# data[].attributes.body
Healthy relationships are a vital component of maintaining a healthy body and mind

# data[].attributes.body
Our values, health and well-being are shaped by social influences

# data[].attributes.body
Decisions and actions, individually and collectively, have a clear and direct impact on the health and well-being of individuals and society.

# data[].attributes.body
An individual's mental and emotional health influences how they think, feel and behave in daily life.

# data[].attributes.body
Physical health and well-being is comprised of a number of interrelated areas including physical, emotional, social health and well-being

# data[].attributes.body
Split screen
two children one in poverty drugs etc one in middle class

both go through he same school journey

both having to go through different social, relationship, health, decision, making and experiences

end result is they both end up with same job similar job / got a job equal pay but different

Build healthier communities
and better environments.

Connecting with the wider community .

# data[].attributes.headline
Children and young people who have strong relationships and a positive sense of self – and who can understand and manage their own health and emotions – are in a better position to reach their full potential in the future.

# data[].attributes.subject
Children and young people who have strong relationships and a positive sense of self – and who can understand and manage their own health and emotions – are in a better position to reach their full potential in the future.

# data[].attributes.body
Through your life we want
healthy, confident individuals, ready to lead
fulfilling lives as valued members of society

How are you going to do this
-> Physical health
-> making the informed  decisions
->experiences affects they think, feel and behave in daily life
-> are you being shaped  social influences
->relationships give a sense of belonging

What is to expect in  primary

What is to except in secondary

Why
-> NHS overload
->

# data[].attributes.body
The four strands
why they are important
All ages if video
montage

as we go through the ages the level of graphic changes to be less comic and more professional

What do you need
-> Physical health
-> making the informed  decisions
->experiences affects they think, feel and behave in daily life
-> are you being shaped  social influences
->relationships give a sense of belonging

each one WMatters has an image that expands and you can see the child develop

last image is a town city developed to be informed citizens contributing to society

primary

secondary need to show pupils are doing h& wb in all departments

what it covers
set of boundaries

# data[].attributes.body
Impact wales type of imagery

# data[].attributes.body
Pupil centered approach

# data[].attributes.body
A report commissioned by The Welsh Government and published in 2016 by the Public Policy Institute in Wales (PPIW) proved that despite the existence of a wide range of initiatives and interventions in schools there was limited evidence regarding causal links between these and measurable improvement in aspects of children’s and young people’s well-being. However, it was found that school-based work in this area could be very effective but to succeed school systems needed to be better connected with each other to translate the research evidence into sustained positive impacts. Interventions and initiatives were seen as more likely to succeed if they were embedded within wider school systems and teaching and learning across the curriculum. Similar findings in England were published by Weare (2015) in the report it advocates that a genuine whole-school approach can only succeed if well-being is seen as everybody’s responsibility which would include genuine involvement from pupils, staff, governors, parents/carers, partners and the wider community.

# data[].attributes.body
In 2015 the Welsh Government commissioned Professor Donaldson to conduct a review of the curriculum and assessment arrangements in Wales and as a result of this Successful Futures was published which recommended far-reaching and significant changes to the current educational system. Donaldson makes a specific recommendation that the importance of health and well-being be recognised as one of the six key areas of learning in his proposals for a new curriculum

# data[].attributes.body
Children’s early social experiences shape their developing neurological and biological systems for good or for ill, and the kinds of stressful experiences that are endemic to families living in poverty can alter children’s neurobiology in ways that undermine their health, their social competence, and their ability to succeed in school and in life.

# data[].attributes.body
The Severn well-being goals which are;
1. A prosperous Wales
2. A resilient Wales
3. A healthier Wales
4. A more equal Wales
5. A Wales of cohesive communities
6. A Wales of vibrant culture and thriving Welsh language
7. A globally responsible Wales

# data[].attributes.headline
Wellbeing and Future Generations Act 2015

# data[].attributes.subject
Wellbeing and Future Generations Act 2015

# data[].attributes.body
The Welsh Government has further strengthened its commitment to improving the well-being of children and young people through the Well-being of Future Generations Act which became law in April 2015 (and operational from April 2016). This Act places new requirements on the Welsh Government and public bodies to work together to develop practice to promote the seven well-being goals that aim to improve social, economic, cultural and environmental well-being. As from April 2016 all local authorities have conducted well-being assessments and formulated subsequent action plans to address the seven well-being goals identified in the act

# data[].attributes.body
The Welsh Government formally adopted the United Nations Conventions on the Rights of children in 2004 with it’s seven core aims as follows with a means of promoting the well-being of children and young people, which underpins all of the work undertaken with, and on behalf of children and young people.

# data[].attributes.headline
Together for Mental Health (DevelopmentPlan) 2019-16WG27588

# data[].attributes.subject
Together for Mental Health (DevelopmentPlan) 2019-16WG27588

# data[].attributes.body
Rationale - mental health. 1 in 10 children aged 5-16 have a mental health problem, with indications that this may be rising. There is widespread recognition that schools are a crucial site for the promotion of well-being. Substantial research evidence points to a crucial bi-directional relationship between well-being and children’s functioning at school (P15) (P9)