resilience and results

8/9/2019 Resilience and Results

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RESILIENCE AND RESULTSHow to improve the emotionaland mental wellbeing of childrenand young people in your school

In partnership with


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Emotional wellbeing lays the foundation for

adulthood, and ensures young people are able toparticipate fully as adults. It is vital that schools

feel confident to play their part in both pastoral

support and early intervention activities .

Sarah TeatherMinister of State for Children

and Families 2010-2012


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ContentsExecutive Summary

1. Why is it important to support children and young people withbehavioural and emotional difculties in your school?

2. How does having behavioural and emotional difculties impacton academic attainment?

3. What is the economic argument for supporting the emotional andmental wellbeing of young people

4. What can you do to support pupils with emotional and mental wellbeing?– What you can do within the school– Commissioning school-based mental health support

5. What funding is available?

6. Concluding statement

7. References

8. Useful organisations and resources

Contents

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Executive SummaryThis document was developed by the Children and Young People’s Mental Health Coalitionto help schools understand the importance of supporting their pupil’s emotional and mentalwellbeing, and what they can do within the school. It also looks at how they can work inpartnership with other local agencies and commission additional support for young peoplewith behavioural and emotional difculties.

Supporting everyone’s emotional and mental wellbeing and giving additional support to

pupils with behavioural and emotional problems is important because:• 1 in 10 or at least 3 young people in every class has a behavioural or emotional

difficulty (Green, et al., 2005).• Almost half of young people with fewer than five GCSEs graded A* to C said they

‘always’ or ‘often’ feel down or depressed compared with 30% of young peoplewho are more qualified (Prince’s Trust, 2012).

• In an average classroom: 10 young people will have witnessed their parentsseparate; 1 will have experienced the death of a parent, and 7 will have beenbullied (Faulkner, 2011).

• 1 in 4 young people of secondary school age will have been severely neglected,physically attacked or even sexually abused at some point in their lives (NSPCC, 2011).


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Executive Summary (continued)Having a behavioural or emotional difculty can have a signicant impact on young people’sacademic achievement, and other outcomes. Research has found that:

• Children with persistent conduct or emotional disorders 1 are:– more likely to be excluded from school,– less likely to engage with out-of-school programmes to help them manage

their behaviour and improve literacy, – more likely to be assessed with special educational needs, and– more likely to leave school without educational qualifications

(Parry-Langdon, 2008).• Children with conduct disorders and severe Attention Decit Hyperactivity Disorder

(ADHD) may be four to ve times more likely to struggle to attain literacy andnumeracy skills (Green, et al., 2005).

1These disorders are severe enough to be considered a mental disorder. A conduct disorder is a repetitive and persistent behaviour problem,where major-age-appropriate societal norms or the basic rights of others are violated. Emotional disorders refer to conditions such asdepression and anxiety.


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Executive Summary (continued)Promoting the emotional and mental wellbeing of all youngpeople, and providing effective support for those with behaviourand emotional difculties will:

• H yo th to co th th adowns of life, help them develop good relationships, andreach their full potential. It will also help make the school a

healthier and safe environment.• H m o th aca m c atta m t o a o yo .• H yo ach O t ’ ta t to m o th ha o

and safety of pupils, which will enhance the results ofyo O t ct o .

There are four key things that you should do whichthis document can support you with » MORE


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Executive Summary (continued)The Children and Young People’s Mental Health Coalitionbrings together over 70 third sector organisations to campaignon behalf of and with children and young people to effectchange in policy and practice that will improve their mentalh a th a . O o o c t a a o o on schools. We believe that promoting the emotional andmental wellbeing of all young people, and intervening earlyto prevent behavioural and emotional difculties developingis fundamental to improving educational attainment,achievement and behaviour.

This document briey: sets out the terminology used; outlineswhy it is important for schools to tackle behavioural andemotional difculties; explains how these difculties impacton academic attainment; and discusses what schools cando to help children and young people with these problems.There are case studies included throughout the documentwhich illustrate how schools can promote the emotional andmental wellbeing of all children and young people.


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1. Why is it important to support childrenand young people with behavioural andemotional difculties in your school?

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We strongly believe that our pupils’ wellbeing and

mental health matters, and that by intervening early and

providing accessible support for our pupils we are giving

them the best chance to overcome problems and issueswhich are currently affecting their young lives.

Head teacher CardiffSchool working with Place2Be


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Young people’s 2 behavioural and emotionaldifculties is something that schools should beconcerned about because national statisticsshow it affects 1 in 10 young people (Green,et al., 2005). Using this statistic, it means thatat least 3 young people in every class havea behavioural or emotional difculty . Theactual gure may be higher as it doesn’t includechildren and young people with milder problems.

The following statistics highlight the rangeof problems that children and young peopleexperience: » MORE

2When we use the words young people in the document we are

referring to children and young people.

The following statistics illustrate how somegroups of young people are at greater riskof developing behavioural and emotionalproblems than their peers. These youngpeople may need targeted supportas well as any generic emotional andmental health support. » MORE

CASE STUDY: HOw TO suppOrT YOung peOplefrOM HigH risk grOups » MORE


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element of the Ofsted inspection . The casestudies included in this guidance give someexamples of what your school can do.

As outlined by the Department of Education (DfE)(2010) ‘good schools play a vital role as promotersof health and wellbeing in the local communityand have always had good pastoral systems’.The Positive for Youth strategy refers to schools ashealth promoting environments, and that theschool and college workforce have a role inimproving young people’s health and wellbeing(Department for Education, 2011c). Providingsupport for young people with behavioural andemotional difculties and promoting emotionaland mental wellbeing will also demonstrate howyour school is meeting other government policies,such as the Mental Health Strategy (Departmentof Health, 2011).

Promoting the emotional and mental wellbeingof all young people, and providing effectivesupport for those with behaviour and emotionaldifculties will help give them the skills to copewith the ups and downs of life, help developgood relationships, and help them reach theirfull potential. It will also help make the schoola healthier and safe environment.C t o cy oc m t , ch a th O t schoo i ct o f am o (O t , 2012) a the Teachers’ Standards (Department forEducation, 2012c), both refer to teachers’ abilityto manage behaviour in the classroom. Behaviourand safety of pupils in the school is one of the key

m t a a o O t ct o .Providing support for young people withbehavioural and emotional difculties, andsupporting their emotional and mentalwellbeing will help demonstrate that yourschool is actively working to improve this


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2. How does having behaviouraland emotional difcultiesimpact on academic attainment?

There were numerous drives to reduce unhealthy

eating , but nothing to support emotional wellbeing

beyond an anti-bullying strategy , or to talk about

coping with exam stress, which only scratch the

surface of wellbeing .

Young PersonRight Here Project

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There is a lot of evidence which demonstratesthat behavioural and emotional difculties havea profound effect on the educational attainmentof some young people. » MORE

CASE STUDY: HOw TACkling CYberbullYingiMprOves OuTCOMes » MORE

I don’t like it in the playground

as I’m scared I’m going to be picked on.Young Person

What About Us Project

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3. What is the economic argument forsupporting the emotional and mentalwellbeing of young people?

My daughter has denitely changed... In the way she

feels about her school life, her home life, and just the

way she is in herself – she is a lot happier, calmer than

what she was before she came here.

Parent talkingabout Place2Be service provided within the school.

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4. What can you do to support pupils’emotional and mental wellbeing?

I think it (exams) certainly aided my already apparent

depression, I couldn’t cope with the work load and with little

support I broke down at the time I should have been studying

the hardest. The expectations that are placed on students to

reach national success are in some places obscene.

Young Personv y im o ta t k (vik) p o ct.

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What you can do within the schoolThere needs to be a whole school approach toemotional and mental wellbeing. This should includesupporting the emotional and mental wellbeing ofall pupils, and providing targeted support for thosewith behavioural and emotional difculties. Toimplement this approach, heads and senior staffneed to be effective leaders and championemotional and mental wellbeing within the school(Durlak and DuPre, 2008).

Schools should be healthy places that support theemotional and mental wellbeing of both youngpeople and staff. For this to happen the schoolneeds to have an open and honest culture, whichpromotes and is respectful of both young people’sand staff’s emotional and mental wellbeing.Shared decision making has been shown to be akey aspect of implementing a whole schoolapproach. An effective school council is a goodway to involve young people in the running of theschool and implementing a whole school approachto supporting emotional and mental wellbeing.

