially the Happy Breathing technique, which helps them to calm and self-regulate. "Headteacher, Rodmarton Primary School
Science-backed strategies to increase resilience and perserverence
"We have been using myHappymind over the past two years to support our children, and give them the tools that they need to develop the resilience, confidence, self-esteem and all-round positive health and wellbeing." Staff, Cam Woodfield Infant School
Gloucestershire Schools EOY Report 2025
myHappymind
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Transcript
Gloucestershire Schools
End of YearReport
Start
Key Strategic Aims
1.
6.
Testimonials
myHappymind in Action
2.
7.
Content
Reach
3.
8.
Our Team
Impact Data
Accredited Schools
4.
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 Gloucestershire reported these key trends:
Low parent engagement
Children struggling to persevere and show resilience
Poor staff morale
Click the '+' to reveal more
6.
After Trends
After myHappymind schools across Gloucestershire 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 (28)
Click each star to watch a video
Please note: this map is used for illustrative purposes only.
9.
Reach
Number of children:
12%
Impacting 5,707 children out of 48,316 in Gloucestershire.
10.
Reach
Parents and carers engaged with the myHappymind app
79%
79% of schools have launched the Parent App, with 652 families having downloaded it.
11.
Reach
Number of staff accessing wellbeing resources:
71%
17 schools have engaged with the staff wellbeing resources, and approximately 395 staff have benefitted from the resources and the staff wellbeing programme.
12.
Reach
myHappymind is supporting 28 schools and 5,707 students across Gloucestershire.
myHappymind Schools (28)
15. Highnam CofE Academy 16. Huntley CofE Primary School17. Innsworth Infant School 18. Innsworth Junior School 19. Kingsholm Church of England Primary School 20. Mitton Manor Primary School 21. Pauntley CofE Primary School 22. Picklenash Junior School 23. Queen Margaret Primary Academy 24. Rodmarton Primary School 25. Soudley Primary School 26. Steam Mills Primary School 27. Tibberton Community Primary School and Early Years 28. Woodside Primary School
13.
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 5 Schools:
IMD 6 Schools:
IMD 3 Schools:
IMD 4 Schools:
14.
myHappymind Schools by IMD
Schools listed by their Index of Multiple Deprivation rating
The Index of Multiple Deprivation is a measure used in the UK to assess relative levels of deprivation in small areas. It combines information from various domains, such as income, employment, and health, to provide an overall measure of deprivation for a specific area.
IMD 7 Schools:
IMD 8 Schools:
IMD 9 Schools:
IMD 10 Schools:
15.
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
95%
15%
15%
95% of teachers said they do not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 15% of teachers said more than half of their children were aware of the factors that contribute to their wellbeing.
Only 15% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
18.
Before myHappymind
95%
15%
15%
95% of teachers said they do not spend more than 1 formal lesson a week on children’s emotional and mental health.
Only 15% of teachers said more than half of their children were aware of the factors that contribute to their wellbeing.
Only 15% of teachers said more than half of their children had a method to self-regulate during times of stress and worry.
After myHappymind
97%
99%
95%
95% of teachers have said Happy Breathing has benefitted their class.
97% of teachers are now having 1-3 conversations (formal or informal) about children’s mental wellbeing each week.
99% of teachers have said this module has helped their class to understand their brain.
19.
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
36%
30%
99%
Only 36% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 30% of teachers said half or more of their children could talk about their Character Strengths.
99% of teachers said their children struggle with their confidence and self-esteem.
21.
Before myHappymind
36%
30%
99%
Only 36% of teachers said they would notice and celebrate Character Strengths on a daily basis.
Only 30% of teachers said half or more of their children could talk about their Character Strengths.
99% of teachers said their children struggle with their confidence and self-esteem.
After myHappymind
87%
98%
93%
93% of teachers said they have seen the self-esteem and confidence of the children improving from using myHappymind so far.
87% of teachers said they use more character-based praise through their regular teaching.
98% of teachers said their class are more able to talk about their Character Strengths.
22.
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
30%
10%
98%
Only 30% 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.
98% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
24.
Before myHappymind
30%
10%
98%
Only 30% 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.
98% of teachers said their children would be inclined to focus on gratitude for 'stuff' or material objects.
After myHappymind
89%
91%
88%
88% of teachers are noticing children expressing gratitude in terms of the people around them and their experiences more often.
89% of teachers have introduced an Attitude of Gratitude in their classroom.
91% of teachers are noticing more gratitude being shown in the classroom.
25.
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
22%
15%
98%
Only 22% of teachers said more than half of the children in their class could see things from another's point of view.
Only 15% 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.
27.
Before myHappymind
22%
15%
98%
Only 22% of teachers said more than half of the children in their class could see things from another's point of view.
Only 15% 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
85%
75%
97%
85% 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.
75% of teachers are integrating the 'Stop, Understand and Consider' approach into their regular teaching and learning.
28.
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
36%
5%
12%
Only 36% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 5% 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.
30.
Before myHappymind
36%
5%
12%
Only 36% of teachers said they used a common goal-setting framework across all of their teaching and learning.
Only 5% 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
76%
92%
81%
81% of teachers have seen an improvement in their children's resilience and perseverance when trying to achieve their goals.
76% of teachers are now using the myHappymind goal-setting framework in their regular teaching and learning.
92% of teachers have seen their children getting more excited about setting goals for themselves.
31.
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
32.
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.
Highnam CofE Academy
To help enhance their school vision to support and nurture each other, enabling everyone to become the very best person that they can be, Highnam CofE Academy have fully embraced the myHappymind programme. Having successfully embedded the programme through all aspects of school life, the team at Highnam CofE Academy were delighted to announce that they became myHappymind Bronze Accredited this year. When asked how they would describe myHappymind, the school’s Headteacher, Liz Coldrick, said, “It embeds a positive approach to mental health, rather than just reactive to issues as they arise. It provides children with lifelong skills, helps staff and parents feel more confident in supporting wellbeing and creates a whole-school culture that prioritises mental health in a structured, evidence-based way.”
Liz also went on to explain that since starting myHappymind, “we have observed fewer low-level mental health concerns escalating to the point of referral to external services. Early intervention through myHappymind has equipped children with the skills to manage everyday challenges before they require specialist support. When we do have concerns about a child’s mental health, I believe that we are better equipped to manage and support those needs in-house.” One aspect of the myHappymind resources that has been very well received at Highnam is its inclusive nature, ensuring that all pupils at the school can benefit from a shared language and a better understanding of each other’s wellbeing needs. Laura Gilchrist champions myHappymind in the school and has spoken about how “myHappymind is absolutely inclusive, we really think that the design of the programme makes for a real calming effect.”
34.
Highnam CofE Academy
The children’s ability to self-regulate is not the only improvement that staff have noted; they have also been really encouraged to see how developing a better understanding of their own Character Strengths has been particularly impactful on the children’s self-esteem. Staff often hear children referring to the Attitude of Gratitude that they learnt about during the Appreciate module, and this has led to a calmer and more reflective approach to any challenges that they may face. By successfully launching the myHappymind Parent App, Highnam CofE Primary School has been able to support its wider school community. This has been very well received by parents. One parent took the time to explain that “myHappymind is a really useful app to have.
When my daughter was seemingly lacking resilience and self-esteem, I turned to the app on the recommendation of her class teacher. I accessed the podcasts and looked through the at-home resources to help inform my understanding of what my daughter was experiencing. It was so helpful and reassuring. I love that primary school-aged children are beginning to learn about their brains and their emotions.”The prominence of myHappymind at Highnam Cofe Academy has continued to grow this past year, becoming well ingrained throughout all aspects of school life, providing pupils, staff, and parents with a shared language and culture of positive wellbeing. Everyone at the school looks forward to embedding this even further as they continue their myHappymind journey next academic year.
35.
