In the last three years, we have developed over 20 well-being projects in primary, secondary and nursery schools, using a wide range of art forms to improve specific well-being issues identified by senior leadership teams.

In this programme, we collaborate with artists and teachers to identify and explore a well-being challenge in a selected class or group of students, and then create a project with well-being as the primary focus. The students may or may not be aware that the project is targeting their well-being (depending on the situation identified), but the approach is to continually reflect on, and be driven by the identified well-being need when designing and delivering activities and outcomes.

Embedded in each project were elements of continuing professional development for both teachers and creative practitioners, a focus on creating replicable project models, and identifying ways to increase sustainability of projects for schools.

Working with Professor Robin Banerjee, Head of School, Psychology at University of Sussex we have created an evaluation model to support the process and monitor our results.  

Two boys at school smiling
BeWell Programme
There’s a lot more support between the children now – they are helping each other to manage emotional issues. Some children who were very shy are now showing that they can take the lead.

Lauren Studley, Teacher at Middle Street Primary

Children dancing with ribbons
BeWell Programme

BeWell Project Evaluation Report

In 2017, we worked with partners and 10 schools from Brighton City Partnership for Education to pilot the BeWell programme and to bring the best of creative and education practice to bear on new approaches to improving well-being. Nearly 400 children and young people aged 2-16 from Brighton & Hove took part.

In order to capture the learning from the programme, identify successful models and resources that can be shared, we compiled an evaluation report that draws on feedback from creative practitioners and organisations, teachers, children and young people; collected at the start, during and after each project. The report also provides evidence to support the case for utilising creative experiences as a means to improve well-being. 

Teachers and practitioners found that the self-expression, sharing and high quality production values had a significant effect on children, with many reporting that the children were happier and liked themselves more after participating. Children valued working with people they don’t normally mix with and getting to know them better.  

View outcomes from the pilot BeWell project through our BeWell Evaluation Report.

BeWell Film

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