Schools mental health guide

Schools mental health guide

Supporting children and young people in their mental health

A guide for East Sussex schools: a resilience-based, whole school approach to promoting positive mental health and addressing individual needs

Introduction

The purpose of this guide is to encourage and build on what good schools already do in terms of differentiation and adapting approaches to include all children and help to maximise their academic and emotional development. Good schools address barriers to academic outcomes, and this guide is designed to support schools in addressing emotional behavioural and emerging mental health problems which can be barriers to attainment. Taking a whole school approach to emotional and mental wellbeing and using some of the simple low cost suggestions for classroom teachers in this guide can support children and young people’s sense of belonging to a school and encourage attendance, good development and improve learning outcomes.

Section 1: Outlines the role of the school in supporting children and young people, what national guidance and Ofsted expect from schools in this area, and has been produced in line with local ESCC guidance for schools.

Section 2:  Introduces the concept of resilience as a way of approaching positive mental health and the evidence based Resilience Framework. It also focuses in on what schools can do to promote resilience using a whole school approach, what ‘good’ looks like, and how this can be achieved.

Section 3: provides practical information on how teachers and school staff can support individual children and young people experiencing the most common mental health issues:

  • Anxiety difficulties
  • Depression
  • Eating difficulties
  • Self-harm
  • Attention difficulties
  • Conduct Disorder
  • Post-Traumatic Stress Disorder
  • Attachment difficulties

For each mental health issue there are some tips for simple and effective interactions with children and young people as well as some ideas for including parents. These tips are designed to be easy to use and can be printed out and pinned to classroom and staff room walls.

Section 3 also includes recommended further reading at the end of each part. The further reading has been chosen from websites and books that Boingboing have used to support our work and that have been highly recommended by parents and professionals.

Section 4: Focuses on the value of including children and young people in helping to create positive prevention activities, identifying gaps and creating solutions, and some suggests practical ways in which this can be achieved.

Section 5: Contains appendices that provide more detailed reading as well as a sample lesson plan.

The entire guidance document is available to download from the link at the bottom of this page.

Individual sections and guidance on the most common mental health issues are available to download at the bottom of each page. You can also download the full guide: Supporting children and young people in their mental health: A guide for East Sussex schools [Adobe PDF, 797KB] or read online below:

Supporting children and young people in their mental health: A guide for East Sussex schools

Schools’ statutory responsibilities relating to social emotional mental health and wellbeing

Provision and processes relating to children and young people with Social Emotional and Mentalhealth difficulties (SEMH) are defined in the SEND Code of Practice Jan 2015 (the Code). The Code includes comprehensive requirements for all children and young people with SEND including those with SEMH difficulties.

Full guidance on the schools’ role in supporting positive mental health [Adobe PDF, 74KB]

Next, Understanding resilience

Our Academic Publications

Our Academic Publications

This page presents an archive of selected published works from the Boingboing, Resilience Revolution and CRSJ community. This includes key academic papers, submissions of evidence and a few books relevant to the Boingboing approach to resilience.

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Bounce Forward – Teacher Pack 2019

Bounce Forward – Teacher Pack 2019

In this 10-week programme, co-developed by Lancashire Mind, Blackpool HeadStart and Boingboing, pupils, their friends, family and wider school community can use the Resilience Framework to learn about resilience and try out practical actions to promote resilience building.

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Mind your (pathologising) language! blog

Mind your (pathologising) language! blog

Negative, pathologising language is often used to describe behaviour, thoughts, and feelings that lie outside the norm, with little attention given to the consequences and how it can help to create mental health stigma.

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Co-produced resilience tools

Co-produced resilience tools

If you came to our Designing Resilience event in November 2015 you will remember the amazing range of resilience tools being developed by young people with complex needs together with local communities, digital artists and designers, academics, parents, practitioners and policy makers.

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Helping Children with Complex Needs Bounce Back

Helping Children with Complex Needs Bounce Back

Resilient Therapy is an innovative way of strengthening children with complex needs, that anyone can use. This tried-and-tested handbook is accessible and fun, includes exercises and worksheets, and breaks down research to apply to everyday situations.

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One Step Forward – Young people in care

One Step Forward – Young people in care

A visual guide to resilience written & illustrated by young people in foster care and care leavers, Boingboing, the Virtual School for Children in Care and the University of Brighton. Navigate your route towards resilience! Take your time to explore the activities, enjoy the images and take inspiration.

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Our schools-based resilience projects

Our schools-based resilience projects

Our schools-based resilience research adapts the Resilience Framework for use in schools and helps schools make resilient moves across the whole school community. Many different types of school are working with us on this.

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