CASE STUDIES: wHOle sCHOOl ApprOACH TO buildingeMOTiOnAl resilienCe

• YOungMinds in sCHOOls prOjeCT » MORE

• building eMOTiOnAl resilienCe in dennY sCHOOls » MORE

• be YOur besT prOjeCT – lOveursOul » MORE

CASE STUDY: CHildline Helpline serviCe » MORE

CASE STUDY: CHildline sCHOOls serviCe » MORE

CASE STUDIES: suppOrTing YOung peOple wiTH COMlex sen

• Making Sense of Mental Health » MORE

There are opportunities to integrate emotional andmental wellbeing into the curriculum, assemblies andother systems that already exist within the school. Agood pastoral system and staff such as learning mentors,teaching assistants, higher level teaching assistants, andschool nurses are all important resources to draw on to helpchildren and young people who are experiencing difculties.


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PSHE and the Wider CurriculumEmotional and mental wellbeing can be promotedvia relevant PSHE lessons and the curriculum moregenerally. We know from the young people wework with that PSHE lessons are often boring, andthey often feel ‘talked at’, or just given a factsheetto read. To be effective, the lessons need to beregular, relevant, up-to-date, interactive andinteresting. Lessons that focus on emotional andmental wellbeing can help young people learnhow to look after their own wellbeing. It can be agood way to help young people who already havebehavioural or emotional difculties to learn moreabout their condition and how to access help.

There are a wide variety of PSHE resources fromvoluntary sector services and other organisationson building emotional and mental wellbeing,as well as on how to manage behaviouraland emotional difculties. Please see ourUseful Resources Section for more information.

Anti-Bullying PolicyAn anti-bullying policy that is effectivelyimplemented across the whole school will help topromote emotional and mental wellbeing, andhelp reduce behavioural and emotional problems.This policy need to cover cyberbullying, racialbullying, sexually orientated bullying and thebullying of particular groups such and youngpeople with disabilities.

Healthy Schools ProgrammeThis Department for Education initiative helpsschools to plan, deliver and review health andwellbeing improvements for young people(Department for Education, 2011b). Emotionaland mental wellbeing can be promoted as part ofthis initiative as it is an essential element of health.

The Healthy Schools toolkit can be found at thefollowing link: www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schools

http://www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schoolshttp://www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schoolshttp://www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schoolshttp://www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schoolshttp://www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schoolshttp://www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schools


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Statutory Exclusions guidanceTackling challenging behaviour is important, butour concern is that young people with behaviouraland emotional difculties such as ADHD orconduct disorders, are often seen as beingnaughty or badly behaved. Guidance onexclusions from the Department for Education(2012a), states that disruptive behaviour can be anindicator of unmet needs, and that schools shouldtry and identify the cause at an early stage andconsider a multi-agency assessment that looksbeyond a young person’s educational needs.Therefore, schools should work with other localservices to ensure that the single assessmentprocess and an Education, Health and Care Plan,as proposed in the Special Educational NeedsGreen paper, is carried out (Department for

Education, 2012b).CASE STUDY: HOw TO suppOrT sTAff » MORE


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Supporting StaffThe emotional health and wellbeing of staff andyoung people within the school are interlinked.As well as supporting the children and youngpeople, it is also important to consider theemotional health and wellbeing of school staff.Supporting staff’s emotional health and wellbeingcan lead to reduced sick leave, increasedmotivation and staff retention. You might want toconsider training for staff on: understanding andmanaging stress; and how to create a reectivespace in which to better understand children’semotional and mental wellbeing and anybehavioural and emotional difculties and howthis impacts on staff’s emotions and behaviours.This is also part of a whole school approach tosupporting emotional and mental wellbeing.CASE STUDY: wHAT YOu CAn dO wiTHin YOursCHOOl TO build eMOTiOnAl resilienCe AndiMprOve eMOTiOnAl And MenTAl wellbeing» MORE

In year 11 they tend to put somuch pressure on you as soon

as you start the school year so it

doesn’t help your mental state.

Coursework is hard and stressfulbut my school are good with my

issues and will give me support

when needed.

Young Personv y im o ta t k (vik) p o ct.

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Commissioning school-based mental health supportHead teachers are in a good position tocommission (either independently or workingcollaboratively with other schools) their ownsupport for young people in their care who havebehavioural and emotional difculties, and tocomplement other existing services.

The kind of service you commission will bebased on your local needs. For instance, youcould commission a school-based counsellingservice, peer mentoring and other types ofsupport such as those listed in our case studies.Following are some important things to thinkabout when commissioning support for yourschool » MORE

We have a number of children

whose emotional needs are

beyond the ordinary expertise of

teachers and whose behaviourimpeded their progress and the

progress of others. Helping them

helps all the pupils in the school.

Head teacher, CroydonSchool working with Place2Be.

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What services are already available locally?• Local Voluntary and Community Sector

Organisations (VCS)You could consider making contact with localvCs c ch a yo oca Yo th,Information, Advice and Counselling Service(YIACS). You can nd your local YIAC at:www.youthaccess.org.uk/directory/

• Child and Adolescent Mental HealthServices (CAMHS)There will be a statutory CAMHS service in yourarea. It would be useful to nd out what servicesthey already provide. It may be possible to discusswith them the possibility of commissioning asupport service in the school or for a network

of schools.

This may mean a CAMHS practitioner workingwith the school, and linking with the CAMHSservice. Working in partnership can bring inexpertise and potentially clarify the CAMHS referralpathway. This is important when a young personrequires specialist mental health support that mayhave to be provided in the clinic. The evaluation ofTAMHS found that schools with good links withCAMHS showed greatest decline in secondarypupil’s behavioural difculties (CAMHS EvidenceBased Practice Unit, et al. 2011).

http://www.youthaccess.org.uk/directory/http://www.youthaccess.org.uk/directory/


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• The Improving Access to PsychologicalTherapies (IAPT) programmeIAPT is a new initiative to extend access topsychological therapies to children and youngpeople. This initiative will reach a number ofa a th u t k om o th t thyears. This initiative will be provided by CAMHS

services often in partnership with voluntary sectororganisations to provide evidence-basedtreatments. There has been additional moneydedicated to this programme to develope-learning packages for professionals, and thiswill include teachers. For more information andupdates go to: www.iapt.nhs.uk

CASE STUDIES: eArlY inTervenTiOn serviCes

• bOnd – beTTer OuTCOMes, new deliverY » MORE

• THe sTudiO (AdHd) CenTre » MORE

http://www.iapt.nhs.uk/http://www.iapt.nhs.uk/


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Supporting familiesIt is essential to work with families as well asyoung people. Some groups of children willhave behavioural difficulties in school thatcannot be resolved without a family focusedapproach. This kind of approach can identifydifficulties in the home, which are leading toproblems at school. Working with families mayinclude developing parenting skills, andencouraging parents to engage with their child’seducation. This is important as improvingparenting skills can effectively help support ayoung person with behavioural and emotionaldifficulties. The Building Emotional Resilience inDenny schools project, which is listed as a casestudy, worked with parents to raise theirawareness of emotional and mental wellbeingin their children.

s o t am ca h th yo O tinspection, as they analyse parents’ views; andpart of the criteria for assessing the quality ofleadership within the school is evidenced byhow well schools engage parents in supportingpupils’ achievement, behaviour and safety(O t , 2012).

CASE STUDY: serviCes suppOrTing fAMilies» MORE

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There are a number of safeguarding issues thatneed to be considered:

• Is the counsellor adequately qualified? A counsellor should at a minimum bequalified to diploma level in counselling.

• Are they a member of a reputable

organisation? This is important as being accredited meansthat they work within a code of ethics andpractice. Examples of reputable bodies arethe British Association of Counsellors andPsychotherapists (BACP)www.itsgoodtotalk.org.uk/therapists ,th u t k om Co c

o p ychoth a y (ukCp)www.psychotherapy.org.uk/ and the British Psychological Societywww.bps.org.uk

Safeguarding & child protection• Who supervises their practice?

The supervisor needs to be an experiencedcounsellor, hold a post-graduate qualificationin counselling, and be experienced in workingwith young people. There needs to beregular supervision.

• Ma that th y a t a oexperienced in working with children oryoung people depending on the age groupof your pupils/students.

http://www.itsgoodtotalk.org.uk/therapistshttp://www.psychotherapy.org.uk/http://www.psychotherapy.org.uk/http://www.bps.org.uk/http://www.bps.org.uk/http://www.bps.org.uk/http://www.psychotherapy.org.uk/http://www.itsgoodtotalk.org.uk/therapists


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• If you commission a counselling organisation,some of the counsellors may be trainees ona clinical placement.