Finlay Community School
The children and staff make links to myHappymind in all aspects of the curriculum, whether that be PSHE or Science lessons, and everyone is finding that the children are now much more self-aware and can confidently self-regulate their emotions, both in school and at home. Nikki also explained how the school’s team of Happiness Heroes, children who champion myHappymind and look out for the wellbeing of their peers, have also really helped to enhance myHappymind’s presence in school this year. The Happiness Heroes meet regularly to discuss what they have been doing in class, plan activities to boost wellbeing, and have even led a myHappymind Assembly. The Happiness Heroes have carried out pupil voice with their classes and wanted to share some of their feedback, with Year 6 saying, “We have really enjoyed the lessons, lots of children use Happy Breathing, in our class we have used it to help with SATs practice.”
During a visit to Finlay Community School in June 2024, it was already clear to see how well staff had embraced myHappymind and how it had a very large presence throughout the school. Despite staffing changes this past academic year, supporting the wellbeing of their school community remained a top priority. It has been fantastic to see that myHappymind and its impact have gone from strength to strength at Finlay, with staff sharing numerous stories of how it is benefiting individuals in and around the school. In doing so, Finlay Community School were rightfully awarded myHappymind Silver Accreditation this Summer. Nikki Livermore, the Assistant Headteacher at Finlay Community School, has spoken about how myHappymind is well integrated throughout all year groups, from Reception through to Year 6.
36.
Finlay Community School
Another class also added, “We like to use the Wheel of Gratitude in our class, this helps us to remember what we appreciate and to be kind.” This year, there has been even more parental engagement with myHappymind, with more and more parents signing up to the myHappymind Parent App, enabling them to support their children and learn more about the programme themselves at home. This is something that parents have been incredibly grateful for, with one parent saying, “I am incredibly impressed with how Finlay Community School has helped my daughter understand emotions. Even at the age of 5, she was able to explain how she felt using the correct emotional terms – emotions I didn’t even fully understand until my late teens. To have such an understanding of emotions, their meanings and how to handle them at such a young age is invaluable and, I believe, will help
reduce mental health challenges in society. Keep up the fantastic work! Thank you for giving my daughter a voice. I was often shut down as a child, which affected me into adulthood, so I truly appreciate that my daughter feels heard and understood.” Another parent also shared, “myHappymind has helped my child develop a deeper understanding of the importance of diversity. It has also supported their wellbeing by aiding self-regulation both inside and outside of school through Happy Breathing techniques. Since using myHappymind, my child's confidence and self-esteem have improved significantly.” The continued impact myHappymind has had this year at Finlay Community School has been fantastic, it truly is testament to the passion and caring nature of staff within the school, who always ensure the wellbeing of their pupils is a priority.
37.
Field Court CofE Infant Academy
It is hard to miss myHappymind at Field Court CofE Infant Academy, whether it is the double-decker bus, decorated with myHappymind Characters, displays around school, or even the children themselves talking about what they have learnt and using the strategies on a daily basis. Laura Spencer, the school’s myHappymind Champion, explained, “It’s been wonderful going into our second year of myHappymind and really beginning to embed the learning at school. Staff are definitely more confident in what they are teaching, and this is enabling staff to use the teachings of the programme more across the whole curriculum. It has been fantastic seeing the knowledge of the children grow and develop, and there is clear evidence of the children beginning to use their learning as part of their daily life. We have noticed this particularly in Year Two, where children often talk about Happy Breathing, Strength Spotting and having an Attitude of Gratitude daily."
Laura also explained how they have tried to integrate myHappymind throughout school even more this year through their Happiness Hero team. “The Happiness Heroes have been developed this year, with a weekly club. All children who have attended have really enjoyed it and have not wanted to leave. We have done a wide range of activities and really feel that we have ‘spread happiness’ across the school and beyond, linking with Juniors to partake in a Pupil Pals project to support people who are feeling lonely and sad.” Suzy Day, the Family Support Worker at Field Court Infants, also shared an example of the benefits of more thoroughly integrating myHappymind throughout school life this year. By involving Midday Assistants in the programme and helping them to understand what the children have been learning in class, playtimes have become less challenging.
38.
