One joy of working term time with children is that I get to live at a different pace during the summer holidays. I can slow down, it is a time to have the space to think creatively; a time to reflect, enjoy the space and to start thinking ahead.
Most of my year has involved supporting children in their wellbeing or writing about adults wellbeing, During this year I have continued to work on learning how I can live out wellbeing not just write and talk about it. I firmly believe an important aspect of wellbeing is learning how to live with stillness; also how to integrate into our lives time to slow down, notice and appreciate, to find a balance in our lives. It is so hard to notice and appreciate the people and places around us when our heads are full, and we are rushing.
So much emphasis on our society is to be busy, measuring our success by how busy we are, as if saying consistently ‘I am so busy’ makes us feel more valued. Since becoming self-employed, I have tried hard to step away from that mindset. Even writing that feels slightly absurd as a real fear of being self-employed is not having enough work, however, as we all know being frantically busy does not equal working well and it often does not help us to have a good well-being.
I started the summer holidays with a break to Mull, where slowness was almost forced on us by the single track roads, and wide open spaces called out to be looked at, noticed and enjoyed. It was my husbands birthday while we were away and our daughters bought him a new filter coffee jug. A family joke is that he is growing into a hipster and this was to add to his hipster lifestyle. The joy of this coffee filter is that not only does it make beautiful coffee it does it slowly. To make a coffee now takes longer, we grind the beans and then have to wait while the filter slowly brews and drips the coffee through the filter. It is worth the wait as the coffee tastes so good. Morning coffee is an essential part of my routine! But to now have this slow brewing coffee has forced me to start each morning on a slower note. I have noticed that while I am waiting for the coffee I am increasingly aware of the smell and the anticipation of the taste of the coffee ahead, this coffee filter has helped me to be more mindful first thing.
We are half way through the school holidays, my next few weeks I will start thinking about the new children I am to work with, begin to make new resources and continue to read more to increase my understanding. But I will also be enjoying the slower pace and the opportunity to think creatively.
One of the joys of working with young children is their sense of excitement and wonder with the world, the way they delight at a snail or a dandelion can be delightful to see. This sense of awe and wonder is often lost in adults; we become jaded, worn down by the misery that we hear on the news, this feels especially relevant today on the back of more terrorist attacks.
This morning I walked around the community meadow, this is one of my weekly rituals, each Sunday morning I walk, think and enjoy the early morning stillness. The joy of walking around the same space each week, all year round, is that you notice the changes. This morning it was great to see how high the grass has grown, the recent rain has helped the growth. I also saw the wild orchids had come back. I have seen these orchids growing year after year for the last 23 years that we have lived here, but they still fill me with a sense of awe and wonder when I see them back, each year. By choosing to stop and notice, by engaging with a sense of beauty and awe, I feel this is nourishing and nurturing myself.
In the yearly cycle of nurture work we are now entering the last term, the term when we stop and reflect on what the children have achieved this year, on how far the children and the staff have developed. I love this term as it is an opportunity to spend time reflecting back on how distressed and unhappy the children were in September, to think about the fears we had back then and to recognise the progress that has been made and celebrate that achievement. I see this term as the chance to celebrate the awe and wonder of the children we work with over the year and recognise the change and the difference we have made.
I think as adults we need to be open to noticing the beauty that is around us, that might be in the people who surround us or in our environment.
This week I have started writing the last chapter for my new book on the wellbeing of adults who work with children. The chapter’s focus is on mental wellbeing, so often when we are stressed, anxious and are wellbeing is low, we lose focus on how we look after our brain. An important aspect of looking after our mental wellbeing is through ongoing stimulation and learning. The learning doesn’t have to be about formal learning; it can be about learning new skills, and mental stimulation can be through creative and cultural engagements. However, this needs to be an intentional act, an area that we actively think about and choose to partake in. When we are deeply tired, this can feel very hard, but maybe that is the time when we most need to engage and help our mental wellbeing,
Yesterday I posed a question to early years practitioners about how they improve their mental wellbeing. I had some great responses about engaging in learning through books, web training, reflective practice with colleagues, being involved in yoga, gardening, knitting, spending time outdoors.