Check that the trainee has completed at least thefirst year of a diploma course and how they willbe supervised. Many trainees are likely to be

studying for a post-graduate qualification incounselling and already be registered with oneof the bodies listed above.

All counsellors must pay due regard to currentlegislation and guidance, and offer confidentialitywithin usual ethical and safeguarding limits. Anycommissioned service must work within theschool’s safeguarding procedures and closely withth d at Ch p ot ct o O c .

Practical considerations » MORE


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5. What funding is available?Schools are increasingly able to use their devolvedbudgets to commission additional support services tomeet the needs of their pupils. Many of the schoolswe have worked with have found that funding thisadditional support from their own budgets makes itmore sustainable, as government funding may not beavailable longer term. Also, it gives them more controlover the type of support they are commissioning.However, there are currently two central pots ofmoney that may be used to fund this type of work.


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The Pupil Premium is available for schools tosupport children and young people from themost deprived backgrounds. These funds can beused to commission support for young peoplewith behavioural and emotional difficulties, andpromote emotional and mental wellbeing. Youngpeople from low socio economic backgrounds

are more likely to have behavioural andemotional difficulties. So there is a good rationalefor using these funds to support these pupils’difficulties and improve their emotional andmental wellbeing. Many providers of mentalhealth services in schools are expressly focussingon how counselling and other interventions canhelp close the attainment gap. This sort of

evidence can justify the use of Pupil Premium tocommission support for young people withbehavioural and emotional difficulties in schools.

http://www.education.gov.uk/schools/ pupilsupport/premium

The Early Intervention Grant can be usedto support the promotion of emotional andmental wellbeing in schools. For example,Norfolk County Council used £170,000 oftheir Early Intervention Grant to fund aprogramme that is used in schools calledPATHS (Promoting Alternative Thinking

Strategies) (Norfolk County Council, 2011).www.education.gov.uk/ childrenandyoungpeople/informationforprofessionals/ a0070357/early-intervention-grant-frequently-asked-questions/

http://www.education.gov.uk/schools/pupilsupport/premiumhttp://www.education.gov.uk/schools/pupilsupport/premiumhttp://www.education.gov.uk/childrenandyoung%20people/informationforprofessionals/a0070357/early-intervention-grant-frequently-asked-questions/http://www.education.gov.uk/childrenandyoung%20people/informationforprofessionals/a0070357/early-intervention-grant-frequently-asked-questions/http://www.education.gov.uk/childrenandyoung%20people/informationforprofessionals/a0070357/early-intervention-grant-frequently-asked-questions/http://www.education.gov.uk/childrenandyoung%20people/informationforprofessionals/a0070357/early-intervention-grant-frequently-asked-questions/http://www.education.gov.uk/childrenandyoung%20people/informationforprofessionals/a0070357/early-intervention-grant-frequently-asked-questions/http://www.education.gov.uk/childrenandyoung%20people/informationforprofessionals/a0070357/early-intervention-grant-frequently-asked-questions/http://www.education.gov.uk/childrenandyoung%20people/informationforprofessionals/a0070357/early-intervention-grant-frequently-asked-questions/http://www.education.gov.uk/childrenandyoung%20people/informationforprofessionals/a0070357/early-intervention-grant-frequently-asked-questions/http://www.education.gov.uk/childrenandyoung%20people/informationforprofessionals/a0070357/early-intervention-grant-frequently-asked-questions/http://www.education.gov.uk/childrenandyoung%20people/informationforprofessionals/a0070357/early-intervention-grant-frequently-asked-questions/http://www.education.gov.uk/schools/pupilsupport/premiumhttp://www.education.gov.uk/schools/pupilsupport/premium


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6. Concluding statementThis document has highlighted the high level ofbehavioural and emotional difficulties in youngpeople and how it impacts on academicachievement and other outcomes. Supportingyoung people’s emotional and mental wellbeing,or providing additional support for those withbehavioural and emotional difficulties, can helpthem cope with the ups and downs of life, helpthem develop good relationships, and help themreach their full potential.

To achieve this there needs to be a whole schoolapproach, and a commitment to activelypromoting emotional and mental wellbeing. Theculture of the school needs to be open, honest,and respectful of both young people and teachers’emotional and mental wellbeing. To make this areality, there needs to be strong and effectiveleadership from the head and senior staff.

Head teachers and senior staff have more controlover their own budgets and can commission, orpossibly work in partnership with other localorganisations to support emotional and mentalwellbeing, or provide additional support for youngpeople with behavioural and emotional difficulties.The case studies in this document illustrate whatcan be achieved within the school, and there isrange of organisations that can help schoolssupport the emotional and mental wellbeing oftheir pupils and staff. The Children and YoungPeople’s Mental Health Coalition hope that thiswill help you take up the challenge of improvingmental health and wellbeing in your school.


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7. ReferencesClick here for references. » MORE


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8. Useful Organisations and ResourcesClick here for useful organisations and resources. » MORE


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In partnership with

About the Children & Young People’s Mental Health Coalition A membership group of 14 leading children, young people and mental health charitieswhose aim is to campaign jointly to achieve policy changes to improve the mental healthand wellbeing of children and young people across England.A partnership between The Mental Health Foundation and Zurich Community Trust setup the Children & Young People’s Mental Health Coalition in 2009.

Coalition core members:• C t o M ta H a th• fam y Act o• M ta H a th fo at o• nspCC• p ac 2b• p c ’ T t• r th M ta i

For more information contact the Coalition Coordinator on 020 7803 1175

• r ht H• roya Co o p ych at t• Ta toc C t• Yo M• Yo th Acc• Yo thn t• Z ch Comm ty T t


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There are four key things that you should do which thisdocument can support you with:1 Quantify the level of behavioural and emotional difficulties in your school so you can put

in place effective measures to support young people and improve behaviour.2 Develop a whole school approach to emotional and mental health.3 Utilise existing structures and staff within the school e.g. lessons that cover emotional and mental

health, school nurses etc. to promote the emotional and mental wellbeing of your school, andprovide additional support for young people with behaviour and emotional difficulties.

4 Commission additional support services for your school. You could commission counsellingor other support for your school; or work with other agencies such as your local child andadolescent mental health service (CAMHS) or voluntary sector organisations, to provideadditional support. All these options are covered in this document.

In our society when a child becomes ill we reach out to them, weinstinctively keep them close and look after them. This responseis sadly not always the case when children become emotionally

distressed, especially when this distress is communicated throughviolence and aggression. Rather than being helped, children in

difculty are often pushed away and ignored.

Charlie Taylor (Department for Education, 2012d)

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• There has been a big increase in the numberof young people being admitted to hospital

ca o ha m. O th a t tyears this figure has increased by 68%. Itis particularly prevalent in females, but thisdoes not mean that males do not self harm(YoungMinds, 2011).

• Almost half of young people with fewer thanfive GCSEs graded A* to C said they ‘always’or ‘often’ feel down or depressed comparedwith 30% of young people who are morequalified (Prince’s Trust, 2012).

• In an average classroom: 10 young peoplewill have witnessed their parents separate;1 will have experienced the death of a parent,and 7 will have been bullied (Faulkner, 2011).

• 1 in 5 young people of secondary school agewill have been severely neglected, physicallyattacked or even sexually abused at some

point in their lives (NSPCC, 2001).• 66% of the young people who were involved

in the August 2011 riots and appeared beforethe courts had special educational needs.42% were in receipt of free school meals(Department for Education, 2011a).

• Between 1 in every 12 and 1 in every 15children and young people deliberately

self-harm (Mental Health Foundation, 2006).

The following statistics highlight the range of problemsthat children and young people experience:

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Quotes

Sometimes bad behaviour is written off as justthat and staff attempt to manage behaviour, rather than

actually digging down to nd out if there are anyunderlying problems, identifying these and working out

a support plan with these in mind.Young Person

Right Here Project

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‘ ‘I always felt that

how I was feeling was of nointerest to my school, unless it wasseverely affecting my grades... but

the message needs to be thatsupport is on offer before things

really start deteriorating.Young PersonRight Here Project

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‘ ‘My son has become more aware of how hisattitude can impact on both himself and others around him.The service has also allowed him to become more tolerant of

others and accept that certain behaviours have consequences.

Parentof child using Place2Be’s services

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There is a lot of evidence which demonstratesthat behavioural and emotional difculties havea profound effect on the educational attainmentof some young people.

• Children with persistent conduct or emotionaldisorders 3 are:– more likely to be excluded from school– less likely to engage with out-of-school

programmes to help them manage their

behaviour and improve literacy– more likely to be assessed with special

educational needs– more likely to leave school without educational

qualifications (Parry-Langdon, 2008).

