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Children’s Mental Health Week 2025 - School of Kindness

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Download free teaching resources for Children’s Mental Health Week 2024 and join our virtual assembly.

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Children’s Mental Health Week - Place2Be

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The year’s Children’s Mental Health Week took place on 7-13 February 2022. This year’s theme was Growing Together.

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Our map below shows all the incredible people who are taking part in Place2Be's Children's Mental Health Week 2025.

Search by postcode or school name to see who took part near you.

Can't see your school or organisation on the map?

If you're taking part, we'd love to hear about it!
Add yourself to our map

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Place2Be's Children's Mental Health Week

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Place2Be's official Children's Mental Health Week exists to empower, equip and give a voice to all children and young people in the UK.

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Children’s Mental Health week 2025 and Mental Health Awareness week 2025

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To support your teaching around Children’s Mental Health week and Mental Health Awareness week we’ve created this collection of primary and secondary resources for use with both primary and secondary students.

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Children’s Mental Health Week | National Literacy Trust

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Mark Children’s Mental Health Week in February with assemblies and lesson plans for pupils aged 5-11, inspired by Charlie Mackesy’s The Boy, the Mole, the Fox and the Horse.

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* NEW * Children’s Mental Health Week 2025 EYFS Resource Pack

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Children’s Mental Health Week is celebrated each year in February. In 2025, the theme is Know Yourself, Grow Yourself. Children’s Mental Health Week aims to promote awareness of the importance of mental health and wellbeing and creates conversations about how we are feeling. This year’s theme aims to empower children to become more self-aware. This Children’s Mental Health Week 2025 EYFS Resource Pack includes a range of resources that focus on this year’s theme. This pack includes engaging and age-appropriate activity sheets as well as a beautifully designed PowerPoint. This resource is provided for informational and educational purposes only. As far as possible, the contents of this resource are reflective of professional research as of November 2024. This resource is not intended to be used in an emergency and should not replace professional training. If you require mental health advice, you should contact a suitably qualified mental health professional.

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Place2Be’s Children’s Mental Health Week 2025 in association with Here4You supported by Disney.Place2Be launched their very first week in 2015 to empower and equip children across the UK to share

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Children’s mental health - Every Mind Matters

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See tips and advice for parents and carers on how to support children and young people’s mental wellbeing, and give them the best chance to stay healthy.

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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Introduction

Mental health is as important to a child's safety and wellbeing as their physical health. It can impact on all aspects of their life, including their physical wellbeing, relationships and educational attainment. Mental health can also change over time, to varying degrees of seriousness, and for different reasons.

We know it's an important issue for children. Over half of all Childline counselling sessions in 2023/24 related to mental or emotional health and wellbeing.

Negative experiences such as abuse and neglect can adversely impact a child's mental health. Mental health issues can also sometimes lead to safeguarding and child protection issues, for example if a child's mental health begins to put them or other people at risk of harm.

Supporting children with mental health issues

It's crucial that anyone who works or volunteers with children is able to recognise the signs that a child may be struggling with their mental health. It's also important to know how to take appropriate action to support children and young people in getting the help they need.

We've put together some information to help you recognise and respond to concerns about children and young people's mental health.

What does mental health mean?

Mental health is an individual's cognitive, behavioural and emotional wellbeing (Mind, 2020). It's something we all have - including every child and young person.

We use the term "mental health issues" to refer to mental health problems, conditions and mental illnesses. These issues may or may not be medically diagnosed.

Who is at risk?

Who is at risk?

Any child or young person can develop mental health issues. But research has shown there are some factors that are associated with children and young people's long-term mental health.

Abuse and neglect

The traumatic impact of abuse and neglect increases the likelihood of children developing a range of mental health issues - both during childhood and in later life. These include anxiety, depression, eating disorders and post-traumatic stress disorder (PTSD) (Norman et al, 2012; Spatz Widom, 1999).

Specific types of abuse may be connected to certain mental health issues. Children who have experienced emotional abuse may be more likely to develop anxiety and depression compared with children who have experienced other types of abuse (Cecil et al, 2017; Gavin 2011). One study found that almost three quarters (74%) of young people who had experienced sexual assault developed PTSD (Lewis et al, 2019).

Abuse and neglect can also make children more vulnerable to developing more than one mental health condition at one time (known as composite mental health issues) (Chandan et al, 2019).

Providing effective mental health support for children who have experienced abuse and neglect can help them recover from its effects (NSPCC, 2019b).

d/Deaf and disabled children and young people

d/Deaf and disabled children and young people with complex or additional needs may face a range of challenges including:

reduced mobility

prejudice, discrimination and bullying.

These challenges may lead to lower self-confidence, difficulty forming peer networks and social exclusion, putting them at higher risk of developing mental health issues (Falcounbrige, Hunt and Laffan, 2019).

Adults may confuse the signs of learning disabilities with the symptoms of mental health issues. This can mean concerns aren't recognised and responded to quickly or appropriately.

Children from Black, Asian and minority ethnic communities

Children from black and minority ethnic groups may experience:

racism, discrimination and prejudice - this can be direct, indirect or institutional

an increased stigma around mental health issues in the community.

This can lead to inequalities and issues in accessing appropriate care and support for mental health needs (Bignall et al, 2020).

LGBTQ+ children and young people

LGBTQ+ children and young people may experience:

prejudice, discrimination and bullying

a fear of or an actual rejection from family and/or friends

feeling excluded or like an outsider.

They may also experience gender dysphoria: the unease felt when someone's sex registered at birth does not match their identity.

These factors and experiences mean they are more likely than their heterosexual and cisgender peers to experience a range of mental health problems (Chakraborty et al, 2011; Becerra-Culqui, et al 2018).

Living in care

Children in care are more likely than their peers to have a mental health difficulty (NSPCC, 2019c). This can be due to isolation and loneliness. Children in care may also have experienced abuse or neglect, which increases the likelihood of developing mental health issues (National Youth Advocacy Service, 2019).

Young carers

Young carers are more likely to experience mental health problems than peers who don't have caring responsibilities (Sharpe, 2021).

Young carers may:

feel worry or stress about the health and wellbeing of the person/s they care for

feel that they must manage or hide their emotions due to fear or guilt of upsetting the person/s they care for

feel that they don't have time for themselves and are missing out on opportunities or activities.

Excessive or inappropriate caring roles and a lack of support from services can be risk factors in a young carer experiencing poor mental health. (Carers Trust, 2023; 2016; 2023; Sharpe, 2021).

Life events

Stressful or traumatic situations and experiences, such as bereavement or sudden changes in environment, can trigger mental health issues.

Social isolation and loneliness

Anyone can experience loneliness, but risk factors include:

having a long-term health condition or disability

having caring responsibilities

living in care

being from an ethnic minority community

being LGBTQ+

(Mental Health Foundation, 2022).

Studies show that there is a strong association between social isolation and anxiety and depression in children and young people (Almeida et al, 2021).
> Find out more about our Building Connections service to help young people cope with loneliness

Recognising

Recognising issues

Professionals need to be able to recognise the signs that a child may be struggling. However, it's important to remember that some mental health issues may not have visible signs. There are also factors that might make it more difficult for a child or young person to ask for help.