Field Court CofE Infant Academy
Suzy explained, “We have a child in reception who is struggling socially and emotionally on the playground. As part of this Behaviour Support Plan at lunchtimes, we have provided the Midday Assistants with the Happy Breathing cards and myHappymind songs to help interject more quickly and help him to self-regulate. This has led to an improvement in his behaviour, which improved his positive playtimes from around 50% to closer to 80% of the time.” Keen to support the wellbeing of staff in school, as well as the pupils, the team at Field Court Infants have enjoyed using the myHappymind For You staff wellbeing course. Laura Spencer shared some of her reflections having completed the course, saying, “I found doing the myHappymind CPD really beneficial and I thoroughly enjoyed it. The modules were succinct but also provided a lot of information.”
She also added, “It was useful for me to learn the difference between real and perceived dangers, as well as understanding that we all do have different Character Strengths and how that can be useful when working in a team. I really enjoyed the Appreciate module, not only teaching it with the children, but also in helping me to be more mindful of what I am grateful for, particularly experiences which we can often take for granted.” It came as no surprise that Field Court CofE Infants Academy became myHappymind Silver Accredited this summer. A really strong culture of positive wellbeing has been developed at the school, with myHappymind playing a key role in providing children, staff, and parents with key skills to effectively manage emotions, challenges, and relationships for the future.
39.
testimonials
The testimonials section of the report showcases firsthand experiences and feedback from educators, pupils, and parents who have benefitted from myHappymind.
Teacher Feedback
"Staff have unanimously praised the programme, highlighting how much they appreciate the children’s ability to confidently discuss complex concepts such as the brain and Neuroplasticity. KS2 teachers, in particular, have expressed how much they value the improved discussion-based tasks, which allow the children to articulate their answers with greater clarity. Both adults and children consistently use the myHappymind language and concepts throughout the week, with lessons delivered on Mondays setting the tone for the rest of the week. In my role as SENDCo, I integrate myHappymind into writing plans tailored to our children’s specific needs. Staff regularly discuss proactive habits during reflective conversations, and children frequently mention using the Happy Breathing strategy. The programme has significantly reduced the sense of shame often felt by children with EHCPs, and for other students, it provides a deeper understanding of why some may feel dysregulated, helping to lower the overall stress level in the class. We have many reactive parents in our school community, and myHappymind is helping break that cycle by teaching children about their reactions and how to manage them. As a result, we’ve built much stronger relationships with parents, and even the need for police visits to our village has decreased. This positive shift is largely thanks to the impact of myHappymind. The programme also played a crucial role in our school earning the Mental Health Champion award, a significant achievement for us!" Lucy Nelmes, SENDCo and myHappymind Champion Bream CofE Primary School
41.
Daina Kelly, SENCO and myHappyind Champion Queen Margaret Primary Academy
"We recently conducted a SEND review, and it was clear that myHappymind is integral to the children. They all shared how much it helps them manage their feelings and identify when their brains aren’t working well, such as when they’re feeling anxious. The children use Happy Breathing to self-regulate, and my one aspiration for them is to have the ability to take responsibility for their emotions. myHappymind makes that accessible and achievable. It feeds into every aspect of our school – PSHE, pupil voice, breaktimes – and ties together all our initiatives. The time to deliver the programme is protected by staff, who truly value it and can’t promote it enough. Recently, our children began openly sharing that they’d love to have representatives in each class to promote the programme and its habits, reminding others of the tools they can use. This idea came directly from the pupils, and they put it forward to our School Council, so we’ll be setting this up very soon. The children absolutely love myHappymind and openly talk about it to our Trust visitors; they’re incredibly invested. They’re even teaching their parents how to manage their emotions better. I was recently on a TEAA (Trusted Emotionally Available Adult) course with our pastoral support worker, where myHappymind was discussed as an initiative. I shared our school’s experience of delivering it, and I can’t recommend it enough. We were thrilled to have further funding for it and definitely don’t want to lose it. Our services really struggle to support our children, especially as we’re a highly deprived school."
42.