• Children with emotional problems are:– much more likely to do poorly at school

(Green, et al., 2005)– twice as likely as other children to have

marked difficulties in reading, spelling andmathematics (Green, et al., 2005).

• Children with conduct disorders and severeAttention Deficit Hyperactivity Disorder (ADHD)may be four to five times more likely tostruggle to attain literacy and numeracyskills (Green, et al., 2005).

• People with severe conduct problemswere 3 to 4 times more likely to haveno educational qualifications than thoseyoung people who didn’t have these problems(Richards, et al, 2009).

• The evaluation of the Targeted Mental Healthin Schools (TAMHS) programme found thatproviding mental health support in schoolsreduced behavioural problems in primaryage pupils (CAMHS Evidence Based PracticeUnit, et al., 2011).

• Th uk r c p o amm (Cha , 2011)worked with three local authorities anddelivered workshops to Year 7 pupils. Theyfound that there were significant short-term improvements in pupils’ depressionsymptom scores, school attendance rates,and academic attainment in England.

3 These disorders are severe enough to be c onsidered a mental disorder. A conduct disorder is a repetitive and persistent behaviour problem, where major-age-appropriatesocietal norms or the basic rights of others are violated. Emotional disorders refer to conditions such as depression and anxiety.

How behavioural and emotional difculties impacton educational attainment

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The CyberMentors programme provides bothonline and ofine mentoring for 11-17 year-oldswho are experiencing wellbeing and mentalhealth issues, particularly around bullying.Trained CyberMentors (aged 11-17) in schoolsare supported by Senior CyberMentors (aged18-25) and British Association of Counsellorsand Psychotherapists (BACP) accreditedcounsellors online.

CyberMentors has been fully and independentlyevaluated (Banerjee, et al, 2012). The programmeis proven to have:

• improved levels of wellbeing andmental health

• reduced the incidence of bullying andviolence in schools by 40%

• enhanced a positive school culture, climate andethos (reduce Incidents of Concern by 73%)

• improved reporting of bullying by 60%• reduced the levels of exclusion (including

exclusions related to bullying) by 31%• reduced unauthorised pupil absence (e.g.,

levels of truancy) by over a quarter (27%)• improved pupil

attainment• reduced the amount

of time teachersspend dealing withcases of bullying andcyberbullying

For more information go to:www.cybermentors.org.uk

CASE STUDY: HOW TACKLING CYBERBULLYING IMPROVES OUTCOMESCyberMentors – BeatBullying

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CASE STUDY: WHOLE SCHOOL APPROACH TO BUILDINGEMOTIONAL RESILIENCEYoungMinds in Schools Project

A number of videos have been produced whichdemonstrate the work that the pilot schools arecarrying out:www.youngminds.org.uk/training_services/young_minds_in_schools/about_youngminds_in_schools

Go to the project website for more informationand to access the online learning resources:www.youngminds.org.uk/training_services/young_minds_in_schools

This project is funded by the Department ofEducation and aims to improve outcomes forchildren and young people with behaviouraland emotional difculties by providing acomprehensive suite of online learning resourcesfor educational professionals, along with a range

of training courses related to mental health andwellbeing in schools.

The project is piloting a programme of trainingand consultancy in four clusters of schools inEngland (Tottenham in north London, Southwarkin south London, Burgess Hill in Sussex andWeston-super-Mare in Somerset). Each schoolcluster consists of one secondary and threeprimary schools. Each pilot programme consists ofconsultation, two core knowledge modules, and achoice of Therapeutic Storywriting Interventions.

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This pilot project developed an integrated, holisticapproach to building emotional resilience andwellbeing within the school cluster, with a specicfocus on supporting the transition from primaryto secondary school.

The evaluation found that:

• pupil self-esteem and resilient attitudeswere enhanced over time, and worries werereduced ahead of transition

• staff confidence in their ability to promoteand facilitate discussion about resilience andemotional wellbeing increased over time

• parents felt more confident in their abilityto support their child, with the learning forsome having a significant impact on theparent/child relationship

• awareness of resilience and emotionalwellbeing in the cluster was heightened

• schools reported a greater focus on, andprioritisation of, resilience, and emotionalwellbeing, including consolidation ofcurrent practices.

Contact YoungMinds for more informationwww.youngminds.org.uk

or see the evaluation report:http://www.scotland.gov.uk/Resource/ Doc/1049/0086488.pdf

CASE STUDY: WHOLE SCHOOL APPROACH TO BUILDINGEMOTIONAL RESILIENCEBuilding emotional resilience in Denny schools – Falkirk, Scotland

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setting and externally to other professionals,such as CAMHS.

For more information please contact:

Rachel Allan SEN and Mental Health Resource Developer

[email protected]

This is an e-learning resource for staff workingin schools with children and young people whohave complex SEN. It is currently beingdeveloped by The National Association ofIndependent and Non-maintained SpecialSchools (NASS) in partnership with The Universityof Northampton, and will be launched inOcto 2012.

The e-learning training aims to increase staffknowledge about mental health and how thisrelates to children with disabilities. It alsoprovides a new model of responding to themental health needs of pupils by addressingissues such as, the identication of mental healthconcerns, resources for recording thisinformation, and information about sharing andsignposting concerns both within the work

CASE STUDY: SUPPORTING YOUNG PEOPLE WITH COMPLEX SENMaking Sense of Mental Health

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Youth MHFA is an internationally recognizedprogramme, developed with the direct involvementof teaching staff and students to provide all adultsworking with or supporting young people aged11-18 practical knowledge and tools to assist withemotional and mental health problems.

The 14 hour modular based course has a deliberate

t with national policy and aims to support thedelivery of PHSE and Secondary SEAL, HealthySchools and TaMHS. It has a particular focus onvulnerable groups of young people including lookedafter children and promotes the better use of thecommon assessment framework (CAF).

k y a o tcom c c a co cin; the management of young people’s emotional

and mental health crisis and emergencies, referral toappropriate specialist support agencies and self-helpguidance for young people and their families.

Youth MHFA training is delivered by approvedand accredited instructors. It can be delivered ina range of settings and formats to suit the needsof each school and youth organisation.

For more information go to:www.mhfaengland.org

CASE STUDY: HOW TO SUPPORT STAFFYouth Mental Health First Aid (Youth MHFA)

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Mindfulness includes paying attention to the presentmoment by using meditation, yoga and breathingtechniques. People who are more mindful also havegreater awareness, understanding and acceptance oftheir emotions (as well as being less reactive tothem), and recover from bad moods more quickly.

A t y y H t a joh o (2010), o thata short, modied form of Mindfulness-Based StressReduction (MBSR) was well accepted by adolescentsand there was some improvement in their well-beingrelated to how much they have practiced.• Sixty-nine percent of the students in the

mindfulness group reported that they hadenjoyed learning about mindfulness, and

• 74% thought they would continue with themindfulness practice.A report from the Mental Health Foundation (2010)found that a growing evidence base indicates thatMindfulness-based approaches are effective in

helping people manage stress, anxiety anddepression, and other mental health problems.

A video from the YoungMinds in Schools Projectillustrates how Mindfulness and other initiatives are being implemented in schools.

http://vimeo.com/40735380

CASE STUDY: WHAT YOU CAN DO WITHIN YOUR SCHOOL TO BUILDEMOTIONAL RESILIENCE AND IMPROVE EMOTIONAL AND MENTAL WELLBEINGMindfulness in Schools

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Important things to think about when commissioning supportfor your school:• What are the needs of your pupils?

It is important to establish the behavioural andemotional needs of the pupils in your school.Yo oca a a ho o c a jo t st at cn A m t (jsnA). Yo ho a toaccess this data by contacting the Chair of yourLocal Health and Wellbeing Board who will be

a yo oca Co c . O yo ca tfreely available data on mental health needs,which could give a ballpark gure for your schoolhttp://atlas.chimat.org.uk/IAS/proles/prole?proleId=4&geoTypeId=15

• Accessible servicesYoung people are more likely to use services thatare easy to access and are exible in how and

when they can attend (Lavis and Hewson, 2011)(Youth Access, 2010). School-based counsellingservice can be very helpful for some young people.

• StigmaIt is important to remember that some youngpeople may not want to be seen accessingmental health services in the school because ofthe stigma associated with mental health andconcerns about being bullied. So thoughtshould be given to how to sensitively providesupport which is accessible and which they willengage with. Information on notice boards, innewsletters and signposting young people tolocal community, telephone and/or web servicescan help those whodo not want toseek help throughtheir schools.

