Stronger Schools is unique due to:

• its ability to combine consistent national guidance with local information that enables educators to make better-informed decisions.
• the way content is developed by specialist writers, experienced educators, and local subject matter experts from the health, education, and social sectors.
• the technology that sits behind it.

Stronger Schools content is continually being updated to reflect changing local and national guidance. Local content advisors alert the Stronger Schools development team when information changes. To keep up-to-date, school staff and local service providers subscribe to regular email updates or they can check the Latest Updates page for rolling summaries of changes as they occur.  

Stronger Schools is a website, so they can access it using a web browser on a computer, tablet, or mobile phone.

It is designed to respond to screen size, giving optimal user experience no matter what device it is viewed on.

Stronger Schools isn’t a subscription product for individual schools. It is sponsored and delivered on a regional basis and made freely-available to schools in the area. 

For example, in Canterbury (New Zealand), Stronger Schools is part of a wellbeing in schools programme, funded by the local health board. In South Tyneside (UK), it is supported by a number of agencies as part of supporting children’s wellbeing.

If you are involved in the management or governance of a school and would like the benefit of clear and consistent wellbeing guidance that Stronger Schools brings, discuss with your local education or health agency responsible for wellbeing in schools, and ask them to contact us. 

The guidance in Stronger Schools is specifically for children of primary school age. The ages that children start primary school and high (secondary) school varies between countries, but generally Stronger Schools is suitable for children aged from 5 to 13 years. 

The top 10 pathways (most viewed) are Behaviour, Anxiety, Bullying, Emotional Regulation, Settling Back in to School, Self-harm, Emotional Wellbeing, COVID-19, Dyslexia, and School Transitions (Canterbury, November 2020)

Access is limited to school staff and education, health, and wellbeing professionals who are working with schools to support children’s wellbeing.  

However, pathways contain locally-recommended resources and other information to share with families through the school’s usual communication channels.