Some children and young people may try to hide how they are feeling or what they are doing (Theodosiou L. et al, 2020). This might be because they:

worry they won't be taken seriously

believe others won't understand

have had a negative experience talking about their thoughts and feelings in the past

feel that no one can help them

fear being dismissed or labelled an attention seeker or 'crazy'

(Mental Health Foundation and Camelot Foundation, 2006).

Children and young people may not always have the language or ability to communicate how they feel. They may be unsure who to talk to and how to talk about their problems.

Some signs of mental health issues may also look like normal child behaviour. For example, tantrums in younger children or teenagers keeping feelings to themselves.

Children who have experienced abuse or neglect

Children who have experienced abuse may be reluctant to talk about how they are feeling, particularly if they haven't yet told anyone about the abuse. They may feel that something is wrong with them or that things may get worse if they talk about it.

Identifying and responding to mental health concerns may be one way of helping children who are experiencing abuse to get the support and protection that they need.

> Find out more about barriers to disclosure of abuse

Signs of child mental health issues

There are ways you can identify if a child needs support with their mental health.

By being attentive to a child or young person's mood and behaviour, you can recognise patterns that suggest they need support.

Common warning signs of mental health issues include:

sudden mood and behaviour changes

self-harming

unexplained physical changes, such as weight loss or gain

sudden poor academic behaviour or performance

sleeping problems

changes in social habits, such as withdrawal or avoidance of friends and family.

These signs suggest that a child may be struggling, but there could be a number of different explanations for them.
Don't attempt to diagnose mental health issues yourself or make assumptions about what's happening in a child's life.
Recognising that a child or young person may be struggling with their mental health is the first step in helping them. The next step is to respond appropriately.

Responding

Responding to child mental health issues

All children and young people should have someone they can talk to about whatever they're going through, regardless of whether they have a mental health condition.

Children may not want to talk specifically about their mental health, but about the struggles and issues in their daily lives (Mental Health Foundation and Camelot Foundation, 2006).

If you are concerned that a child may be struggling, it's important not to wait for them to talk to you before trying to start a conversation. Encourage them to talk with you or with other trusted adults.
> Take our mental health and wellbeing safeguarding children training
Talking with a child about their mental health

If you're talking with a child or young person about their mental health and wellbeing, be prepared that conversations may not be easy or straightforward. There are things you can do to make these conversations as easy as possible.
> Read our information and advice on how to have difficult conversations with children
The following principles will help you discuss mental health and wellbeing sensitively.

Use the right language

When talking with a child, use language that they understand. This will differ according to their age and stage of development. Avoid using technical or diagnostic language which children might find unfamiliar, confusing and distant from their experiences.

Make sure you understand the language the child is using and how they are using certain terms. For example, a child may use the word "anxiety" to describe a feeling of general nervousness or as a way to describe severe anxiety attacks.

By paying attention to the language children use to describe their feelings, you can reflect the terms they use in your own language. This will help them feel listened to.

Some children may have difficulty communicating, for example if they have additional needs or disabilities (Fuggle and Redfern, 2019). Make sure you give these children the time and support they need to talk.

> Find out more about how to have difficult conversations with children and young people

Create an open environment

It's important to create an open and safe environment where children and young people are comfortable speaking about their mental health. Make sure children and young people know who they can talk to - and make this pool of people as wide as possible.

In schools, for example, discussions about mental health and wellbeing can be integrated into the curriculum and put on an equal footing with physical health.

Some children with mental health problems will have experienced abuse. An open environment will help them talk about the challenges they are facing and may help them feel able to tell you what's been happening to them.

> Use our resources to find out how you can let children know you're listening if they tell you they have experienced abuse

> Find out how to recognise and respond to abuse

Promoting mental health and wellbeing

Anyone who works with children and young people has a responsibility to promote their mental health and emotional wellbeing. This can include:

helping with online wellbeing

encouraging exercise

maintaining routines.

> Get tips on promoting children and young people's mental health and wellbeing

Understanding

Understanding thoughts and feelings

Mental health moves back and forth along a continuum, it's always changing. This can happen over a period of time or quite quickly. So it's important to have conversations with children and young people so you can best understand how they're feeling - and any mental health issues that they are experiencing.

Doing OK - Struggling - Unwell - In Crisis

When you speak to a child for the first time, or during ongoing conversations, you may find it useful to think about whether they're doing OK, struggling, unwell or in crisis.

This continuum is based on a model used by Childline counsellors, alongside other tools, that helps them understand how a child is feeling at that particular point in time. You can use it to better understand a young person's mental health and wellbeing.

It's important to remember that a person's mental health changes continuously - so you should refer to this continuum regularly.

Doing OK

Communicates effectively with others

Seeks help when needed

Can focus on specific issues

Has healthy relationships

Identifies and tries to solve problems

Uses healthy coping strategies

Struggling

Struggles communicating with others

Is unsure how to access help

Relationships are beginning to suffer

Begins to use unhealthy coping strategies

Has some sleep issues, low energy and fatigue

Is able to engage well in some areas

Unwell

Feels overwhelmed and isolated

Struggles to focus on specific issues

Struggles to access and/or engage with services

Has disturbed sleep

May have suicidal thoughts

Relies on unhealthy coping strategies

May already have a mental health diagnosis

Is ambivalent towards change

In crisis

Has made recent suicide attempts

Is distrustful of support services

Mental health symptoms are unmanageable

Has escalating self-harming behaviours

Distress may not reduce when talking

Not engaging at home or school

Is resistant to change

Using scaling techniques

Our Childline counsellors sometimes use "scaling" questions to help them understand how a child or young person is doing.

A counsellor gives the child a clear scale - from 0 or 1 to 10 - and asks where they think they sit in relation to a specific question. For example:

If 1 is your mental health at its worst and 10 is at its best, how are you doing at the moment?

If 0 means that you are having a panic attack and 10 means that you feel completely calm and confident, how would you rate the way you feel before going to school?

Counsellors may be able to find out what support children would like by asking how they can move up the scale. For example:

What is it that puts you at a 5 rather than a 6?

What can we do to help you move from a 3 to a 4?

Using the continuum and scaling techniques can help you better understand how a child is feeling so that you take appropriate action to help and support them.

Taking action

Taking appropriate action

Mental health issues indicate that a child or young person needs support. If possible, discuss with them what help could be put in place.

What if a child doesn't want to talk to me?

If a child isn't able to engage with a discussion about their mental health you should still consider what support can be put in place for them.

Follow your organisation's procedures to share any concerns you have about a child's wellbeing. For example, you could talk to the person who is responsible for pastoral care in your school or organisation.

Safeguarding and child protection issues

You must always consider whether you need to take any action to protect a child or those around them from harm.

If you identify a safeguarding or child protection issue, you must follow your organisation's policies and procedures.

Safeguarding issues include:

a child being in immediate and/or significant danger

someone else being in immediate and/or significant danger

a child being at risk of or experiencing abuse.

> Find out more about responding to safeguarding and child protection concerns

Confidentiality

If a child is confiding in you about their mental health they may ask you not to tell anyone what they've said. But if you're concerned about someone's safety and welfare you must share this information with relevant professionals.

