An NHS-Backed Way to Achieve Greater Inclusion in Schools
Walk into almost any primary school today and you’ll see it: children arriving with a wide range of needs, staff doing their best to stretch resources that simply don’t go far enough, and leaders caught between ambition and reality.
It’s no wonder so many Headteachers and SENCos tell me they feel under constant pressure to do the impossible.
But here’s the good news: inclusion and staff wellbeing don’t have to be in conflict. With the right tools, schools can build calmer, more supportive classrooms where all children thrive and teachers feel less stretched.
Why NHS backing matters
When schools are deciding how to invest scarce resources, credibility counts. That’s why the fact that myHappymind is NHS-backed matters so much.
It’s not another add-on or short-term initiative. It’s a science-based, prevention-first programme that aligns with the NHS Long Term Plan, the DfE Wellbeing Charter, and Ofsted’s latest framework.
The NHS backs it because the evidence shows it works. In Hampshire, a ROI study across 99 schools showed a 37x return on investment, with reduced referrals to CAMHS, MHSTs, and SENCos. In real terms, that means fewer children falling through the cracks, more support happening in school, and less pressure on already stretched services.
How it looks day to day
In practice, myHappymind equips children and teachers with simple, science-backed strategies they can use every day.
By first teaching children and staff how their brains work through a whole-school spiral curriculum we create the most important foundation. It gives every child, not just those with additional needs, a more level playing field. When children and teachers understand what’s happening inside their brains, they’re better equipped to make sense of their feelings and behaviour.
From there, we layer on simple strategies, grounded in neuroscience and positive psychology, that quickly become part of the daily routine. In practice, this means:
- Managing emotions more effectively: pupils use techniques like Happy Breathing to reset when they feel anxious, angry, or overwhelmed.
- Building resilience and confidence: children learn to recognise and celebrate their own strengths, helping them bounce back when things get tough.
- Embedding a shared language: Everyone in school, staff and pupils, uses the same language to describe the brain and emotions, making inclusion feel consistent and achievable.
- Creating calmer classrooms: daily routines that prioritise wellbeing mean less disruption, more focus, and more time for learning.
These strategies aren’t extra work for staff. They’re woven into the rhythm of school life, making inclusion feel possible, not overwhelming.
The results schools are seeing:
Across more than 2,000 schools, the impact is consistent:
- Fewer SENCo referrals: 87% of schools report a reduction, saving SENCos on average 10 working days a year.
- Improved attendance: 89% of schools saw gains, averaging 5 extra days in school per child each year.
- Calmer classrooms: 100% of schools say their classrooms are now calmer and happier, with less disruption and more time for learning.
- Thriving SEN and SEMH pupils: 100% of schools report the programme helps these pupils succeed.
And crucially, this happens without adding to workload: just one 20-minute lesson each week, 5 minutes of prep, and no extra CPD days.
A practical step forward
The government’s reforms will take years. But schools don’t have to wait. By embedding these strategies now, leaders can make life better for both pupils and staff.
That’s how we move closer to classrooms where no child is left behind, and no teacher is burnt out.
Want to see how this could support inclusion in your school?
Book a short call with our team and explore how myHappymind is already supporting over 2,000 schools across the UK.