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• Evidence-based supportInvestigate whether the service or treatmentyou are interested in is evidence-based, orhas some supporting research, whichdemonstrates that it has helped otheryoung people. For instance, look at theNational Institute for Health and ClinicalExcellence (NICE) guidance on promotingwellbeing in schools (NICE, 2008) (NICE,2009), or other documents that summarisethe evidence base (Department forChildren, Schools and Families, 2008)(Bywater and Sharples, 2012).

• Joint commissioning or sharing aservice with other schools(e.g. via Cluster or Federation)It is very possible that schools can “jointlycommission” or share services. This maywell be more cost-effective and give addedsecurity regarding quality assurance.Many schools operate within clusterarrangements, which can lend themselvestowards this way of commissioning; equallymany schools work on a soft or hardfederated basis.

Important things to think about when commissioning supportfor your school:

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CASE STUDY: EARLY INTERVENTION SERVICESBOND – Better Outcomes, New Delivery

bOnd a co o t m o t a c yYoungMinds, who have been funded by theDepartment of Education to build the capacity ofvoluntary and community sector organisations(vCsO) to a y t t o m ta h a thsupport to children and young people.

Part of their programme of work will be to test

new approaches and provide intensive support forvCsO , comm o a choo . Th y working with 5 pilot areas, the rst of which has

th T va y a a.

The programme has been delivered through a o o ho h vCsO ,

commissioners and schools have come togetherto share information and work collaboratively to

develop their ability to deliver appropriate andeffective mental health support for children andyoung people. Additionally there have beencomplementary one-to-one coaching sessions andworkshop sessions, at school cluster meetings,

aimed at helping to build schools’ condencein commissioning.

Th ma a m o th o amm T va ywas to increase the choice and quality of earlyintervention mental health services and support

available to the young people, includingthose services being commissioned anddelivered in schools. The 23 organisationsplus three school clusters that have taken

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part in the programme are already able todemonstrate the changes in their work. Anexample of the feedback from schools

c “bOnd ha choo a cha c toconsider the mental health needs of theirpupils whilst building relationships withcommissioners and providers.”

The whole process will inform the delivery ofthe next 4 pilot programmes, as well shapeth co t t o oth a a o bOnd’ o .This will include the development of bestpractice resources for audiences includingschools; setting up communities of learningand practice that can focus on specicproblems and challenges in depth with

o t om bOnd; a a at o aprogramme of work that will look at theissues raised in the pilot with attention tospecialist areas including BME young people,

looked after children, youth counselling andthe school setting.

fo mo o mat o a o t bOnd o to www.youngminds.org.uk/bond

bOnd ha choo achance to consider the mental

health needs of their pupilswhilst building relationships with

commissioners and providers.

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CASE STUDY: EARLY INTERVENTION SERVICESThe Studio (ADHD) Centre

This organisation promotes vocational educationand positive achievement as a way to keep youngpeople with ADHD (Attention Decit HyperactivityDisorder) engaged in learning.

The ASP (Alternative Support Programme) is anindividually tailored approach for students withADHD who are at risk of exclusion (either xed

term or permanently) or out of school. We providean interim support package of mentoring, whichhas an educational and motivational focus.

Their twelve week Alternative Support Programmefocuses on ADHD management including how tomanage emotions and relationships. They engagethe young people in activities such as GASP (amoto o ct), c m at th xc C m

Centre, studying at Walton Library, Angling atWest Sussex angling Academy and the chanceto participate in the Duke of EdinburghAward scheme.

The total costs for this programme are £1,337.50.

For further information go to:www.studioadhdcentre.org.uk/index.php

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This project works in schools to improve theself-esteem and emotional health and well-being ofchildren so as to reduce their vulnerability to gangs.The programme targets children in the transitionfrom primary to secondary schools. It includespeer-led group work with children and parents toraise awareness of how children can protectthemselves from the pressures of gangs as well as

intensive support to children who are emotionallyvulnerable and their parents.

M has experienced a number of xed termexclusions from school for disruptive behaviour. Hehas a low level of literacy and is a poorcommunicator. His aggression may be owing toundiagnosed special educational needs. He haswitnessed violence in the home and he has

produced a knife in a ght with another child.M’s Family Action worker has helped his motheraccess a parenting programme and is working toget M tested for learning difculties. He has

helped M recognise that M himself is upset by hisown behaviour when he remembers incidents. Heis also helping M to explore physical activities likedancing as if he is able to attain skill in these hemay be able to compensate for loss of self-esteemin academic activities.

Find out more about Safer Children and FamilyAction’s other schools-based projects atwww.family-action.org.uk or e-mail

[email protected]

CASE STUDIES: SERVICES SUPPORTING FAMILIESFamily Action’s Safer Children project works in Waltham Forest schools

http://www.family-action.org.uk/mailto:jayne.stokes%40family-action.org.uk?subject=mailto:jayne.stokes%40family-action.org.uk?subject=http://www.family-action.org.uk/


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This service is aimed at helping children who seemvery troubled or who display behaviour that isdifcult to manage and has a detrimental impacton the classroom and sometimes the whole school.

They work with the whole school community,providing therapy, training and support to childrenwith learning disabilities, their families and theprofessionals working with them.

The Respond school-based therapy service has anumber of therapists who work in a total of 7schools and this work is overseen by a schoolsco-ordinator. The therapists provide the one-to-oneintervention and facilitate groups that deal withissues such as self esteem and safe relationships.We are also currently running a sexually harmful

ha o o a a a o v o c

a a t wom a g (vAwg) o – h chare being tailored to meet the needs of childrenwith learning difculties and are being externallyevaluated with a report due in the middle of 2012.

O choo - a t t o a o mat y£10,450 per year of which a proportion is fundedby charitable support whilst the remaining is paid

o y th choo . (Th vAwg o a th sHbgroup work is fully funded)

For more information go to:www.respond.org.uk/what-we-do/ children-and-young-people-sservices/

CASE STUDY: COMMISSIONING SCHOOL-BASED SERVICESRespond – school-based therapy service

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42nd Street provides a range of community basedservices for young people. They also work withseveral schools across Manchester, Salford andTrafford and provide support for pupils in year 9and upwards.

This work includes:

• Counselling, currently provided at LevenshulmeHigh School and Sale Grammar School

• O -to-o o ma o t, o amAlbion High School in Salford

• Access to our drop-ins/groups• Students can also access our helpline for

additional support/advice whether or not theyare receiving a service

• COre o tcom mo to – t t t ygoals and review with support of worker, helpingto address issues such as anxiety and depression,bullying, exam stress, relationship difficulties, etc

• To complement this work we also offer trainingto teaching staff, learning mentors, etc onareas such as self harm, anxiety & depression,brief solution focussed work and workingcreatively with young people.

www.42ndstreet.org.uk/index.html

CASE STUDY: COMMISSIONING SCHOOL-BASED SERVICES42nd Street

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The ChildLine Schools Service was developed forprimary school age children who may not havean understanding or awareness of abuse, how toprotect themselves, or how to access help. Theservice will eventually help every primary schoola ch th uk to ta ho torecognise and protect themselves from abuse,and where to go for help when they need it.The service is currently targeted at 9 to 11 yearolds, and aims to visit every Primary school inth uk o c y 2 y a a oa a ac o th uk

The ChildLine Schools Service works in schools(and other specialist settings), and childrenexperience the service through two stages:

• Th t ta a a m y o k yStage 2, which covers: definitions of abuse;a case Study and role play on abuse, and anintroduction to ChildLine.

• The second stage happens approximately1-2 weeks after the initial assembly, with50 minute classroom-based workshops to

every class in years 5 and 6. These workshopsreinforce the messages given at the assembly.• Teachers and school staff play an important

role in helping to deliver safeguardingmessages to children. Head teachers andteachers are briefed on the content of theworkshops and assemblies, and class teachersare present at all sessions so that theyunderstand the messages we give and canrespond to children after the sessions if theyask questions.

CASE STUDY: CHILDLINE SCHOOLS SERVICE


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• RoomIf you wish to set up a counselling service inyour school make sure that you have a roomthat the counsellor can use.

It is important that the room is suitable forcounselling children and young people and thattheir condentiality is respected. Issues will

need to be considered such as sound-proongand an agreement with the school whichprovides the consistency of a safe environmentwhich safeguards against interruption of thesessions with the pupils.

• EquipmentDepending on the age of the pupils, schoolsmay be required to invest in a range ofmaterials to assist with the counselling. Thesewould commonly be art materials, models,puppets, toys and other play therapy materials.