You should never promise to keep what a child tells you a secret. Explain from the outset that you might have to talk to someone else who can help.

Getting support

Getting support

There are lots of different types of support available for children with mental health issues. These include the following.

Contacting a GP

GPs may be able to diagnose mental health conditions, suggest next steps and provide medication.

>There is information on the Childline website about visiting GPs

Child and adolescent mental health services (CAMHS)

Across the UK, CAMHS is a free NHS service for children and young people that aims to help with mental health problems such as depression, anxiety, self-harm and eating disorders.

Teachers, social workers, GPs and parents can refer a young person to CAMHS. Services differ from area to area.

In England, you can find CAMHS services in your area through the NHS CAMHS webpage.

Counselling and therapeutic services

Counselling services are available to help children and young people with their mental health. Services can include helplines, one-to-one counselling sessions in person, online or by phone, and online chats and forums.

These services are available through a range of fee-paying and free services including schools and the NHS.

Childline

Children and young people can get free, confidential support from a Childline counsellor via online chat, email or phone.

Childline will listen and provide advice to any concerns about topics, ranging from exam stress to depression and suicidal thoughts.

Childline offers a range of resources for children and young people, including:

Art boxto write or draw about their feelings

Calm zonewith breathing exercises

Gamesto help relax and de-stress.

Childline also has dedicated resources for under 12s.

Download or order Childline posters and wallet cards to display across schools, encouraging children to contact Childline if they need to talk.

NSPCC services

We provide therapeutic services to help children, young people and families with their mental health.

Building Connections

Building Connections is an online service to help young people aged under 19 to find a way through loneliness.

Letting the Future In

Letting the Future In is a play-therapy service that helps children who have been sexually abused.

Consent for treatment

It's best practice to get parental consent for children's therapeutic and medical treatments. But there may be times when a child or young person does not want their parents to know. In this case, you should assess whether the young person has the capacity to make this decision for themselves.

The Gillick competency and Fraser guidelines help professionals assess whether a child is mature enough to make decisions.
> Read our information about Gillick competency and Fraser guidelines

Legislation and guidance

Legislation and guidance

Key legislation

In England and Wales, the Mental Health Act (MHA) 1983 covers the assessment, treatment and rights of people with a mental health condition. It applies to all children and young people under the age of 18. The Act allows for people to be detained in hospital if they need treatment for a mental health condition. It gives children the right to appeal against detention.

The Mental Health Act 1983 was amended by the Mental Health Act 2007. This strengthened safeguards for children, for example adding a duty to ensure an age-appropriate environment for children and young people.

In Northern Ireland, the Mental Health (Northern Ireland) Order 1986 is the main mental health legislation which applies to children and young people under 18. It covers the assessment, treatment and rights of people with mental health conditions.

In Scotland, the Mental Health (Care and Treatment) (Scotland) Act 2003 applies to all those with a 'mental disorder', including children and young people. It contains specific safeguards for under 18s regarding mental health treatment, including on named persons, promoting wellbeing and the welfare of children.

The Mental Health (Scotland) Act 2015 amended the provisions relating to children and young people in the Mental Health (Care and Treatment) (Scotland) Act 2003, including providing services and accommodation for mothers.

Strategy

In England, the Department of Health and Social Care is developing a Major Conditions Strategy that will focus on whole-person care and ensure mental health conditions are considered alongside physical health conditions (Department of Health and Social Care, 2023; Garratt, 2023).

In Northern Ireland, the Department of Health has published a mental health strategy for 2021-2031. This sets out actions under three overarching themes:

promoting mental wellbeing, resilience and good mental health across society

providing the right support at the right time

new ways of working.

It also includes actions to improve child and adolescent mental health services (CAMHS) (Department of Health, 2021a).

The Department of Health has also published a Mental Health Action Plan, which is comprised of 38 actions (Department of Health, 2021b).

In Scotland, the government has produced a framework for community mental health and wellbeing supports and services, which sets out an approach for the mental health and wellbeing support children and young people should be able to access in their community (Scottish Government, 2021).

In Wales, the government last published a strategy for mental health and wellbeing (PDF) in 2012. This covers children and young people as well as adults (Welsh Government, 2012). Consultation on the next strategy is expected to begin at the end of 2023 (Welsh Government, 2023).

Guidance

Schools

In England, the Department for Education (DfE)'s statutory guidance for schools highlights that child mental health problems may be an indicator that a child has experienced abuse, neglect or exploitation. The guidance includes information on how schools and colleges should support children and young people's mental health (Department for Education, 2024).

The statutory guidance for schools in England on relationships, sex and health education includes guidance on how primary and secondary schools should teach children and young people about mental health and wellbeing (DfE, 2020).

The DfE has also published guidance for school staff on supporting children and young people whose mental health problems manifest in their behaviour. It emphasises the importance of a whole-school approach to mental health and gives guidance on risk and protective factors, identifying children that might need support and working with other agencies (DfE, 2018).

The PSHE Association has published guidance for teachers on teaching mental health and emotional wellbeing. The guidance covers creating a safe environment to talk about mental health and wellbeing, safeguarding children and young people, signposting sources of support and building teaching about mental health and wellbeing into the curriculum (PSHE Association, 2021).

Public Health England (PHE) has published guidance on promoting children and young people's emotional health and wellbeing in schools and colleges. This sets out eight principles for protecting and promoting young people's emotional health and wellbeing. (PHE, 2021).

In Northern Ireland, the Department of Education has published an emotional health and wellbeing in education framework, which provides guidance for education settings on supporting children and young people's mental health and wellbeing. It highlights that children in care and those who have experience abuse or other adverse childhood experiences might be more vulnerable to mental health problems (Department of Education, 2021).

In Scotland, the government has published guidance on Access to counselling in secondary schools. This provides a framework on developing access to counsellors within schools for education authorities (Scottish Government, 2020a).

In Wales, the government has published a Framework on embedding a whole-school approach to mental health and wellbeing for schools, pupil referral units and educational settings. The framework sets out how to develop plans to identify and address weaknesses and build on strengths. It also looks at how to evaluate whether the measures put in place meet the emotional and mental health needs of children and young people (Welsh Government, 2021).

Early years

The Department for Education (DfE) Early years foundation stage (EYFS) statutory framework covers the standards that school and childcare providers in England must meet while caring for children in their early years. It includes guidance on children's personal, social and emotional development.
> Read our CASPAR briefing on the EYFS statutory framework
The Public Health Agency in Northern Ireland has an Infant Mental Health Framework (PDF) that gives guidance on prioritising and supporting the development of positive social and emotional wellbeing in children 0-3 years.

The Care Inspectorate in Scotland have a quality framework for daycare of children, childminding and school-aged childcare (PDF) that includes guidance on supporting young children's emotional wellbeing.

In Wales, there is guidance from the Welsh Government on embedding a whole-school approach to emotional and mental wellbeing, including in early years settings.

Other sectors

The National Autistic Society and Mind have produced a free good practice guide to help professionals in the UK adapt talking therapies for autistic adults and children (National Autistic Society and Mind, 2021).

