EAL learners’ wellbeing: A moral imperative for school leaders

Guest blog: Helen Williams of Fairfax Multi-Academy Trust discusses why EAL learners’ wellbeing is an imperative for school and trust leaders and how FMAT shaped a trust-wide model to support EAL learners’ wellbeing.  

Leading with purpose: Why EAL learners’ wellbeing is a moral imperative for school leaders

In education, we often talk quite rightly about strategy, targets and outcomes. But for me, supporting EAL learners isn’t just a strategic priority, but a moral imperative.

FMAT’s vision is simple yet so powerful: enriching lives and transforming futures, with inclusion and progress for all at the heart of everything we do. This is a lived commitment across our trust.

Listening first: Understanding EAL learners’ wellbeing needs

The starting point has always got to be listening. Conversations with students, parents and staff revealed something obvious but often overlooked: wellbeing for EAL learners is deeply tied to how welcomed, understood and supported they feel – not just academically, but socially and emotionally.

This insight shaped our journey. We began by reviewing what was already in place -induction processes, classroom strategies and pastoral support. We asked hard questions: Are we truly inclusive? Are we identifying needs early enough? Are we safeguarding effectively?

Building a shared vision for EAL inclusion in UK schools

A top-down approach starts with a shared goal. Our central team co-created with our schools a vision that places EAL learners at the centre of our inclusive ethos.  Every child, regardless of background or language, deserves to thrive. This vision is embedded in our policies, curriculum and daily practice – and it’s something we remind ourselves of constantly.

Practical classroom and induction strategies for EAL pupils

We introduced learner profiles, shared across staff, so every teacher understands the linguistic and cultural background of their students. This helped us tailor support and build stronger relationships.

We also embraced FlashAcademy®, a digital platform that empowers learners to build vocabulary and confidence. But it wasn’t just about the tool – it was about how we used it. Staff were trained to integrate subject-specific vocabulary into lessons and we used analytics to monitor progress and engagement.

Trauma-informed and safeguarding approaches for EAL learners

Wellbeing isn’t a separate initiative – it’s woven into everything we do. Here are some of the strategies we’ve embedded:

• Face-to-face meetings with EAL students to ensure that everyone’s voice is heard and appropriate academic and emotional support is in place. 
• Peer mentoring and buddy systems to reduce isolation and build social confidence.
• Safe spaces and multilingual pastoral support, allowing learners to express themselves in their home language.
• Celebration of cultural identity through assemblies, curriculum content, culture days, community events and introducing our new EAL ambassadors and MFL ambassadors.
• Trauma-informed training for staff, recognising that some EAL learners may have experienced displacement or loss and training staff to know what to do.
• Language-rich environments that support both academic and emotional expression.

These simple strategies helped ensure that EAL learners feel seen, heard and valued.

Learning from others

We strengthened our approach through school visits and via engagement with current research. We aligned our strategy with the new Ofsted framework, which rightly places inclusion at the forefront. Through working in a collaborative manner, we can really support staff whilst making the correct tweaks to provisions.

Early identification and safeguarding

For learners new to the country, we developed robust intake procedures that ensure safeguarding and building relationships is the first step. This process helped us understand the needs of the child and their family from day one allowing us to act quickly – whether it’s providing language support, connecting families with services or simply offering a warm welcome.

Making wellbeing a strategic priority

So, what’s the first step leaders should take?

Make EAL learners’ wellbeing and educational outcomes a strategic consideration from the outset. Not an add-on. Not a reactive measure. But a core part of your school’s vision and improvement plan.

Leadership in this area isn’t about having all the answers. It’s about being curious, committed, and courageous. When we lead with empathy and strategy, we create schools where every learner – regardless of language or background – can flourish.

Helen Williams is the Trust Lead for Special Educational Needs and Disabilities (SEND) and English as an Additional Language (EAL) at Fairfax Multi-Academy Trust (FMAT). With over 30 years of experience in education, she is an Education Awards 2025 winner for her work in promoting inclusion, mental health and wellbeing.

To discover how you can elevate your EAL strategy with FlashAcademy®, book a discovery meeting.