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Libraries boosting wellbeing
FEATURE / 19 ➜ TEACHING & LEARNING WELLBEING WELLBEING Libraries boosting
The school library can play a significant role in boosting the wellbeing of pupils with SEND, say Alison Tarrant and Caroline Roche, co-chairs of the Great School Libraries campaign.
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edia headlines have been shining a bright light on how lockdowns and restrictions to learning during the pandemic impacted the mental health and wellbeing of children with special educational needs and disabilities (SEND).
One survey of headteachers revealed that pupils with SEND could be a staggering five months behind other children in terms of their emotional wellbeing and mental health. These figures will make difficult reading for any practitioner working to improve outcomes for children.
However, a recent study based on interviews with librarians has highlighted some of the effective ways that the school library is being used to support pupils’ pastoral as well as learning needs.
A PEACEFUL PLACE TO BE
In the study, which was part of the Great School Libraries campaign run by CILIP (the Library and Information Association), CILIP’s School Libraries Group and the School Library Association, students drew pictures of their ideal library spaces.
It was interesting to note that children often saw the perfect school library as a peaceful refuge, not only a place where they could find a good book to enjoy.
BIO
A L I S O N TAR R A N T
Alison is the chief executive of the School Library Association (SLA) and co-chair of the Great School Libraries campaign. Formerly a school librarian, she has set up libraries in new schools and held various roles in education including middle management, gifted and talented co-ordinator and form tutor.
Schools can design their libraries around the vision of a comfortable front room at home. With the inclusion of appropriate lighting, music or distraction toys, it’s possible to create a calming and safe place where children can come to reduce levels of anxiety and stress.
As one librarian who was interviewed explained: “I would say that one of my main roles is to give the pupils somewhere safe to go.”
A FRIENDLY FACE
The relationship between pupils and their school librarian is often a positive one and some pupils feel they can approach their school librarian with difficulties which they may prefer not to discuss with their teachers or support staff.
20 / FEATURE ➜ TEACHING & LEARNING
“I am not as intimidating as a member of staff,” said another librarian we spoke to. “You find yourself talking to the pupils and they invest a lot more into you than maybe they would necessarily talk to a teacher about.”
Giving the school librarian the opportunity to access additional special needs or mental health training will help them identify when a child is having emotional difficulties so they can offer help.
ACTIVITIES, CLUBS AND FRIENDSHIP
Many schools run programmes and clubs which are based in their libraries. These can often support pupils’ emotional health in different ways.
Some libraries have reading groups to help younger or less able students improve their reading skills, or schemes where children take on tasks to help with the running of the library.
Other libraries host more informal groups such as art or music clubs so children get to know the school library as a familiar space where they can have fun and make friends.
One librarian highlighted: “The reason we run lots of different types of activities and events is to make sure that students who might not associate reading as a really positive thing will still associate the library with something really positive.”
SELF-HELP AND SUPPORT
Children with SEND can often benefit from having easy access to resources to help them understand how they are feeling and manage their emotions. For older children who can seek help independently, the library can be a rich source of support.
BIO
C A R O L I N E R O C H E
Caroline is school librarian at an independent school in South East London and chair of the Chartered Institute of Library and Information Professionals’ School Libraries Group. She has worked for over 20 years in both private and state schools and is a passionate advocate for the equality of provision that school libraries bring.
One librarian talked about the advantages of her school library’s self-service system for books on mental health, which enabled children to check items in and out of the library themselves, without having to go through the librarian. Another highlighted the importance of providing self-help resources suitable for children with dyslexia or those who might struggle to read.
Offering children simple ways to access self-help materials, with guaranteed anonymity, can reassure them that they will not be judged, while maintaining the priority of safeguarding.
With pupil wellbeing a growing concern for all schools, a well-designed library can offer every child a safe place to come and enjoy a book, find new friendships and interests and get the help and support they need.
A N I N T R O D U C T I O N T O M I N D F U L N E S S
There is a growing awareness that many adults benefit from practising mindfulness and it should come as no surprise that it can help the younger generations. The report suggested that running mindfulness groups within the school library can be a great way to introduce the concept to children and young people.
The library is often quieter than other areas of the school, making it a good place to help children leave their worries at the door, as one librarian described: “I would just set up a mindfulness station and we’ve got activities and puzzles, anything just to calm their mind. And we’ve got breathing techniques and grounding techniques available for them to do.” Read the full report, which includes best practice examples from schools and offers a toolkit for creating a school library which supports pupils’ wellbeing, here: https://bit.ly/3JyBwcz
You can find further information on the Great School Libraries campaign at: https://bit.ly/3BHcUwj
