County Durham children have been colouring between the lines as their school ramps up efforts to boost mental health.
Lunchtime colouring sessions were among a host of activities designed to promote mental wellbeing at Barnard Castle Preparatory School to mark Mental Health Awareness Week.
Research has proven that colouring promotes mindfulness and reduces stress by calming the amygdala, a small, almond-shaped cluster of nuclei located deep within the brain’s temporal lobes.
Colour me beautiful, pupils from Barnard Castle Preparatory School take part in one of a host of calming activities designed to promote mental health and wellbeing (Image: Supplied)
The pastime distracts the brain from negative thought loops and by requiring simple focus on a pre-made design, it induces a meditative state without the pressure of having to create anything.
Barnard Castle School has invested a huge amount of time and effort into its mental health provision over recent years ensuring pupils are happy and best equipped mentally to learn.
Deputy head of Prep School Sarah Leonard said: “The wellbeing of pupils and staff is a constant consideration here but Mental Health Awareness Week provided a valuable opportunity to pause and think carefully about how we are feeling.
“Often we can all look fine on the outside but inside we may be feeling anxious and sad.
“The children shared some excellent ideas about how they could help someone who was struggling with their mental health.”
At Barnard Castle Prep School each child has a ‘Hand of Support’, which identifies five trusted adults they can talk to if they are worried about anything.
There is also a Wellbeing Room, open every playtime and lunchtime, with an adult available to listen and offer support whenever needed.
Sarah said the staff team talked about the children all the time.
“So we notice who is feeling happy, who looks a little worried and when someone seems different from usual.
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“We know our children so well that we can often tell when something is not quite right, but it is equally important for children to come and talk to us.”
Sometimes the conversations teachers have with the children make them reflect as adults how often they follow the advice they give so readily to children.
Sarah said: “I shared a time when I had a worry of my own and, once I talked about it, I realised it was not nearly as big as I had imagined.”