I have recently been working on my metal wellbeing by extending my learning and my creativity through foraging!, since a study trip to Denmark around seven years ago I have become fascinated in foraging and what you can cook and make from the foraged food. This spring I have been experimenting a lot, some more successful than others. I have discovered a few foraging people on Facebook who I now follow. I have made nettle soup, nettle cordial ( not a success!) dandelion and wild garlic salad, wild garlic and nettle pesto, wild garlic bread and dandelion salve for tired muscles; the dandelion salve that one was a great success foe my general wellbeing. Today I am going to make a nettle and honey cake, and I will see if the elderflower in our local playing field is out for me to make my yearly elderflower cordial. I love the creative process of experimenting and making new things with my foraged goodies; I am fascinated around what we can eat and make from the weeds in my garden and the lanes around my house. It is engaging my brain in a way that is gentle but enjoyable, and for me, it is a great way to switch off from work and my nurture cases.
My encouragement today is thinking about how you are looking after your mind and your mental wellbeing, what could you do today that would gently help your mental wellbeing?
This week I read a piece by the Henri Nouwen Society about choosing to find joy. They propose that finding joy is an act we can choose to engage in. So often it easy to think that joy is something which people have when they are in a job they love, when they have money and all is well for them. However joy can be something that we choose to engage in, this is not to negate from the feelings we have at difficult and painful times but it is to recognise that we can still find joy in moments of deep hardness. It is often so easy to get stuck focussing on negative thoughts, feelings, and actions. The challenge is to look for the joyful moments. For me, this is particularly important when we are working with children who present with challenging behaviors and lives. The children I support through my Nurture work can at times present with deeply challenging, sad stories and lives, which can lead to very challenging behavior. It is so easy to get stuck in problems, in the moments that have gone wrong and forgot or not notice the glimpses of joy. To choose to see the moments of joy takes a very purposeful and mindful decision. Choosing joy can often be about noticing and picking up on small details. One way of practicing an intentional act of finding joy is through taking time at the end of each day and asking the question, “Where did I find joy today.”
This morning I found joy while walking in the early morning, I saw a deer, rabbits and a buzzard, I found joy while picking wild garlic to put in the bread I plan to bake today. Where will you find joy today?
This is an article I co-wrote with my 17 yr old daughter for the Church times for mental health week.
Recognise and use emotion language with your teenager. Acknowledge how they are feeling. You could use words such as ‘I know you are feeling upset about falling out with your friend, it’s ok to feel cross and upset. When you are ready I am here to help you think about a way forward’. Make sure you don’t belittle their feelings or come up with immediate solutions for them, be there to hear them and listen to them. Help your teenager to use emotion language with themselves; many people learn at a young age to self-criticise, the words we say to ourselves can often be harsher than the words you would say to a friend, children and young people learn to do this at a young age. Help them to use kind words to themselves e.g. ‘I know I am feeling scared, that is ok and normal, it’s an exam, every 16 yr taking exams is feeling scared right now.’
Teach your teenager to be kind to themselves. If we can teach our teenagers to be self-compassionate, we are offering them a great life skill. Learning to be self-compassionate starts with having a good emotional vocabulary as mentioned above. Being kind to themselves is particularly important for girls and boys who are high achievers and have high expectations. Encourage them to recognise when they need to take a break from working hard, e.g. go outside, listen to their favourite music, read a book, have a drink or eat some food that makes them feel good. During exam time or when they are feeling very stressed, ask them each day, ‘what will you do today that makes you happy?’ Encourage them to think about things that are life giving to them e.g. seeing friends, going for a walk, doing some art, doing yoga, going for a run.
