Pedagogies of Wellbeing in the Primary School

Pedagogies of Wellbeing in the Primary School

At a time when concerns about children’s wellbeing, mental health, and resilience are increasingly shaping educational policy and practice, a new book offers a timely and important contribution to the conversation. Pedagogies of Wellbeing in the Primary School argues that wellbeing should not be viewed as an additional subject to teach or a discrete intervention to deliver. Instead, wellbeing should be understood as something embedded within the everyday practices, relationships, and pedagogies that shape children’s experiences of school.

The book brings together leading experts from a range of educational disciplines, including psychology, humanities, physical education, early years education, leadership, inclusion, and digital education. Together, they explore how schools can create environments in which children are supported to flourish socially, emotionally, physically, and intellectually.

For those familiar with Philosophy for Children (P4C), there will be much to recognise in this vision. The community of philosophical enquiry has long offered a model of education that values dialogue, reflection, mutual respect, critical thinking, and meaningful participation. It is therefore no surprise that P4C features prominently within the book, with two chapters specifically exploring its contribution to children’s wellbeing.

Wellbeing as a Pedagogy

One of the book’s central arguments is that wellbeing should not be seen simply as content to be taught. While lessons about emotions, relationships, and mental health have an important place in schools, wellbeing is also shaped by how children experience learning itself.

Children’s sense of belonging, agency, confidence, and self-worth develops through everyday interactions with teachers and peers. The opportunities they have to express their views, to be listened to, to ask questions, and to engage with complex ideas all contribute to their wellbeing. In this sense, pedagogy matters.

This perspective resonates strongly with P4C. The community of enquiry creates a space where children’s voices are valued, where diverse perspectives are explored, and where uncertainty is welcomed rather than feared. Such experiences can help children develop not only their thinking but also their sense of identity, confidence, and connection with others.

Slowing the Pace, Deepening the Practice

Chapter 2, written by Rhiannon Love (a Thoughtful Trainer), explores these ideas in depth through the chapter Slowing the Pace, Deepening the Practice: Philosophy for Children as a Pedagogical Tool for Wellbeing and Learning.

The chapter begins by recognising a challenge that many educators will identify with. Contemporary education systems are often characterised by pressures associated with performance measures, accountability, efficiency, and the constant demand to achieve more in less time. While these pressures can drive improvement in some areas, they can also contribute to stress and anxiety for both pupils and teachers.

Against this backdrop, increasing attention has been given to concepts such as Slow Pedagogy and Slow Schooling. These approaches encourage educators to create opportunities for deeper engagement, reflection, and meaningful learning experiences rather than focusing solely on pace and productivity.

Rhiannon argues that Philosophy for Children offers a practical and powerful way of achieving this. The community of enquiry encourages children to pause, think carefully, consider alternative viewpoints, and engage thoughtfully with important questions. Rather than rushing towards predetermined answers, children learn to value the process of inquiry itself.

This slowing down of learning can have significant benefits for wellbeing. Children experience greater opportunities to be heard, to reflect on their experiences, and to participate in discussions that matter to them. At the same time, they develop important cognitive skills including reasoning, critical thinking, and collaborative problem-solving.

The chapter highlights how embedding P4C within the ethos, curriculum, and pedagogy of a school can help create reflective learning environments that support both educational achievement and emotional wellbeing.

P4C in a Digital World

The relevance of philosophical enquiry extends beyond the traditional classroom and into one of the most significant challenges facing young people today: navigating an increasingly complex digital landscape.

In Chapter 7, Developing Children’s Wellbeing Through Dialogic Pedagogies For Critical Digital And Media Literacy, Emma Goto (another Thoughtful Trainer), explores how dialogic approaches such as P4C can help children develop the critical literacy skills they need in the age of social media and artificial intelligence.

Children today encounter vast amounts of information online. Generative AI, social media algorithms, misinformation, and disinformation all present challenges for young people trying to make sense of the world around them. Online environments can sometimes amplify extreme viewpoints, reinforce existing beliefs, and contribute to division and misunderstanding.

These challenges are not simply academic concerns. They have implications for children’s wellbeing, relationships, sense of safety, and ability to participate positively in society.

Emma argues that schools have an important role to play in helping children become critical, reflective, and responsible creators and consumers of digital information. Dialogic pedagogies provide a valuable framework for this work because they encourage children to question, analyse, evaluate evidence, and consider multiple perspectives.

P4C offers a particularly effective approach. Through philosophical dialogue, children learn how to explore uncertainty, challenge assumptions, listen respectfully to others, and justify their reasoning. These skills are increasingly essential for navigating digital environments in thoughtful and responsible ways.

Importantly, the chapter demonstrates that critical digital and media literacy is not only about protecting children from misinformation, it is also about empowering them to engage confidently and ethically with the world around them, strengthening both their wellbeing and their democratic participation.

Pedagogies of Wellbeing in the Primary School – book cover

Why This Matters

The inclusion of these chapters reflects the growing recognition that Philosophy for Children offers much more than a method for developing critical thinking. At its best, P4C creates conditions in which children feel valued, respected, and capable of contributing meaningfully to their communities.

When children experience genuine dialogue, they learn that their ideas matter. When they are encouraged to listen carefully to others, they develop empathy and understanding. When they are given time to think deeply about important questions, they build confidence in their own reasoning and judgement.

These are educational outcomes, but they are also wellbeing outcomes.

As schools continue to respond to the long-term impacts of the pandemic, rising concerns about children’s mental health, and the increasing complexity of the digital world, the need for pedagogical approaches that support both learning and wellbeing has never been greater.

Pedagogies of Wellbeing in the Primary School offers a compelling vision of how this can be achieved. For practitioners interested in Philosophy for Children, the book provides further evidence of the important role that philosophical enquiry can play in creating classrooms where children can think deeply, connect meaningfully with others, and ultimately thrive.

We look forward to the publication of this exciting new volume and to the continued conversation about how P4C can contribute to wellbeing-centred education for all children.

The book is available for pre-order on the Emerald website Pedagogies of Wellbeing in the Primary School, and lots of other retailers including here: Pedagogies of Wellbeing in the Primary School by Love, Rhiannon (University of Winchester, UK) (9781837421688) | Browns Books.