In England, PHE provides guidance on Improving the mental health of children and young people. This describes the importance of children's mental health and summarises what works in improving their mental health (PHE, 2016).

PHE also produced guidance for health commissioners and professionals on Measuring the mental wellbeing of children and young people (PHE, 2015).

The Department of Health and Social Care (DHSC) has published a framework for Improving the mental health of babies, children and young people (DHSC, 2024). This framework aims to support organisations and professionals involved in promoting child mental health.

In Northern Ireland, The Safeguarding Board for Northern Ireland (SBNI) has developed a mental health learning and development framework to support professionals who deliver services to children and their families (SBNI, 2024).

The Department of Health has published guidance on risk assessment and management in mental health and learning disability services. This includes information about assessing whether a person might be a risk to themselves or others (Department of Health, 2012).

The Guidelines and Audit Implementation Network (GAIN) has published Guidelines on the use of the Mental Health (Northern Ireland) Order 1986 (PDF) (GAIN, 2011).

In Scotland, the government has produced guidance on the mental health and wellbeing of disabled children, young people and their families (Scottish Government, 2019).

It has also provided a CAMHS national service specification, outlining the available CAMHS provisions for young people and their families (Scottish Government, 2020b).

NHS Education for Scotland has produced an Early intervention framework for children and young people's mental health and mental wellbeing. The framework enables practitioners to compare different evidence-based prevention and early intervention approaches that have been designed to improve children and young people's mental health and wellbeing (NHS Education for Scotland, 2020).

In Wales, the government has published non-statutory guidance on Collaborative working between CAMHS and the counselling service. This outlines how services are organised and includes case studies on collaborative working (Welsh Government, 2016).

References

References

Anna Freud (n.d.) Common difficulties in the early years: trauma. [Accessed 13/05/2024].

Becerra-Culqui, T. A. et al (2018) Mental health of transgender and gender nonconforming youth compared with their peers. Paediatrics, 141(5).

Bignall, T. et al (2020) Racial disparities in mental health: Literature and evidence review (PDF). London: Race Equality Foundation.

Carers Trust (2016) Invisible and in distress: prioritising the mental health of England's young carers (PDF). London: Carers Trust.

Carers Trust (2023) Being a young carer is not a choice it's just what we do (PDF). London: Carers Trust.

Cecil C.A.M. et al (2017) Disentangling the mental health impact of childhood abuse and neglect. Child Abuse & Neglect, 63, 106-119.

Center on the Developing Child (2013) InBrief: early childhood mental health. [Accessed 13/05/2024].

Chakraborty, A et al (2011) Mental health of the non-heterosexual population of England. The British Journal of Psychiatry, 198(2).

Chandan, J. S. et al (2019) The burden of mental ill health associated with childhood maltreatment in the UK, using The Health Improvement Network database: a population-based retrospective cohort study. The Lancet Psychiatry, 6(11).

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Faulconbridge, J., Hunt, K. and Laffan, A. (eds) (2019) Improving the psychological wellbeing of children and young people: effective prevention and early intervention across health, education and social care. London: Jessica Kingsley.

Fuggle, P. and Redfern, S. (2019) Positive mental health and wellbeing in children and young people. Totnes: Research in Practice Suggestions for Practice.

GAIN (2011) Guidelines on the use of the Mental Health (Northern Ireland) Order 1986 (PDF).

Garratt, K., Parkin, E. and Laing, J. (2023) Mental health policy in England. London: House of Commons Library.

Gavin, H. (2011) Sticks and stones may break my bones: the effects of emotional abuse. Journal of Aggression Maltreatment and Trauma, 20(5): 503-529.

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Public Health England (PHE) (2015) Measuring the mental wellbeing of children and young people. London: Public Health England.

Public Health England (PHE) (2016) Improving the mental health of children and young people. London: Public Health England.

Public Health England (2021) Promoting children and young people's emotional health and wellbeing [Accessed 04/07/2022].

Safeguarding Board for Northern Ireland (SBNI) (2024) Learning and development framework: mental health. [Belfast]: SBNI.

Scottish Government (2019) Supporting disabled children, young people and their families: guidance. Edinburgh: Scottish Government.

Scottish Government (2020a) Child and Adolescent Mental Health Services: national service specification. Edinburgh: Scottish Government.

Scottish Government (2020b) Access to counselling in secondary schools: guidance. Edinburgh: Scottish Government.​

Scottish Government (2021) Community mental health and wellbeing supports and services: framework [Accessed 04/07/2022].

Sharpe, R. et al. (2021) A school-based cross-sectional study to understand the public health measures needed to improve the emotional and mental wellbeing of young carers aged 12 to 14 years. Families, Relationships and Societies, 12(2): 253-271.

Spatz Widom, C (1999) Posttraumatic stress disorder in abused and neglected children grown up. The American Journal of Psychiatry, 156(8).

Theodosiou L. et al (2020) Children and young people's mental health: early intervention, ongoing support and flexible evidence-based care. Pavilion: West Sussex.

Welsh Government (2012) Together for mental health: a strategy for mental health and wellbeing in Wales. Cardiff: Welsh Government.

Welsh Government (2016) Collaborative working between CAMHS and the Counselling Service. Cardiff: Welsh Government.

Welsh Government (2021) Framework on embedding a whole-school approach to emotional and mental wellbeing. Cardiff: Welsh Government.

Welsh Government (2023) Written response from the Welsh Government to the report by the Health & Social Care Committee entitled Connecting the dots: tackling mental health inequalities in Wales (PDF). Cardiff: Welsh Government.

Introduction

Mental health is as important to a child's safety and wellbeing as their physical health. It can impact on all aspects of their life, including their physical wellbeing, relationships and educational attainment. Mental health can also change over time, to varying degrees of seriousness, and for different reasons.

We know it's an important issue for children. Over half of all Childline counselling sessions in 2023/24 related to mental or emotional health and wellbeing.

Negative experiences such as abuse and neglect can adversely impact a child's mental health. Mental health issues can also sometimes lead to safeguarding and child protection issues, for example if a child's mental health begins to put them or other people at risk of harm.

Supporting children with mental health issues

It's crucial that anyone who works or volunteers with children is able to recognise the signs that a child may be struggling with their mental health. It's also important to know how to take appropriate action to support children and young people in getting the help they need.

We've put together some information to help you recognise and respond to concerns about children and young people's mental health.

What does mental health mean?

Mental health is an individual's cognitive, behavioural and emotional wellbeing (Mind, 2020). It's something we all have - including every child and young person.

We use the term "mental health issues" to refer to mental health problems, conditions and mental illnesses. These issues may or may not be medically diagnosed.

Who is at risk?

Who is at risk?

Any child or young person can develop mental health issues. But research has shown there are some factors that are associated with children and young people's long-term mental health.

Abuse and neglect

The traumatic impact of abuse and neglect increases the likelihood of children developing a range of mental health issues - both during childhood and in later life. These include anxiety, depression, eating disorders and post-traumatic stress disorder (PTSD) (Norman et al, 2012; Spatz Widom, 1999).