Help your teenager to navigate between being independent and having support. Summer Mainstone-Cotton (age 17) says ‘As teens, we think independence is expected of us from ourselves and society, however as teenagers, we are not fully grown yet, we experience so much turmoil during our lives during this stage. Yes, we are independent young adults, but we are still partly children. We need parents to support us emotionally through this, without being patronising, we need parents to empathise with our struggles instead of being judgmental, e.g. a 6th form student may not have enough time in their lives to balance school work, social life and earning money and they should not be pressured to. A teenager might feel overwhelmed with school or home, to nurture themselves they need social time outside the home/school with friends, they need to be supported in this.’
co-written with Summer Mainstone-Cotton. Photo by Summer.
On Monday 8th May it is the start of mental health week in the UK. On Monday the 8th May it is also the start of SATS week for year 6 children in England, (for those reading this in countries other the UK, SATS are exams for children aged 10/11 in their last year of Primary school). This feels very ironic.
As we know there is an increase in the number of children with a mental health disorder, Young Minds suggest there are 1 in 10 children in the UK with a diagnosable mental health disorder ( that is roughly 3 children in each class). I am writing this blog piece this morning as I am struck by the irony of how we can have an increased understanding about mental health, how we can have dedicated mental health weeks and yet we are still putting young children under a huge amount of pressure to sit a week long exam in year 6.
I fundamentally disagree with children in primary school taking exams for a week but it isn’t just the taking the exams that is the problem, it is the months and months of preparation that is around it. I have heard this year of some schools choosing to put in revision sessions during play times 3 times a week for months before, some schools sending home SATS papers from October for children to practice and practice, some schools sending home papers during the Easter holidays for children to do every day. Over the last few weeks I have heard locally of Yr 6 children who are self harming, I have had yr 6 children tell me they are worried, they want to do their best but they don’t know if they can, I have heard of yr 6 children waking up in the middle of the night in tears because they are scared. I work in schools and I used to be a chair of Governors, I understand the pressure that the schools and teachers are being placed under, the Government are constantly placing more and more pressure on schools and teachers but it is not ok for that to be passed onto children. I know there are some examples of schools that are doing a great job within the awful system. I heard of one school who sent a letter to their children telling them how wonderful and unique they are and that the SATS do not measure how awesome they all are, I know of another school that told children at Easter to eat ice cream, climb tress, enjoy the holidays.
Surely there comes a time when we need to speak out, when we need to challenge the government, when we need to challenge schools who are putting too much pressure on children, when we challenge multi academy trusts who run schools about how they are addressing the mental health needs of their children. How can we recognise and talk about mental health week and yet in the same week cause mental distress to thousands of yr 6 children?
During this last week in my nurture work, I have been thinking about how I help children to make good memories about their time in reception class. This is part of my thinking and preparing around transition work. For the children I am working with some transitions are the movement onto the next class at the end of the school year, and for other children, it is transitions of moving away.
One of the activities I do each year is get children to take photos of what they enjoy doing in school, the children love this, together we wander around the classroom and school, and they take photos of the things which are important to them and that they enjoy. I usually make these into a simple book for them, but this year I have bought scrapbooks, and I will print out the photos and get the children to stick in their photos and make comments about their photos. We will also take pictures over the coming weeks of activities they are enjoying in school; this might include a picture of their TA and teacher, hand prints of them and their friends. We will use this scrapbook together to share with their future teacher and Ta and then the child can take it home with them over the holidays, to share with family and remember their good memories.
As adults we have an important role in helping children to make positive memories about their time with us. Having positive memories that we can recall enhances children’s wellbeing and also our wellbeing. I know when I am feeling stressed or low I will look at photos of positive times with my family and friends , this helps me to remember times when I felt happy.
As well as thinking about how I help the children I work with to have positive times and good wellbeing I also need to be mindful of my own, so this morning I went for a walk with my husband in the local woods, looking for Bluebells and taking photos to act as a reminder.