By Alan Johnston, Senior Deputy Head at Merchiston Castle School, an independent school for boys in Edinburgh

Historically, supporting students with their academic achievements and their wellbeing were viewed by the education sector as two separate disciplines, with teachers and support staff specialising in either pastoral or academic provision. Over the years, rightly, the lines between the two have blurred, with wellbeing, and its presence as the foundation of the curriculum, becoming increasingly established.

In my opinion, wellbeing and academic success have always been intrinsically related. The achievement of students at, and beyond, school is based on a solid foundation of support, happiness and fulfilment.

Of the many periods of anyone’s life, it is their time at school and in education which shapes a large part of their future. The education sector, therefore, has the biggest responsibility to ensure that wellbeing, and particularly mental health, is a key focus.

This year, World Mental Health Day was dedicated to the subject of suicide prevention, recognising the scale and impact it continues to have on people across the world. In particular, it remains well-documented that young males have consistently accounted for three-quarters of all suicides in Britain. As a school for boys, our responsibility to ensure that wellbeing is engrained in all that we do cannot be underestimated.

To ensure staff and students have the confidence to speak openly and honestly, schools must establish a strong culture of support and trust, reinforcing the sentiment that there is no stigma attached to talking about feelings. Having a key set of core principles which everyone understands is crucial to this.

We have integrated, and regularly return to, the eight wellbeing indicators of safe, healthy, achieving, nurtured, active, respected, responsible and included to help establish a common language surrounding wellbeing.

I have been asked before “Is wellbeing something you can actually teach?”, and while the answer is yes, it is about much more than what is discussed in the classroom. Topics such as mental health, dealing with exam stress and digital pressures are taught within the school curriculum, but it is about making sure students and staff are equipped with the skills and confidence to identify signs in a less formal setting.

Wellbeing issues might emerge inside or outside the classroom. Therefore, the ‘taught’ element of wellbeing is one of ensuring staff and students can support each other and feel comfortable to come forward, challenge behaviours and share information. In instances where issues are identified, these conversations will only be successful if there is an agreed set of values everyone understands.

Establishing wellbeing standards across a school is key, but it is about the wider educational picture and one which includes the whole student and staff body as well as parents. In November, we will host our own Wellbeing Conference with a focus on mental health, acting as a forum for staff, students and parents to collectively discuss key issues.

We also prioritise initiatives which empower students to help each other. The school is taking part in a programme which, with the support of teachers, sees older pupils mentor younger students on a range of wellbeing topics, using their experience to engage with others.

It is hoped that tackling specific issues in this way will enable older students to lead discussions on particular topics, encouraging pupils to speak openly and honestly about any issues amongst students of a similar age.

Schools have such an incredible responsibility when it comes to wellbeing, but it presents opportunities too. A student’s time in education is a chance for us to shape future generations to become more empathetic, tolerant and supportive members of society.

Academic success and exam results are important to enable students to unlock opportunities, but these cannot exist in isolation and without the solid foundation of positive wellbeing. Academic and co-curricular success is absolutely dependent upon