Specific types of abuse may be connected to certain mental health issues. Children who have experienced emotional abuse may be more likely to develop anxiety and depression compared with children who have experienced other types of abuse (Cecil et al, 2017; Gavin 2011). One study found that almost three quarters (74%) of young people who had experienced sexual assault developed PTSD (Lewis et al, 2019).

Abuse and neglect can also make children more vulnerable to developing more than one mental health condition at one time (known as composite mental health issues) (Chandan et al, 2019).

Providing effective mental health support for children who have experienced abuse and neglect can help them recover from its effects (NSPCC, 2019b).

d/Deaf and disabled children and young people

d/Deaf and disabled children and young people with complex or additional needs may face a range of challenges including:

reduced mobility

prejudice, discrimination and bullying.

These challenges may lead to lower self-confidence, difficulty forming peer networks and social exclusion, putting them at higher risk of developing mental health issues (Falcounbrige, Hunt and Laffan, 2019).

Adults may confuse the signs of learning disabilities with the symptoms of mental health issues. This can mean concerns aren't recognised and responded to quickly or appropriately.

Children from Black, Asian and minority ethnic communities

Children from black and minority ethnic groups may experience:

racism, discrimination and prejudice - this can be direct, indirect or institutional

an increased stigma around mental health issues in the community.

This can lead to inequalities and issues in accessing appropriate care and support for mental health needs (Bignall et al, 2020).

LGBTQ+ children and young people

LGBTQ+ children and young people may experience:

prejudice, discrimination and bullying

a fear of or an actual rejection from family and/or friends

feeling excluded or like an outsider.

They may also experience gender dysphoria: the unease felt when someone's sex registered at birth does not match their identity.

These factors and experiences mean they are more likely than their heterosexual and cisgender peers to experience a range of mental health problems (Chakraborty et al, 2011; Becerra-Culqui, et al 2018).

Living in care

Children in care are more likely than their peers to have a mental health difficulty (NSPCC, 2019c). This can be due to isolation and loneliness. Children in care may also have experienced abuse or neglect, which increases the likelihood of developing mental health issues (National Youth Advocacy Service, 2019).

Young carers

Young carers are more likely to experience mental health problems than peers who don't have caring responsibilities (Sharpe, 2021).

Young carers may:

feel worry or stress about the health and wellbeing of the person/s they care for

feel that they must manage or hide their emotions due to fear or guilt of upsetting the person/s they care for

feel that they don't have time for themselves and are missing out on opportunities or activities.

Excessive or inappropriate caring roles and a lack of support from services can be risk factors in a young carer experiencing poor mental health. (Carers Trust, 2023; 2016; 2023; Sharpe, 2021).

Life events

Stressful or traumatic situations and experiences, such as bereavement or sudden changes in environment, can trigger mental health issues.

Social isolation and loneliness

Anyone can experience loneliness, but risk factors include:

having a long-term health condition or disability

having caring responsibilities

living in care

being from an ethnic minority community

being LGBTQ+

(Mental Health Foundation, 2022).

Studies show that there is a strong association between social isolation and anxiety and depression in children and young people (Almeida et al, 2021).
> Find out more about our Building Connections service to help young people cope with loneliness

Recognising

Recognising issues

Professionals need to be able to recognise the signs that a child may be struggling. However, it's important to remember that some mental health issues may not have visible signs. There are also factors that might make it more difficult for a child or young person to ask for help.

Some children and young people may try to hide how they are feeling or what they are doing (Theodosiou L. et al, 2020). This might be because they:

worry they won't be taken seriously

believe others won't understand

have had a negative experience talking about their thoughts and feelings in the past

feel that no one can help them

fear being dismissed or labelled an attention seeker or 'crazy'

(Mental Health Foundation and Camelot Foundation, 2006).

Children and young people may not always have the language or ability to communicate how they feel. They may be unsure who to talk to and how to talk about their problems.

Some signs of mental health issues may also look like normal child behaviour. For example, tantrums in younger children or teenagers keeping feelings to themselves.

Children who have experienced abuse or neglect

Children who have experienced abuse may be reluctant to talk about how they are feeling, particularly if they haven't yet told anyone about the abuse. They may feel that something is wrong with them or that things may get worse if they talk about it.

Identifying and responding to mental health concerns may be one way of helping children who are experiencing abuse to get the support and protection that they need.

> Find out more about barriers to disclosure of abuse

Signs of child mental health issues

There are ways you can identify if a child needs support with their mental health.

By being attentive to a child or young person's mood and behaviour, you can recognise patterns that suggest they need support.

Common warning signs of mental health issues include:

sudden mood and behaviour changes

self-harming

unexplained physical changes, such as weight loss or gain

sudden poor academic behaviour or performance

sleeping problems

changes in social habits, such as withdrawal or avoidance of friends and family.

These signs suggest that a child may be struggling, but there could be a number of different explanations for them.
Don't attempt to diagnose mental health issues yourself or make assumptions about what's happening in a child's life.
Recognising that a child or young person may be struggling with their mental health is the first step in helping them. The next step is to respond appropriately.

Responding

Responding to child mental health issues

All children and young people should have someone they can talk to about whatever they're going through, regardless of whether they have a mental health condition.

Children may not want to talk specifically about their mental health, but about the struggles and issues in their daily lives (Mental Health Foundation and Camelot Foundation, 2006).

If you are concerned that a child may be struggling, it's important not to wait for them to talk to you before trying to start a conversation. Encourage them to talk with you or with other trusted adults.
> Take our mental health and wellbeing safeguarding children training
Talking with a child about their mental health

If you're talking with a child or young person about their mental health and wellbeing, be prepared that conversations may not be easy or straightforward. There are things you can do to make these conversations as easy as possible.
> Read our information and advice on how to have difficult conversations with children
The following principles will help you discuss mental health and wellbeing sensitively.

Use the right language

When talking with a child, use language that they understand. This will differ according to their age and stage of development. Avoid using technical or diagnostic language which children might find unfamiliar, confusing and distant from their experiences.

Make sure you understand the language the child is using and how they are using certain terms. For example, a child may use the word "anxiety" to describe a feeling of general nervousness or as a way to describe severe anxiety attacks.

By paying attention to the language children use to describe their feelings, you can reflect the terms they use in your own language. This will help them feel listened to.

Some children may have difficulty communicating, for example if they have additional needs or disabilities (Fuggle and Redfern, 2019). Make sure you give these children the time and support they need to talk.

> Find out more about how to have difficult conversations with children and young people

Create an open environment

It's important to create an open and safe environment where children and young people are comfortable speaking about their mental health. Make sure children and young people know who they can talk to - and make this pool of people as wide as possible.

In schools, for example, discussions about mental health and wellbeing can be integrated into the curriculum and put on an equal footing with physical health.

Some children with mental health problems will have experienced abuse. An open environment will help them talk about the challenges they are facing and may help them feel able to tell you what's been happening to them.

> Use our resources to find out how you can let children know you're listening if they tell you they have experienced abuse

> Find out how to recognise and respond to abuse

Promoting mental health and wellbeing

Anyone who works with children and young people has a responsibility to promote their mental health and emotional wellbeing. This can include:

helping with online wellbeing

encouraging exercise

maintaining routines.