• Contract/durationMost school-based counselling services willseek a longer term relationship with schools inorder to develop effective relationships, referralprocesses and to ensure that children receivethe necessary support.

• Referral routes (inward & referrals onwards)

Generally school-based counselling services willaim to meet the needs of the school as themain referring agency, although referrals willoften come from sources outside the school,for instance Social Care, CAMHS and parents.

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Banerjee, R. et al. (2012) Evaluation of the Beatbullying PeerMentoring Programme. Brighton: University of Sussex.www.sussex.ac.uk/Users/robinb/bbreportsummary.pdf

by at , T. A sha , j. (2012) e ct c - ainterventions for emotional well-being: lessons for policy and

act c . r a ch pa e cat o , dOi:10.1080/02671522.2012.690242

CAMHS Evidence Based Practice Unit, et al. (2011)Me and my school: ndings from the National Evaluation ofTargeted Mental Health in Schools 2008-2011. London:Department for Education. www.education.gov.uk/ publications/standard/publicationDetail/Page1/DFE-RR177#downloadableparts

Cha , A. t a . (2011) uk r c p o amm e a at o : f aReport. London: Department for Education. www.education.gov.uk/publications/RSG/publicationDetail/Page1/ DFE-RR097

The Children’s Society (2007) Include project: information forteachers and school staff. London: The Children’s Society.www.youngcarer.com/pdfs/nateducation07.pdf

The Children’s Society (2012) The good childhood report 2012: areview of our children’s wellbeing. London: The Children’s Society.www.childrenssociety.org.uk/sites/default/les/tcs/ good_childhood_report_2012_nal_0.pdf

Department for Children, Schools and Families (2008) Targetedmental health in schools project: using the evidence to informyour approach: a practical guide for head teachers andcommissioners. London: Department for Children, Schoolsand Families. www.chimat.org.uk/resource/item.

aspx?RID=61178Department for Education (2012a) Statutory guidanceon exclusions. London: Department for Education.www.education.gov.uk/aboutdfe/statutory/ g00208372/statutory-guidance-school-exclusion-2012

Department for Education (2012b) Support and aspiration:a new approach to special educational needs and disability:progress and next steps. London: Department for Education.www.education.gov.uk/publications/standard/ publicationDetail/Page1/DFE-00046-2012

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Department for Education (2012c) Teachers’ Standards.London: Department for Education. consumption.education.gov.uk/publications/ eOrderingDownload/teachers%20standards.pdf

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Department for Education (2011b) Healthy Schools.London: Department for Education.www.education.gov.uk/schools/pupilsupport/ pastoralcare/health/a0075278/healthy-schools

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www.education.gov.uk/childrenandyoungpeople/youngpeople/Positive%20for%20Youth/ b00200933/positive-for-youth-the-statement

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Department of Health (2011) No health without mentalhealth: A cross-Government mental health outcomesstrategy for people of all ages: Supporting document –The economic case for improving efciency and quality inmental health. London: Department of Health.www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_123993.pdf

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fa , j. (2011) C a o 2011 y a oo : ho ha y ayoung people and does it matter. Doncaster: Relate.www.relate.org.uk/userles/documents/ Classof2011yearbookRelatereport.pdf

Green, H., McGinnity, A., Meltzer, H., et al. (2005). Mentalhealth of children and young people in Great Britain 2004.London: Palgrave. www.dh.gov.uk/en/ Publicationsandstatistics/Publications/ PublicationsStatistics/DH_4118332

http://localhost/var/www/apps/conversion/tmp/scratch_3/consumption.education.gov.uk/publications/eOrderingDownload/teachers%20%20standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_3/consumption.education.gov.uk/publications/eOrderingDownload/teachers%20%20standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_3/consumption.education.gov.uk/publications/eOrderingDownload/teachers%20%20standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_3/consumption.education.gov.uk/publications/eOrderingDownload/teachers%20%20standards.pdfhttp://www.education.gov.uk/inthenews/speeches/a00209111/charlie-taylor-speaks-about-behaviour-at-the-academies-show-2012http://www.education.gov.uk/inthenews/speeches/a00209111/charlie-taylor-speaks-about-behaviour-at-the-academies-show-2012http://www.education.gov.uk/inthenews/speeches/a00209111/charlie-taylor-speaks-about-behaviour-at-the-academies-show-2012http://www.education.gov.uk/inthenews/speeches/a00209111/charlie-taylor-speaks-about-behaviour-at-the-academies-show-2012http://www.education.gov.uk/rsgateway/DB/STA/t001042/osr21-2011.pdfhttp://www.education.gov.uk/rsgateway/DB/STA/t001042/osr21-2011.pdfhttp://www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schoolshttp://www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schoolshttp://www.education.gov.uk/childrenandyoung%20people/youngpeople/Positive%20for%20Youth/b00200933/positive-for-youth-the-statementhttp://www.education.gov.uk/childrenandyoung%20people/youngpeople/Positive%20for%20Youth/b00200933/positive-for-youth-the-statementhttp://www.education.gov.uk/childrenandyoung%20people/youngpeople/Positive%20for%20Youth/b00200933/positive-for-youth-the-statementhttp://www.education.gov.uk/publications/standard/publicationdetail/page1/CM%207980http://www.education.gov.uk/publications/standard/publicationdetail/page1/CM%207980http://www.education.gov.uk/publications/standard/publicationdetail/page1/CM%207980http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_123993.pdfhttp://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_123993.pdfhttp://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_123993.pdfhttp://www.relate.org.uk/userfiles/documents/Classof2011yearbookRelatereport.pdfhttp://www.relate.org.uk/userfiles/documents/Classof2011yearbookRelatereport.pdfhttp://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsStatistics/DH_4118332http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsStatistics/DH_4118332http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsStatistics/DH_4118332http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsStatistics/DH_4118332http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsStatistics/DH_4118332http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsStatistics/DH_4118332http://www.relate.org.uk/userfiles/documents/Classof2011yearbookRelatereport.pdfhttp://www.relate.org.uk/userfiles/documents/Classof2011yearbookRelatereport.pdfhttp://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_123993.pdfhttp://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_123993.pdfhttp://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_123993.pdfhttp://www.education.gov.uk/publications/standard/publicationdetail/page1/CM%207980http://www.education.gov.uk/publications/standard/publicationdetail/page1/CM%207980http://www.education.gov.uk/publications/standard/publicationdetail/page1/CM%207980http://www.education.gov.uk/childrenandyoung%20people/youngpeople/Positive%20for%20Youth/b00200933/positive-for-youth-the-statementhttp://www.education.gov.uk/childrenandyoung%20people/youngpeople/Positive%20for%20Youth/b00200933/positive-for-youth-the-statementhttp://www.education.gov.uk/childrenandyoung%20people/youngpeople/Positive%20for%20Youth/b00200933/positive-for-youth-the-statementhttp://www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schoolshttp://www.education.gov.uk/schools/pupilsupport/pastoralcare/health/a0075278/healthy-schoolshttp://www.education.gov.uk/rsgateway/DB/STA/t001042/osr21-2011.pdfhttp://www.education.gov.uk/rsgateway/DB/STA/t001042/osr21-2011.pdfhttp://www.education.gov.uk/inthenews/speeches/a00209111/charlie-taylor-speaks-about-behaviour-at-the-academies-show-2012http://www.education.gov.uk/inthenews/speeches/a00209111/charlie-taylor-speaks-about-behaviour-at-the-academies-show-2012http://www.education.gov.uk/inthenews/speeches/a00209111/charlie-taylor-speaks-about-behaviour-at-the-academies-show-2012http://www.education.gov.uk/inthenews/speeches/a00209111/charlie-taylor-speaks-about-behaviour-at-the-academies-show-2012http://localhost/var/www/apps/conversion/tmp/scratch_3/consumption.education.gov.uk/publications/eOrderingDownload/teachers%20%20standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_3/consumption.education.gov.uk/publications/eOrderingDownload/teachers%20%20standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_3/consumption.education.gov.uk/publications/eOrderingDownload/teachers%20%20standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_3/consumption.education.gov.uk/publications/eOrderingDownload/teachers%20%20standards.pdf


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NICE (2010) Promoting the quality of life of looked-afterchildren and young people. London: NICE.www.nice.org.uk/nicemedia/ live/13244/51173/51173.pdf

Norfolk County Council (2011) Project which helps pupils’manage their emotions to be rolled out across Norfolk.www.norfolk.gov.uk/News/NCC091397

nspCC (2011) Ch c ty th uk 2011: Th act .London: NSPCC. www.nspcc.org.uk/news-and-views/our-news/nspcc-news/11-02-15-report-launch/child-abuse-leaet_wdf80825.pdf

O t (2012) Th am o o choo ct o omja a y 2012. lo o : O t . www.ofsted.gov.uk/ resources/framework-for-school-inspection-

january-2012

Parry-Langdon, N. (ed) (2008) Three years on: survey of thedevelopment and emotional well-being of children andyo o . n o t: O c o nat o a stat t c .