Teacher Feedback
"myHappymind is truly embedded in our school culture. The children have gained so much from discovering their Character Strengths and learning to embrace these qualities in themselves and others. We've noticed real progress - whereas they once focused on skills like being good at football, they now recognise and value personal traits such as Perseverance or Kindness. The neuroscience element of the programme has been a particular favourite across all year groups. The children genuinely see themselves as little scientists, fascinated by how their brains work. One of our Year 2 pupils said to me, 'I can't do it yet, but soon I’ll form a new Neural Pathway and then I’ll be able to. My brain can change.' It’s such a powerful reflection of the Growth Mindset the programme fosters." Ella Curtis, Headteacher Huntley CofE Primary School
43.
Matthew Smith, Headteacher Rodmarton Primary School
"We have several pupils at the school with ASD, and the programme has been particularly beneficial for them, especially the Happy Breathing technique, which helps them to calm and self-regulate. All children are now very familiar with this habit and use it regularly to centre themselves. Looking ahead to the new academic year, we will be actively promoting the Parent App, with a focus on engaging families of our new Reception children as well."
44.
Teacher Feedback
"Over the last few years, we have seen a noticeable increase in pupils in our school presenting with anxiety, emotional dysregulation, and low self-esteem. There are a number of reasons for this. There was then the pandemic, which I think had a real negative impact on a lot of children and families. There are cost-of-living pressures, and I know that some of our families are facing really difficult times, whether it's a difficult breakup or bereavement in the family. To me, it feels like all of these have contributed to a real increase in social and emotional mental health needs in our children. So the fact that we started using myHappymind last year was just perfect timing. It couldn't have come at a better time and has made such a difference to our whole approach to mental health and supporting children with their emotions. We now have a common understanding of so many different concepts that are covered in myHappymind." Liz Coldrick, Headteacher Highnam CofE Academy
45.
Pupil Field Court CofE Infant Academy
"I can use my Character Strengths in the classroom and outside on the playground. Today, I used Love and Kindness when making a new friend, but I had to use Bravery and Honesty to speak to them for the first time. I use Exploring and Learning every day when I learn, but sometimes, I have to show Bravery and Honesty when the learning is tricky, as I am unsure when learning something new. I love using my Character Strengths to spread happiness around the school."
46.
Hannah King, myHappymind Champion Kingsholm Church of England Primary School
"Children are reflecting on and sharing their own feelings, particularly relating them to Fight, Flight, or Freeze. The boys in my class are using this terminology when something has happened at playtime, when they reflect on their behaviour. It also helps one of our children with SEND to identify the feelings he is experiencing and helps him to understand why he feels that way. He likes to use Happy Breathing when he feels overwhelmed and will do so with prompts. Children are gaining confidence when naming their emotions and recognising how they are feeling. In the classroom, we have a calm corner where we have the Happy Breathing techniques. Children will use this area more readily when they are feeling dysregulated. I found that after teaching the Appreciate module, the children are able to find examples of things they are grateful for within different subjects. It ties in well with our core values. Teachers across the school are using the Happy Breathing techniques when children are upset and need a little support to regulate their emotions."
47.
Teacher Feedback
"We are incredibly grateful for the funding. myHappymind has made a significant positive impact and has perfectly complemented everything we've been working on over the last 18 months. The programme aligns well with our school’s values, and it’s wonderful to see the children engaging in conversations about mental health and wellbeing – it’s becoming a natural part of daily life here. Our Headteacher really enjoys delivering the assemblies, and the children are so engaged! Their hands are always up, eager to contribute to the discussions. Our teaching staff, who are already busy with all areas of the curriculum, have noticed the difference the programme has made. I deliver the lessons in Reception, and the children absolutely love it! We always have a great time singing the songs together. We regularly discuss myHappymind at staff meetings, which provides a great opportunity to share feedback and reflect on its impact across the school. Our Head is fully committed to delivering the programme effectively, and our school is truly grateful to be a part of myHappymind." Deb Carter, myHappymind Champion Avening Primary School
48.