> Get tips on promoting children and young people's mental health and wellbeing

Understanding

Understanding thoughts and feelings

Mental health moves back and forth along a continuum, it's always changing. This can happen over a period of time or quite quickly. So it's important to have conversations with children and young people so you can best understand how they're feeling - and any mental health issues that they are experiencing.

Doing OK - Struggling - Unwell - In Crisis

When you speak to a child for the first time, or during ongoing conversations, you may find it useful to think about whether they're doing OK, struggling, unwell or in crisis.

This continuum is based on a model used by Childline counsellors, alongside other tools, that helps them understand how a child is feeling at that particular point in time. You can use it to better understand a young person's mental health and wellbeing.

It's important to remember that a person's mental health changes continuously - so you should refer to this continuum regularly.

Doing OK

Communicates effectively with others

Seeks help when needed

Can focus on specific issues

Has healthy relationships

Identifies and tries to solve problems

Uses healthy coping strategies

Struggling

Struggles communicating with others

Is unsure how to access help

Relationships are beginning to suffer

Begins to use unhealthy coping strategies

Has some sleep issues, low energy and fatigue

Is able to engage well in some areas

Unwell

Feels overwhelmed and isolated

Struggles to focus on specific issues

Struggles to access and/or engage with services

Has disturbed sleep

May have suicidal thoughts

Relies on unhealthy coping strategies

May already have a mental health diagnosis

Is ambivalent towards change

In crisis

Has made recent suicide attempts

Is distrustful of support services

Mental health symptoms are unmanageable

Has escalating self-harming behaviours

Distress may not reduce when talking

Not engaging at home or school

Is resistant to change

Using scaling techniques

Our Childline counsellors sometimes use "scaling" questions to help them understand how a child or young person is doing.

A counsellor gives the child a clear scale - from 0 or 1 to 10 - and asks where they think they sit in relation to a specific question. For example:

If 1 is your mental health at its worst and 10 is at its best, how are you doing at the moment?

If 0 means that you are having a panic attack and 10 means that you feel completely calm and confident, how would you rate the way you feel before going to school?

Counsellors may be able to find out what support children would like by asking how they can move up the scale. For example:

What is it that puts you at a 5 rather than a 6?

What can we do to help you move from a 3 to a 4?

Using the continuum and scaling techniques can help you better understand how a child is feeling so that you take appropriate action to help and support them.

Taking action

Taking appropriate action

Mental health issues indicate that a child or young person needs support. If possible, discuss with them what help could be put in place.

What if a child doesn't want to talk to me?

If a child isn't able to engage with a discussion about their mental health you should still consider what support can be put in place for them.

Follow your organisation's procedures to share any concerns you have about a child's wellbeing. For example, you could talk to the person who is responsible for pastoral care in your school or organisation.

Safeguarding and child protection issues

You must always consider whether you need to take any action to protect a child or those around them from harm.

If you identify a safeguarding or child protection issue, you must follow your organisation's policies and procedures.

Safeguarding issues include:

a child being in immediate and/or significant danger

someone else being in immediate and/or significant danger

a child being at risk of or experiencing abuse.

> Find out more about responding to safeguarding and child protection concerns

Confidentiality

If a child is confiding in you about their mental health they may ask you not to tell anyone what they've said. But if you're concerned about someone's safety and welfare you must share this information with relevant professionals.

You should never promise to keep what a child tells you a secret. Explain from the outset that you might have to talk to someone else who can help.

Getting support

Getting support

There are lots of different types of support available for children with mental health issues. These include the following.

Contacting a GP

GPs may be able to diagnose mental health conditions, suggest next steps and provide medication.

>There is information on the Childline website about visiting GPs

Child and adolescent mental health services (CAMHS)

Across the UK, CAMHS is a free NHS service for children and young people that aims to help with mental health problems such as depression, anxiety, self-harm and eating disorders.

Teachers, social workers, GPs and parents can refer a young person to CAMHS. Services differ from area to area.

In England, you can find CAMHS services in your area through the NHS CAMHS webpage.

Counselling and therapeutic services

Counselling services are available to help children and young people with their mental health. Services can include helplines, one-to-one counselling sessions in person, online or by phone, and online chats and forums.

These services are available through a range of fee-paying and free services including schools and the NHS.

Childline

Children and young people can get free, confidential support from a Childline counsellor via online chat, email or phone.

Childline will listen and provide advice to any concerns about topics, ranging from exam stress to depression and suicidal thoughts.

Childline offers a range of resources for children and young people, including:

Art boxto write or draw about their feelings

Calm zonewith breathing exercises

Gamesto help relax and de-stress.

Childline also has dedicated resources for under 12s.

Download or order Childline posters and wallet cards to display across schools, encouraging children to contact Childline if they need to talk.

NSPCC services

We provide therapeutic services to help children, young people and families with their mental health.

Building Connections

Building Connections is an online service to help young people aged under 19 to find a way through loneliness.

Letting the Future In

Letting the Future In is a play-therapy service that helps children who have been sexually abused.

Consent for treatment

It's best practice to get parental consent for children's therapeutic and medical treatments. But there may be times when a child or young person does not want their parents to know. In this case, you should assess whether the young person has the capacity to make this decision for themselves.

The Gillick competency and Fraser guidelines help professionals assess whether a child is mature enough to make decisions.
> Read our information about Gillick competency and Fraser guidelines

Legislation and guidance

Legislation and guidance

Key legislation

In England and Wales, the Mental Health Act (MHA) 1983 covers the assessment, treatment and rights of people with a mental health condition. It applies to all children and young people under the age of 18. The Act allows for people to be detained in hospital if they need treatment for a mental health condition. It gives children the right to appeal against detention.

The Mental Health Act 1983 was amended by the Mental Health Act 2007. This strengthened safeguards for children, for example adding a duty to ensure an age-appropriate environment for children and young people.

In Northern Ireland, the Mental Health (Northern Ireland) Order 1986 is the main mental health legislation which applies to children and young people under 18. It covers the assessment, treatment and rights of people with mental health conditions.

In Scotland, the Mental Health (Care and Treatment) (Scotland) Act 2003 applies to all those with a 'mental disorder', including children and young people. It contains specific safeguards for under 18s regarding mental health treatment, including on named persons, promoting wellbeing and the welfare of children.

The Mental Health (Scotland) Act 2015 amended the provisions relating to children and young people in the Mental Health (Care and Treatment) (Scotland) Act 2003, including providing services and accommodation for mothers.

Strategy

In England, the Department of Health and Social Care is developing a Major Conditions Strategy that will focus on whole-person care and ensure mental health conditions are considered alongside physical health conditions (Department of Health and Social Care, 2023; Garratt, 2023).

In Northern Ireland, the Department of Health has published a mental health strategy for 2021-2031. This sets out actions under three overarching themes:

promoting mental wellbeing, resilience and good mental health across society

providing the right support at the right time

new ways of working.

It also includes actions to improve child and adolescent mental health services (CAMHS) (Department of Health, 2021a).

The Department of Health has also published a Mental Health Action Plan, which is comprised of 38 actions (Department of Health, 2021b).

