Our wellbeing culture

A curriculum that responds to the real world 

In an ever-evolving world, where change is constant and young people face increasing social, academic and digital pressures, fostering a strong culture of wellbeing within schools has never been more important. At Loughborough High School, we believe that academic excellence and emotional wellbeing are not separate aspirations; they are deeply connected. When girls feel safe, valued and understood, they are free to be ambitious, curious and courageous in their learning. 

Wellbeing here is not something we “deliver” as a standalone initiative. It is something we live every day. It is shaped by relationships, by trust, by the tone of our conversations, and by the example we set as adults. Our approach is deliberately holistic, embedding emotional health into the fabric of school life just as deeply as intellectual challenge and opportunity.

Our Personal, Social, Health, Citizenship and Economic (PSHCE) education programme is dynamic and responsive, continually evolving to meet the needs of our students. Each year, students are surveyed and asked what they want and need to learn more about. As a result, the curriculum adapts to emerging issues such as AI safety, online wellbeing, financial literacy and digital boundaries. 

We place strong emphasis on digital and technical wellbeing, supporting both students and parents with guidance on healthy social media use, online safety and managing digital pressures. Pastoral evenings for parents form an important part of this conversation, recognising that wellbeing is rooted in strong collaboration between school and home. 

In Sixth Form, students undertake a dedicated block of financial education, exploring topics such as debt, budgeting, loans, mortgages and financial risk, acknowledging that financial understanding plays an important role in long-term confidence and adult wellbeing. 

Nature-based learning also plays a valuable role. Forest School sessions, wellbeing walks with our therapy dog Oakley, and opportunities simply to play are woven into PSHCE. These moments remind girls that joy, movement and connection with nature are not luxuries; they are essential components of good mental health. 

In our most recent PSHCE survey, 95% of students described the programme as a valuable part of school life, with many expressing a desire for even greater curriculum time. Mindfulness, delivered by two trained practitioners through the Mindfulness in Schools Project, has also been warmly received and has become embedded within our wider ethos.

When girls feel safe, valued and understood, they are free to be ambitious, curious and courageous in their learning. 

Peer voice and belonging

Wellbeing at Loughborough High School is student-led as much as it is staff-supported. Our wellbeing committee includes girls from Year 7 through to Year 13, alongside an elected Wellbeing Prefect who ensures that every age group is represented. 

Peer-led support circles, wellbeing representatives in every form, and initiatives such as Time to Talk – where students from different year groups come together over hot chocolate and conversation – create a culture in which discussing mental health is normal rather than exceptional. Younger girls connect with and learn from older peers, strengthening a sense of belonging that spans the whole school.

Spaces that invite openness

One of the most distinctive aspects of our wellbeing provision is our dedicated PSHCE and wellbeing space: a room filled with beanbags, fairy lights, soft furnishings and calming scents. It may seem a small detail, but it makes a powerful statement. 

There are no desks, no formal written tasks. Instead, girls sit in a circle — relaxed and unguarded — often accompanied by the reassuring presence of Oakley. Topics such as mental health, relationships, identity and online pressures are explored through open discussion rather than instruction. Removing physical barriers, such as desks, can help remove emotional ones too. 

The message is simple but powerful: this is a safe space. Once girls understand that, they begin to open up — not only in PSHCE lessons, but across school life. 

Early help, expert support

Alongside this proactive culture sits a robust professional support network. Girls can self-refer for counselling or speak to a form tutor, Head of Year, matron or any member of staff they trust. 

At the heart of this network is our exceptional team of Heads of Year. Each year group has a dedicated Head of Year who knows the girls in their care as individuals — their strengths, their friendships, their ambitions and, when needed, their worries. Working closely with their tutor teams, they provide consistent guidance, encouragement and oversight, ensuring that no girl feels unseen. 

Beyond the classroom, our Heads of Year organise a rich programme of pastoral trips and experiences throughout the year. From water sports activities and residential visits to theatre trips, pizza and movie nights, these moments of shared experience allow students to connect, have fun and strengthen friendships in a different context. They build belonging. They build confidence. And they remind our girls that school is not only a place of academic challenge, but a community in which they can truly thrive. 

In our most recent wellbeing survey, 86% of students said they could name a trusted adult in school — someone they would go to if they had a worry. For parents, that is an important figure. It reflects a culture where the vast majority of girls feel connected, supported and known. Encouragingly, this represents a 4% increase over the previous two years. 

Several members of staff are trained in Mental Health First Aid, enabling them to recognise early warning signs, hold compassionate conversations and guide families towards appropriate next steps. Two members of staff are also specifically trained to support colleagues, reinforcing the message that everyone’s wellbeing matters. 

A culture of trust

In our most recent parent survey, 91% of parents either agreed or strongly agreed with the statement, “Loughborough High School actively supports my daughter’s wellbeing.” In our December 2025 student survey, 91% of girls described their wellbeing as very good, good or fair, compared to 87% the previous year. These figures matter because they reflect something deeper: trust. When girls feel safe, heard and supported, they flourish academically, socially and emotionally. 

Our wellbeing framework underpins every stage of the Loughborough High School journey, from transition into Year 7 through to preparing confident, independent young women for university and beyond. It is not a bolt-on initiative, but a defining feature of who we are. 

By placing emotional health alongside intellectual ambition, we are equipping our students not simply to achieve excellent examination results, but to navigate complexity with confidence, integrity and resilience. Our young women leave us not only academically accomplished, but emotionally intelligent, self-aware and ready to contribute meaningfully to the world beyond school. 

This is the culture we are deliberately building: one in which ambition and compassion sit side by side, and where every member of our community feels supported to flourish.