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Support Your Learners With IDL Wellbeing

03/02/25 Get the latest news to your inbox
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As you may know, Children’s Mental Health Week has started. This week provides a wonderful opportunity to shine a light on the importance of mental health and wellbeing for our young learners.

We understand the vital role educators play in fostering a supportive environment where children feel heard, valued and equipped to manage their emotions. To support you during this important week and beyond, we wanted to remind you of our IDL Wellbeing programme, designed to help children navigate their feelings and build resilience.

IDL Wellbeing includes engaging activities like the “Worry Washer” to help children release their concerns, gratitude practices to foster a positive mindset, tools for exploring and understanding feelings, and mindful activities to promote calm and focus. These components are simple to implement and designed to make a meaningful impact on your pupils’ emotional wellbeing.

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The mindful activities can also be conducted as a whole-class approach via the ‘IDL Teacher’ account, making it an inclusive and collective experience for everyone.

To access please navigate to the ‘Content’ tab > Select ‘Wellbeing’ > Select’ Mindful’ > Choose an activity and Select ‘Play Content’. You will also be presented with a guide for each activity.

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Thank you for your dedication to your students’ wellbeing. Let’s work together to make this Children’s Mental Health Week truly impactful.

If you have any questions or require assistance please do not hesitate to reach out to our friendly customer support team on the details below.

To sign up for a FREE TRIAL of IDL Wellbeing for your school, please click here.

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IDL's award-winning literacy and numeracy programmes are trusted by thousands of schools worldwide, delivering measurable impact for learners who may be falling behind. 🌍

Used by more than 1.2 million pupils globally, the IDL programmes support literacy, numeracy and wellbeing needs across both primary and secondary settings.

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