In Scotland, the government has produced a framework for community mental health and wellbeing supports and services, which sets out an approach for the mental health and wellbeing support children and young people should be able to access in their community (Scottish Government, 2021).

In Wales, the government last published a strategy for mental health and wellbeing (PDF) in 2012. This covers children and young people as well as adults (Welsh Government, 2012). Consultation on the next strategy is expected to begin at the end of 2023 (Welsh Government, 2023).

Guidance

Schools

In England, the Department for Education (DfE)'s statutory guidance for schools highlights that child mental health problems may be an indicator that a child has experienced abuse, neglect or exploitation. The guidance includes information on how schools and colleges should support children and young people's mental health (Department for Education, 2024).

The statutory guidance for schools in England on relationships, sex and health education includes guidance on how primary and secondary schools should teach children and young people about mental health and wellbeing (DfE, 2020).

The DfE has also published guidance for school staff on supporting children and young people whose mental health problems manifest in their behaviour. It emphasises the importance of a whole-school approach to mental health and gives guidance on risk and protective factors, identifying children that might need support and working with other agencies (DfE, 2018).

The PSHE Association has published guidance for teachers on teaching mental health and emotional wellbeing. The guidance covers creating a safe environment to talk about mental health and wellbeing, safeguarding children and young people, signposting sources of support and building teaching about mental health and wellbeing into the curriculum (PSHE Association, 2021).

Public Health England (PHE) has published guidance on promoting children and young people's emotional health and wellbeing in schools and colleges. This sets out eight principles for protecting and promoting young people's emotional health and wellbeing. (PHE, 2021).

In Northern Ireland, the Department of Education has published an emotional health and wellbeing in education framework, which provides guidance for education settings on supporting children and young people's mental health and wellbeing. It highlights that children in care and those who have experience abuse or other adverse childhood experiences might be more vulnerable to mental health problems (Department of Education, 2021).

In Scotland, the government has published guidance on Access to counselling in secondary schools. This provides a framework on developing access to counsellors within schools for education authorities (Scottish Government, 2020a).

In Wales, the government has published a Framework on embedding a whole-school approach to mental health and wellbeing for schools, pupil referral units and educational settings. The framework sets out how to develop plans to identify and address weaknesses and build on strengths. It also looks at how to evaluate whether the measures put in place meet the emotional and mental health needs of children and young people (Welsh Government, 2021).

Early years

The Department for Education (DfE) Early years foundation stage (EYFS) statutory framework covers the standards that school and childcare providers in England must meet while caring for children in their early years. It includes guidance on children's personal, social and emotional development.
> Read our CASPAR briefing on the EYFS statutory framework
The Public Health Agency in Northern Ireland has an Infant Mental Health Framework (PDF) that gives guidance on prioritising and supporting the development of positive social and emotional wellbeing in children 0-3 years.

The Care Inspectorate in Scotland have a quality framework for daycare of children, childminding and school-aged childcare (PDF) that includes guidance on supporting young children's emotional wellbeing.

In Wales, there is guidance from the Welsh Government on embedding a whole-school approach to emotional and mental wellbeing, including in early years settings.

Other sectors

The National Autistic Society and Mind have produced a free good practice guide to help professionals in the UK adapt talking therapies for autistic adults and children (National Autistic Society and Mind, 2021).

In England, PHE provides guidance on Improving the mental health of children and young people. This describes the importance of children's mental health and summarises what works in improving their mental health (PHE, 2016).

PHE also produced guidance for health commissioners and professionals on Measuring the mental wellbeing of children and young people (PHE, 2015).

The Department of Health and Social Care (DHSC) has published a framework for Improving the mental health of babies, children and young people (DHSC, 2024). This framework aims to support organisations and professionals involved in promoting child mental health.

In Northern Ireland, The Safeguarding Board for Northern Ireland (SBNI) has developed a mental health learning and development framework to support professionals who deliver services to children and their families (SBNI, 2024).

The Department of Health has published guidance on risk assessment and management in mental health and learning disability services. This includes information about assessing whether a person might be a risk to themselves or others (Department of Health, 2012).

The Guidelines and Audit Implementation Network (GAIN) has published Guidelines on the use of the Mental Health (Northern Ireland) Order 1986 (PDF) (GAIN, 2011).

In Scotland, the government has produced guidance on the mental health and wellbeing of disabled children, young people and their families (Scottish Government, 2019).

It has also provided a CAMHS national service specification, outlining the available CAMHS provisions for young people and their families (Scottish Government, 2020b).

NHS Education for Scotland has produced an Early intervention framework for children and young people's mental health and mental wellbeing. The framework enables practitioners to compare different evidence-based prevention and early intervention approaches that have been designed to improve children and young people's mental health and wellbeing (NHS Education for Scotland, 2020).

In Wales, the government has published non-statutory guidance on Collaborative working between CAMHS and the counselling service. This outlines how services are organised and includes case studies on collaborative working (Welsh Government, 2016).

References

References

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Bignall, T. et al (2020) Racial disparities in mental health: Literature and evidence review (PDF). London: Race Equality Foundation.

Carers Trust (2016) Invisible and in distress: prioritising the mental health of England's young carers (PDF). London: Carers Trust.

Carers Trust (2023) Being a young carer is not a choice it's just what we do (PDF). London: Carers Trust.

Cecil C.A.M. et al (2017) Disentangling the mental health impact of childhood abuse and neglect. Child Abuse & Neglect, 63, 106-119.

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Sharpe, R. et al. (2021) A school-based cross-sectional study to understand the public health measures needed to improve the emotional and mental wellbeing of young carers aged 12 to 14 years. Families, Relationships and Societies, 12(2): 253-271.

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Welsh Government (2016) Collaborative working between CAMHS and the Counselling Service. Cardiff: Welsh Government.

Welsh Government (2021) Framework on embedding a whole-school approach to emotional and mental wellbeing. Cardiff: Welsh Government.

Welsh Government (2023) Written response from the Welsh Government to the report by the Health & Social Care Committee entitled Connecting the dots: tackling mental health inequalities in Wales (PDF). Cardiff: Welsh Government.

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support a child with mental health issues

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Child mental health: recognising and responding to issues | NSPCC Learning

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Anyone can have mental health issues, including children and young people. Learn how to recognise the signs, respond to issues, take the right action and support a child.

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Help for early years providers : Mental health for early years children

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Children’s Mental Health Week 2025 - My Voice Matters

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Children’s Mental Health Week 2025 runs from 5th-11th February to raise awareness of children’s mental health and explore the ‘My Voice Matters’ theme.

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Young people have been great at opening up conversations about mental health. Many talk openly on social media about personal struggles. They've moved society forward, reduced the stigma surrounding mental health and made it a public issue.

We still don't know the exact number of children battling issues like anxiety and depression, but here are some statistics about mental health that help tell the story.

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The latest mental health statistics in the UK and facts about the wellbeing of children and young people.

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Children’s Mental Health Week – Thoughts, Facts and Tips!

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Around three children in every primary school class has a mental health struggle. This statistic then increases in secondary school. This week (3 – 9th Feb) is Place2Be’s #Chi…

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The Mental Health Foundation is the home of Mental Health Awareness Week. Mental Health Awareness Week 2024 is taking place 13 to 19 May. Mental Health Awareness Week is an annual event where there is an opportunity for the whole of the UK to focus on achieving good mental health.

