The LSM role is central to the development of whole settings approaches that champion inclusion and the needs of young people with SEND. The role is rewarding but can be very demanding; LSMs are in a position where they are supporting the wellbeing of others, including teachers, TAs, young people and families. It is essential that staff wellbeing sits at the core of whole setting approaches and is a key priority for senior leaders. Information shared by Bury LSMs and supported by research (e.g. Lewis, 2017) suggests that LSM’s resilience is protected by:
- Access to social support from other LSMs (e.g. in clusters, localities and/or through LSM networks).
- The LSM holding a position in the setting that enables systemic change (SLT or clear links to).
- Access to training and learning opportunities.
- Developing individual coping strategies to manage workload and emotionally demanding aspects of the role.
- Having protected time for the LSM role that is distinct from other roles or responsibilities within the setting.
- Teaching and support staff having protected time to meet with the LSM.
Research has shown that peer networks can offer valuable support and development opportunities for LSM s and setting staff (Hayes & Stringer, 2016). Cluster or locality/partnership meetings between settings are often a helpful way to share ideas, training costs and generate solutions to commonly occurring challenges.
The Anna Freud Centre has lots of information and resources to support settings to consider their approach to staff wellbeing. The Anna Freud Centre has produced guidance in collaboration with mental health experts, to give college staff and SLTs simple guidance and positive examples of good practice to support staff wellbeing. See their Supporting Staff Wellbeing in Schools booklet and the Anna Freud Centre's Ten Ways to Supporting School Staff Wellbeing booklet.