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Key findings 3. Relationships and emotional wellbeing

Promoting the emotional wellbeing of all young people will improve academic attainment and help young people gain the skills to develop good relationships and cope with the ups and downs of life.

South Gloucestershire’s Joint Health and Wellbeing Strategy 2013-16

 Friendships

 3.1.  81% of pupils said they were good at making and keeping friends. 8% said they felt they were not good.

Fig.26

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3.2.  91% of primary pupils reported they had at least 2 good friends, only 1.3% felt they had no good friends.

3.3.  34% of secondary and Year 12’s are often so worried about something that they cannot sleep at night.

Fig. 27

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3.4.  Families and relations were the main people who the majority of our pupils would go to when they felt unhappy or worried (82% for primary and 59% of secondary) followed by their friends (45% primary and 48% secondary). Professionals such as teachers, youth workers, medical professionals, social workers also had a key role to play; 28% of primary and 12% of secondary would talk to professionals about their worries. 10% of primary and 25% of secondary said they had no-one to talk

 Satisfaction with life and future goals

3.5.  Overall, 75% pupils (secondary and year 12s only) said that they were satisfied or quite satisfied with their life. 63% said they are confident about the future; girls tend to be less confident than boys and it declines sharply in years 10 and 12

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3.6.  78% of all pupils said they are quite or extremely proud of what they have achieved in their life. 8% were not proud. This level declines at secondary level and by year 10 less than half (48%) girls and 66% of the boys were proud of what they have achieved

Fig.29

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Fig.30

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3.7.  Overall, 76% of the pupils said they were happy most of the time and 11% were unhappy. 71% said they were happy at school and 14% were unhappy. There were some gender differences, girls tending to be less happy than boys and happiness decreased as they got older particularly between years 6 and 8.

Fig.31

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