Prince’s Trust (2012) The Prince’s Trust Youth Index 2012.London: Prince’s Trust.www.princes-trust.org.uk/pdf/The%20Princes%20Trust%20Youth%20Index%202012%20FINAL%20low%20res.pdf

Richards, M. et al. (2009) Childhood mental health and lifechances in post-war Britain. London: Sainsbury Centre forMental Health. www.centreformentalhealth.org.uk/publications/life_chances.aspx?ID=596

Sarah Teather MP, Minister of State for Children andFamilies speaking at the Bond Launch 2012.http://www.youngminds.org.uk/news/blog/801_bond_launched_at_house_of_lords_reception

Social Care Institute for Excellence (SCIE) (2005) SCIEresearch brieng 11: the health and well-being of youngcarers. London: Social Care Institute for Excellence.www.scie.org.uk/publications/briengs/ brieng11/index.asp

Youth Access (2010) A proven early intervention model:the evidence for the effectiveness of Youth InformationAdvice and Counselling and Support services (YIACS).London: Youth Access. www.youthaccess.org.uk/ publications/upload/YIACS-a-proven-early-intervention-model.pdf

YoungMinds (2010) Behaviour and Discipline Inquiry:memorandum submitted by YoungMinds. London:YoungMinds. www.youngminds.org.uk/ym-newsroom/policy-consultations/inquiry-on-behaviour-and-discipline-in-schools

YoungMinds (2011) 100,000 children and young peoplecould be hospitalised due to self-harm by 2020 warnsYoungMinds. London: YoungMinds. http://tinyurl.com/7ezmnj9

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http://www.nice.org.uk/nicemedia/live/13244/51173/51173.pdfhttp://www.nice.org.uk/nicemedia/live/13244/51173/51173.pdfhttp://www.norfolk.gov.uk/News/NCC091397http://www.norfolk.gov.uk/News/NCC091397http://www.nspcc.org.uk/news-and-views/our-news/nspcc-news/11-02-15-report-launch/child-abuse-leaflet_wdf80825.pdfhttp://www.nspcc.org.uk/news-and-views/our-news/nspcc-news/11-02-15-report-launch/child-abuse-leaflet_wdf80825.pdfhttp://www.nspcc.org.uk/news-and-views/our-news/nspcc-news/11-02-15-report-launch/child-abuse-leaflet_wdf80825.pdfhttp://www.ofsted.gov.uk/resources/framework-for-school-inspection-january-2012http://www.ofsted.gov.uk/resources/framework-for-school-inspection-january-2012http://www.ofsted.gov.uk/resources/framework-for-school-inspection-january-2012http://www.princes-trust.org.uk/pdf/The%20Princes%20Trust%20Youth%20Index%202012%20FINAL%20low%20res.pdfhttp://www.princes-trust.org.uk/pdf/The%20Princes%20Trust%20Youth%20Index%202012%20FINAL%20low%20res.pdfhttp://www.princes-trust.org.uk/pdf/The%20Princes%20Trust%20Youth%20Index%202012%20FINAL%20low%20res.pdfhttp://www.princes-trust.org.uk/pdf/The%20Princes%20Trust%20Youth%20Index%202012%20FINAL%20low%20res.pdfhttp://www.centreformentalhealth.org.uk/publications/life_chances.aspx?ID=596http://www.centreformentalhealth.org.uk/publications/life_chances.aspx?ID=596http://www.youngminds.org.uk/news/blog/801_bond_launched_at_house_of_lords_receptionhttp://www.youngminds.org.uk/news/blog/801_bond_launched_at_house_of_lords_receptionhttp://www.scie.org.uk/publications/briefings/briefing11/index.asphttp://www.scie.org.uk/publications/briefings/briefing11/index.asphttp://www.youthaccess.org.uk/publications/upload/YIACS-a-proven-early-intervention-model.pdfhttp://www.youthaccess.org.uk/publications/upload/YIACS-a-proven-early-intervention-model.pdfhttp://www.youthaccess.org.uk/publications/upload/YIACS-a-proven-early-intervention-model.pdfhttp://www.youngminds.org.uk/ym-newsroom/policy-consultations/inquiry-on-behaviour-and-discipline-in-schoolshttp://www.youngminds.org.uk/ym-newsroom/policy-consultations/inquiry-on-behaviour-and-discipline-in-schoolshttp://www.youngminds.org.uk/ym-newsroom/policy-consultations/inquiry-on-behaviour-and-discipline-in-schoolshttp://tinyurl.com/7ezmnj9http://tinyurl.com/7ezmnj9http://tinyurl.com/7ezmnj9http://tinyurl.com/7ezmnj9http://www.youngminds.org.uk/ym-newsroom/policy-consultations/inquiry-on-behaviour-and-discipline-in-schoolshttp://www.youngminds.org.uk/ym-newsroom/policy-consultations/inquiry-on-behaviour-and-discipline-in-schoolshttp://www.youngminds.org.uk/ym-newsroom/policy-consultations/inquiry-on-behaviour-and-discipline-in-schoolshttp://www.youthaccess.org.uk/publications/upload/YIACS-a-proven-early-intervention-model.pdfhttp://www.youthaccess.org.uk/publications/upload/YIACS-a-proven-early-intervention-model.pdfhttp://www.youthaccess.org.uk/publications/upload/YIACS-a-proven-early-intervention-model.pdfhttp://www.scie.org.uk/publications/briefings/briefing11/index.asphttp://www.scie.org.uk/publications/briefings/briefing11/index.asphttp://www.youngminds.org.uk/news/blog/801_bond_launched_at_house_of_lords_receptionhttp://www.youngminds.org.uk/news/blog/801_bond_launched_at_house_of_lords_receptionhttp://www.centreformentalhealth.org.uk/publications/life_chances.aspx?ID=596http://www.centreformentalhealth.org.uk/publications/life_chances.aspx?ID=596http://www.princes-trust.org.uk/pdf/The%20Princes%20Trust%20Youth%20Index%202012%20FINAL%20low%20res.pdfhttp://www.princes-trust.org.uk/pdf/The%20Princes%20Trust%20Youth%20Index%202012%20FINAL%20low%20res.pdfhttp://www.princes-trust.org.uk/pdf/The%20Princes%20Trust%20Youth%20Index%202012%20FINAL%20low%20res.pdfhttp://www.ofsted.gov.uk/resources/framework-for-school-inspection-january-2012http://www.ofsted.gov.uk/resources/framework-for-school-inspection-january-2012http://www.ofsted.gov.uk/resources/framework-for-school-inspection-january-2012http://www.nspcc.org.uk/news-and-views/our-news/nspcc-news/11-02-15-report-launch/child-abuse-leaflet_wdf80825.pdfhttp://www.nspcc.org.uk/news-and-views/our-news/nspcc-news/11-02-15-report-launch/child-abuse-leaflet_wdf80825.pdfhttp://www.nspcc.org.uk/news-and-views/our-news/nspcc-news/11-02-15-report-launch/child-abuse-leaflet_wdf80825.pdfhttp://www.norfolk.gov.uk/News/NCC091397http://www.nice.org.uk/nicemedia/live/13244/51173/51173.pdfhttp://www.nice.org.uk/nicemedia/live/13244/51173/51173.pdf


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bOnd – b tt O tcom , n d y www.youngminds.org.uk/training_services/bond_voluntary_sector

Beat – Beating Eating Disorders – School Packswww.b-eat.co.uk/about-beat/shop/school-packs/

Ch Mat k o H – Tac st ma www.chimat.org.uk/default.aspx?QN=MENT_TS

Ch Mat k o H – s o t M ta H a th schoowww.chimat.org.uk/camhs/schools

City Year London (mentoring programme based in schools)www.cityyear.org.uk/

Family Lives (2011) Guidance for Head Teachers and school staff:How to Support Pupils, Parents. London: Family Lives. http:// teachersupport.info/sites/default/les/ downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdf

Foundation for People with Learning Disabilities – Informationfor Teachers and Education Professionalswww.learningdisabilities.org.uk/help-information/ information-for-teachers/? view=standard

Mental Health Foundationhttp://www.mhf.org.uk

Mentoring and Befriending Foundationwww.mandbf.org/wp-content/uploads/2011/03/ Peer_Mentoring_in_Schools1.pdf

