Assessment of wellbeing - draft statutory guidance: consultation

5 Indicators of Wellbeing

5.1 Using the GIRFEC values and principles, the approach to considering children's wellbeing must be rights-respecting, strengths-based, holistic and adaptable enough to take account of the stage of development and the complexity of each child's individual life circumstances. The rights of a child should be respected at all times. Each child has a right to be safe, healthy, nurtured, active, respected, responsible, included and have a right to an education. When considering the wellbeing of children under the Act, practitioners and organisations must consider the rights of the child (UNCRC) alongside each of the eight wellbeing indicators (as listed below), in collaboration, wherever possible, with children and their family.

5.2 Section 96(2) of the Act lists the eight wellbeing indicators. When used in the assessment of wellbeing, this is how the indicators should be interpreted:

Safe – protected from abuse, neglect or harm at home, at school and in the community.

Healthy – having the highest attainable standards of physical and mental health, access to suitable healthcare, and support in learning to make healthy, safe choices.

Achieving – being supported and guided in learning and in the development of skills, confidence and self-esteem, at home, in school and in the community.

Nurtured – having a nurturing place to live in a family setting with additional help if needed, or, where this is not possible, sustained nurture is equally fundamental to provision of the most suitable care and continues to be essential to wellbeing for those requiring supported accommodation during their transition to adult life and services.

Active – having opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, at home, in school and in the community.

Respected – being given a voice and involved in decisions that affect their life.

Responsible – having opportunities and encouragement to play active and responsible roles at home, in school and in the community, and where necessary, having appropriate guidance and supervision.

Included – having help to overcome social, educational, physical and economic inequalities, and being accepted as part of the community in which they live and learn.

5.3 In practice, the eight indicators can be connected and overlapping. When considered together, they give a holistic view of each child, and enable the child, and the adults supporting them, to consider strengths, as well as barriers to growth and development.

5.4 Certain factors such as adequate sleep, play and a healthy balanced diet have a positive impact on all aspects of a child's wellbeing. Similarly, the effects of poverty and social isolation are examples of influences that can have a negative effect on all the indicators of wellbeing.

5.5 Communication is critical to the development of the wellbeing of all children and young people. To enable every child to participate in decision-making, the practitioner should consider any barriers to communication accessibility, for example, social and/or digital isolation.

5.6 Depending on a child's circumstances or health condition, a holistic assessment of wellbeing may need to be supported by specialist assessments. The wellbeing indicators provide a consistent framework within which to consider specialist assessments.