New scheme helps Glasgow pupils deal with 'big feelings'

Emotional resilience is defined by Harvard’s University’s Center on the Developing Child as having the necessary support to cope, adapt and thrive in spite of adverse experiences.

The programme was introduced in seven Govan primary schools between 2021 and 2024, with staff delivering sessions over periods of five or six weeks each time. Over the course of the three year period almost 800 pupils participated in the scheme.

The Govan area was included in the programme, which emerged from work carried out in Grimsby, due to the very high levels of deprivation recorded there. The NSPCC notes that while living in poverty is “not the only risk factor” related to children’s wellbeing, it does make it more likely that children will face “difficult and sometimes traumatic experiences.”

Sessions were based around activities including games, songs, and mindfulness, and were designed to increase children’s confidence in not just recognising but also managing their emotions, with a view to improving their wellbeing, behaviour, and personal development.

An evaluation report for the programme found that the children taking part learned how to identify a range of different feelings, while also developing an improved ability to recognise and empathise with the feelings of others. Many of those involved benefited from learning new self-care techniques to manage their emotions, and some in cases these approaches had also been shared with family members.

Children also learned about “the importance of having a trusted adult they could turn to” and were left feeling more confident about speaking up and seeking support when needed.

Teachers told researchers that the project had delivered a range of benefits for children. One explained that her pupils have become “more able to come talk to me if they have  a problem and talk about their feelings”, while another noted that the children “have realised that their behaviour has as much an impact on others as the other person’s behaviour has on them".

The report also found that the programme supported improvements in teachers’ connections with their pupils, and allowed them to better understand their lives, which in turn helped them to better support the children in their care and respond effectively to safeguarding concerns that may arise.

Teachers who took part were also more confident in talking to their pupils about complex emotional issues, and felt that the programme aligned well with the values of their schools. Many reported that they had continued to use the tools and resources even after the project had ended.

Following the success of the initial implementation stage, a facilitator’s guide for the programme has now been issued to all primary schools in the Govan area. Teachers have told NSPCC Scotland that they plan to introduce the sessions into “nurture classes” and with children who need additional support in school.

The organisation is also developing a guide for nurseries and other pre-school centres following a successful pilot in which the existing materials were adapted for use by early learning and childcare staff.

The evaluation report makes three specific recommendations going forward: that programmes focusing on resilience and wellbeing be prioritised within primary schools; that the roll out of these programmes needs to be supported with an adequate level of resources; and that time should be provided to allowed for programmes to be evaluated and, where necessary, adjusted to the needs of children and families.

Prajapa Seneviratne, Research and Evaluation Officer with Together for Childhood Govan, told The Herald: “We found that The Emotional Resilience programme has clear benefits for children and schools.

“It has helped children to feel nurtured in their learning environment, giving them confidence to form trusting relationships that can aid them to learn and achieve.

“The findings show that there is a need for emotional resilience programmes in primary and nursery schools in Govan, and more widely across Scotland, as the benefits of the programme align with the Health and Wellbeing goals of the Curriculum for Excellence in Scotland.

“Improving children’s awareness of and skills in emotional resilience at the earliest point, in a supportive school environment, can lay a strong foundation upon which they can achieve and thrive.” 

Kirsty Aitken, Assistant Director NSPCC Scotland, said: “This report powerfully underscores the importance of nurturing emotional resilience in children from the earliest stages of life.

“Emotional resilience is crucial to a child’s development and ability to cope, adapt and thrive as they grow up – even in the face of adversity. It is key for managing stress, coping with change and transitions, and maintaining healthy mental wellbeing throughout life.

“By fostering confidence in recognising and expressing ‘big feelings’ we lay the groundwork for stronger wellbeing and resilience as children navigate the complexities of growing up.

“The report’s findings offer clear, compelling insights into what children need to thrive emotionally. It is imperative that we create intentional space to truly listen to their voices - and respond with care and commitment.”