Mindfulness in Schools Projecthttp://mindfulnessinschools.org/

Place2Bewww.place2be.org.uk/

Pearson Assessment ToolsThese are tools that you might use with a practitioner toassess the mental health of a child.www.issuu.com/pearsonassessment/docs/ahp-health-and-wellbeing-pack-2011?mode=window&backgroundColor=%23222222

Reach for the Stars – resource pack for schools fromSurrey CAMHS and their Healthy Schools project.http://issuu.com/charliesayer/docs/74158_camhs_pack.p1/13

Royal College of Psychiatrists – Mental Health informationfor young people, parents/carers and people workingwith young people. www.rcpsych.ac.uk/ mentalhealth information/ childrenandyoungpeople.aspx

Useful Organisations and Resources

CLOSE

http://www.youngminds.org.uk/training_services/bond_voluntary_sectorhttp://www.youngminds.org.uk/training_services/bond_voluntary_sectorhttp://www.b-eat.co.uk/about-beat/shop/school-packs/http://www.chimat.org.uk/default.aspx?QN=MENT_TShttp://www.chimat.org.uk/camhs/schoolshttp://www.cityyear.org.uk/http://teachersupport.info/sites/default/files/downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdfhttp://teachersupport.info/sites/default/files/downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdfhttp://teachersupport.info/sites/default/files/downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdfhttp://teachersupport.info/sites/default/files/downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdfhttp://teachersupport.info/sites/default/files/downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdfhttp://www.learningdisabilities.org.uk/help-information/information-for-teachers/?%20view=standardhttp://www.learningdisabilities.org.uk/help-information/information-for-teachers/?%20view=standardhttp://www.mhf.org.uk/http://www.mandbf.org/wp-content/uploads/2011/03/Peer_Mentoring_in_Schools1.pdfhttp://www.mandbf.org/wp-content/uploads/2011/03/Peer_Mentoring_in_Schools1.pdfhttp://mindfulnessinschools.org/http://www.place2be.org.uk/http://www.issuu.com/pearsonassessment/docs/ahp-health-and-wellbeing-pack-2011?mode=window&backgroundColor=%23222222http://www.issuu.com/pearsonassessment/docs/ahp-health-and-wellbeing-pack-2011?mode=window&backgroundColor=%23222222http://www.issuu.com/pearsonassessment/docs/ahp-health-and-wellbeing-pack-2011?mode=window&backgroundColor=%23222222http://issuu.com/charliesayer/docs/74158_camhs_pack.p1/13http://issuu.com/charliesayer/docs/74158_camhs_pack.p1/13http://www.rcpsych.ac.uk/mentalhealthinformation/childrenandyoungpeople.aspxhttp://www.rcpsych.ac.uk/mentalhealthinformation/childrenandyoungpeople.aspxhttp://www.rcpsych.ac.uk/mentalhealthinformation/childrenandyoungpeople.aspxhttp://www.rcpsych.ac.uk/mentalhealthinformation/childrenandyoungpeople.aspxhttp://www.rcpsych.ac.uk/mentalhealthinformation/childrenandyoungpeople.aspxhttp://www.rcpsych.ac.uk/mentalhealthinformation/childrenandyoungpeople.aspxhttp://issuu.com/charliesayer/docs/74158_camhs_pack.p1/13http://issuu.com/charliesayer/docs/74158_camhs_pack.p1/13http://www.issuu.com/pearsonassessment/docs/ahp-health-and-wellbeing-pack-2011?mode=window&backgroundColor=%23222222http://www.issuu.com/pearsonassessment/docs/ahp-health-and-wellbeing-pack-2011?mode=window&backgroundColor=%23222222http://www.issuu.com/pearsonassessment/docs/ahp-health-and-wellbeing-pack-2011?mode=window&backgroundColor=%23222222http://www.place2be.org.uk/http://mindfulnessinschools.org/http://www.mandbf.org/wp-content/uploads/2011/03/Peer_Mentoring_in_Schools1.pdfhttp://www.mandbf.org/wp-content/uploads/2011/03/Peer_Mentoring_in_Schools1.pdfhttp://www.mhf.org.uk/http://www.learningdisabilities.org.uk/help-information/information-for-teachers/?%20view=standardhttp://www.learningdisabilities.org.uk/help-information/information-for-teachers/?%20view=standardhttp://teachersupport.info/sites/default/files/downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdfhttp://teachersupport.info/sites/default/files/downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdfhttp://teachersupport.info/sites/default/files/downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdfhttp://teachersupport.info/sites/default/files/downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdfhttp://teachersupport.info/sites/default/files/downloads/2012%20Guidance%20for%20Head%20Teachers%20and%20school%20staff%20How%20to%20Support%20Pupils%20Parents.pdfhttp://www.cityyear.org.uk/http://www.chimat.org.uk/camhs/schoolshttp://www.chimat.org.uk/default.aspx?QN=MENT_TShttp://www.b-eat.co.uk/about-beat/shop/school-packs/http://www.youngminds.org.uk/training_services/bond_voluntary_sectorhttp://www.youngminds.org.uk/training_services/bond_voluntary_sector


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Samaritans Developing Emotional Awareness andLearning (DEAL)www.samaritans.org/your-community/samaritans-ireland-scotland-and-wales/supporting-schools/welcome-deal-teaching

stam O t st ma www.stampoutstigma.co.uk

Strengths and Difculties Questionnaire (SDQ)This is a screening tool that measures young peoplesemotional, behavioural and social problems. They can bedownloaded from this website, but it is advisable to usethem with the help of a practitioner.www.sdqinfo.com/

Time to Changewww.time-to-change.org.uk/

Uthink resource for schoolswww.rethink.org/track.rm?url=%2Fdocument.rm%3Fid%3D9620&from=8974

Uthink Mental Health Tipswww.rethink.org/young_people/mental_health_tips/index.html

YoungMinds information for young peoplewww.youngminds.org.uk/for_children_young_people

YoungMinds in Schoolswww.youngminds.org.uk/training_services/ young_minds_in_schools

Youth Accesswww.youthaccess.org.uk/

CLOSE

http://www.samaritans.org/your-community/samaritans-ireland-scotland-and-wales/supporting-schools/welcome-deal-teachinghttp://www.samaritans.org/your-community/samaritans-ireland-scotland-and-wales/supporting-schools/welcome-deal-teachinghttp://www.samaritans.org/your-community/samaritans-ireland-scotland-and-wales/supporting-schools/welcome-deal-teachinghttp://www.samaritans.org/your-community/samaritans-ireland-scotland-and-wales/supporting-schools/welcome-deal-teachinghttp://www.stampoutstigma.co.uk/http://www.time-to-change.org.uk/http://www.time-to-change.org.uk/http://www.rethink.org/track.rm?url=%2Fdocument.rm%3Fid%3D9620&from=8974http://www.rethink.org/track.rm?url=%2Fdocument.rm%3Fid%3D9620&from=8974http://www.rethink.org/young_people/mental_health_tips/index.htmlhttp://www.rethink.org/young_people/mental_health_tips/index.htmlhttp://www.youngminds.org.uk/for_children_young_peoplehttp://www.youngminds.org.uk/for_children_young_peoplehttp://www.youngminds.org.uk/training_services/young_minds_in_schoolshttp://www.youngminds.org.uk/training_services/young_minds_in_schoolshttp://www.youthaccess.org.uk/http://www.youthaccess.org.uk/http://www.youngminds.org.uk/training_services/young_minds_in_schoolshttp://www.youngminds.org.uk/training_services/young_minds_in_schoolshttp://www.youngminds.org.uk/for_children_young_peoplehttp://www.youngminds.org.uk/for_children_young_peoplehttp://www.rethink.org/young_people/mental_health_tips/index.htmlhttp://www.rethink.org/young_people/mental_health_tips/index.htmlhttp://www.rethink.org/track.rm?url=%2Fdocument.rm%3Fid%3D9620&from=8974http://www.rethink.org/track.rm?url=%2Fdocument.rm%3Fid%3D9620&from=8974http://www.time-to-change.org.uk/http://www.time-to-change.org.uk/http://www.stampoutstigma.co.uk/http://www.samaritans.org/your-community/samaritans-ireland-scotland-and-wales/supporting-schools/welcome-deal-teachinghttp://www.samaritans.org/your-community/samaritans-ireland-scotland-and-wales/supporting-schools/welcome-deal-teachinghttp://www.samaritans.org/your-community/samaritans-ireland-scotland-

resilience and results

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