Liz Coldrick, Headteacher Highnam CofE Academy
"Staff wellbeing is a key priority for us in our school, and myHappymind has contributed to that in a really positive way. First of all, through teaching the strategies and modelling them in class, it is a great reminder for staff to look after their own wellbeing, which helps if you're having a particularly challenging day. And secondly, in a really practical way, it is really easy for staff to use. It helps to get the balance right with workload, with no need to spend extra time planning and preparing lessons."
For more feedback from pupils, teachers and parent please click here
49.
in action
A video demonstrating myHappymind in action, showcasing the programme's positive impact.
myHappymind in Action
A video from Highnam CofE Primary Academy
51.
our team
Introducing the myHappymind team working with your area
TEAM
Tom Black
Jess Waymark
Customer Happiness Manager
Account Manager
53.
thank you
For more feedback from pupils, teachers and parent please click here
myHappymindBridgford House
Laura.Earnshaw@myHappymind.org Founder and CEO
Improved staff wellbeing
myHappymind improves staff wellbeing and morale by equipping educators with tools and strategies to manage stress, build emotional resilience, and foster a positive mindset. The programme promotes a supportive work environment, encouraging staff to prioritise self-care and mental health, leading to a happier, more motivated, and cohesive team.
Field Court CofE Infant Academy
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.
Bronze Accreditation
The myHappymind Bronze Accreditation is for all schools not yet myHappymind accredited. Schools must start with Bronze before progressing to Silver.
Highnam CofE Primary Academy
Silver Accreditation
The myHappymind Silver Accreditation is for all schools that have achieved Bronze accreditation in the previous year. Schools must have their Bronze and Silver accreditation before they can progress to Gold.
My Gloucestershire Highlight
I’ve really enjoyed my check-ins with my Gloucestershire schools this year, as they always have such thoughtful and positive feedback to share. One that stands out in particular was with Field Court Junior Academy. It was a pleasure speaking with Gary, the Deputy Headteacher and myHappymind Champion, about the Year 6 Transition Programme. I really appreciated the time he took to gather pupil voice from the year group, as well as sharing some insightful feedback from staff. It’s always great to hear how the programme is supporting pupils during such a key time in their school journey.
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.
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.
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.
Improved staff wellbeing
"It has been very interesting learning about the Dopamine given off when expressing gratitude. Having taught the module to the children and since learning about it more myself, I have definitely found myself being more grateful, particularly for experiences, which I feel are easy to take for granted." Staff, Field Court CofE Infant Academy
My Gloucestershire Highlight
A real highlight of mine this year has been reaching out to new schools to let them know the great news that they, too, now have the opportunity to implement the programme. A lot of the schools have been enquiring about myHappymind for some time but just did not have the budget to purchase it themselves. It is great to be able to impact even more children, staff, and parents across Gloucestershire and I look forward to seeing their myHappymind journeys commence in September.
Field Court Junior School
Finlay Community School
Reducing EBSA
"We do have a small number of children who find school attendance difficult. And I think for these pupils, myHappymind has been such a positive addition to the curriculum." Staff, Highnam CofE Academy
myHappymind's Parent App
"My 7-year-old son has gained so much from having access to myHappymind. He particularly loves the songs and will follow the Happy Breathing exercises that he says are calming." "For me as a parent, the increased awareness around mindfulness that the app has brought is incredibly valuable and hopefully a lifelong skill that he will use forever." Parents, Highnam CofE Primary Academy
Inclusive Schools
"I have found the programme to be accessible to all, with strategies that benefit every child, regardless of ability or background. Its structured, visual and practical approach means children with additional needs can engage at their own level, and the whole-school consistency ensures every pupil feels included." Staff, Highnam CofE Academy
Supporting Neurodiverse children
"We have several pupils at the school with ASD, and the programme has been particularly beneficial for them, especially the Happy Breathing technique, which helps them to calm and self-regulate. "Headteacher, Rodmarton Primary School
Science-backed strategies to increase resilience and perserverence
"We have been using myHappymind over the past two years to support our children, and give them the tools that they need to develop the resilience, confidence, self-esteem and all-round positive health and wellbeing." Staff, Cam Woodfield Infant School