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It's Children's Mental Health Week in the UK (5th-11th February 2024) and the theme for this year is 'My Voice Matters', as new data shows young people face barriers when seeking mental health support.
Children's Mental Health Week was founded in 2015 by the charity Place2Be. Now in its tenth year, the national awareness campaign is supported by hundreds of schools, parents, carers and children each year.

The awareness week is designed to empower and equip, and aims to give a voice to all children and young people in the UK.

Breaking down the barriers for Children's Mental Health Week

It comes as new data released by Place2Be reveals that 55% of young people report facing barriers in seeking mental health support.

Place2Be commissioned YouGov to conduct a survey of 1,045 8-16 year-olds and also held a series of focus groups. They asked children and young people in the UK to share their views and experiences of mental health influences, expressing emotion, any barriers to seeking support, and feeling heard by adults.

Over half (55%) of those surveyed said that something would stop them from asking for help when they were struggling with their feelings. These barriers included:

Feeling uncomfortable speaking to someone they do not know (29%)

Wanting their struggles to remain a secret (19%)

Being scared about their friends' reactions (20%)

Being concerned about their families' response (16%)

Only around 1 in 3 respondents (34%) said that nothing would stop them from seeking support.

Children and young people spoke about feeling embarrassed and not wanting to concern others. Many also said they struggled to articulate their feelings and some were worried about being a nuisance to the adults around them or about how people would react.

Listen and act this Children's Mental Health Week

When asked what they were worried about, the majority of children (almost 60%) cited school work and exams, while 45% were concerned about their physical appearance and 42% said climate change.

Almost 4 in 10 also said they were worried about their family not having enough money amid the ongoing cost-of-living crisis.

The CEO of Place2Be, Catherine Roche, described the children's comments as "powerful."

She said:

"Thousands of children are struggling with their mental health, so this Children's Mental Health Week we call on everyone to listen to what they're saying, and act on it.

"At Place2Be, we know from delivering services in schools for 30 years that providing children with a safe place to be themselves gives them the skills to manage their emotional challenges. Having a space where they can talk in confidence with a trusted, trained mental health professional helps them to feel connected and more likely to stay in education."

Children's Mental Health Week gives schools vital 'tools'

Ms Roche voiced concerns that thousands of children still lack access to dedicated mental health support in schools, and said that more funding was needed to improve the system.

She added:

"Long-term investment in this preventative work is a crucial investment in our next generation. It's cost-effective and changes lives. We must work together, across sectors, to make this happen."

Throughout Children's Mental Health Week, schools across the UK will be taking part in activities and discussions, which can be done inside and outside the classroom.

Place2Be provide a range of free resources on their website to support schools, youth groups and families to take part and raise vital funds and awareness for Children's Mental Health Week.

Resources available include video activities, top tips in partnership with Beano, a BAFTA video series featuring well-known stars such as Alex Scott and Gwendoline Christie and the Sesame Workshop video featuring beloved Sesame Street character Elmo.

There's also a special ' Express Yourself' non-uniform day planned on Friday 9 th January for all schools who want to participate and raise funds for Place2Be.

Supporting schools to raise awareness, start conversations and address mental health problems in children and young people is central to Place2Be's mission.

Their Principal Educational Psychologist, Dr Julia Clements, explained:

"Teachers must be given the tools they need to listen to pupils and refer to counsellors when necessary. Parents and carers are absolutely key too. Conversations about how your child is feeling needn't be scary - even a few minutes every day asking them how they are, providing a listening ear and words of support and encouragement can make a big difference to your child's wellbeing.

"There is advice on our website for anyone supporting children, but of course if you are very concerned, please do seek out additional support."

We must work together for children's mental health

Meanwhile, the Children's Commissioner for England, Dame Rachel de Souza, talked about how important it was for children and young people to have good mental health and wellbeing and said she was "extremely concerned" about their mental health, citing NHS statistics which indicate that as many as 1 in 5 children has a diagnosable mental health disorder.

She added:

"In Children's Mental Health Week, it is really important that we all stop and listen to what children are telling us about their wants, needs and concerns when it comes to their mental health so we can tackle the issue before it gets even more serious.

"Children often tell me issues with their mental health act as a significant barrier to their overall success, so we all have a role to play in supporting and helping to improve children's mental health. Only when we all work together will we see meaningful change that will help transform the lives of young people."

Learning to support children and young people

First Response Training (FRT) is a leading national training provider delivering courses in subjects such as health and safety, first aid, fire safety, manual handling, food safety, mental health, health and social care, safeguarding and more.

They work with a large number of early years and childcare providers, as well as schools, colleges, and children's services.

Their courses include Understanding Mental Health, Youth Mental Health First Aid, Anxiety Awareness, Self-Harm Awareness and Suicide Awareness.

A trainer from FRT says:

"It's vitally important that we keep talking openly about mental health and that we take the time to have conversations with children and young people and really listen to what they've got to say about their thoughts, feelings and worries, to support their wellbeing and check in with them.

"It's also really important for anyone who works closely with children and young people to have a good understanding of mental health and be able to spot the signs that someone may be struggling. They should also feel confident to offer appropriate early help and support. Focused training can help with this."

For more information on the training that FRT can provide, please call them today on freephone 0800 310 2300 or send an e-mail to info@firstresponsetraining.com.

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Children's Mental Health Week: give children a voice | First Response Training

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Children's Mental Health Week: new data shows young people face barriers when seeking mental health support.

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Mental health support for children and young people

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Find out what help you can get if you're a child or young person who needs support with their mental health - includes information for parents and carers

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National Institute of Mental Health (NIMH)

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Children and Mental Health: Is This Just a Stage?

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This fact sheet presents information on children’s mental health including assessing your child’s behavior, when to seek help, first steps for parents, treatment options, and factors to consider when choosing a mental health professional. It also provides guidance on how to work with your child’s sc…

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Supporting a child or young person with mental health needs

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Support and information for carers and parents of a young person needing help with their mental health

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As parents, it's important to ensure that our children feel supported through each stage of development. While professional intervention can be warranted in situations where children are having great difficulty coping with life, there are many ways that parents can support a child's mental health.

1. Model healthy coping skills.

You can help your children learn how to deal with their emotions in a healthy way by modeling coping skills at home. You can engage in these skills with your child or talk them through doing them on their own. Activities such as deep breathing, using stress balls, making art (painting, coloring, doodling) or going for walks can be great strategies for coping with feelings.

2. Watch for behavior changes.

It's very normal for kids to go through changes in behavior while progressing through different developmental stages. However, if you notice that your child has become more withdrawn or isolated from their friends, family or routine, it may be a sign that they're experiencing a situation or feeling that they don't know how to process on their own. Check in with your child and let them know you're there and ready to support them however they need.

3. Keep communication open and honest.

It's important that your child knows they can approach you with any issue, and that they will be received and listened to with love and support. Simply letting them know that you are there to support and listen to them without judgment can increase the likelihood that they'll come to you when they have a problem.

4. Create a routine and set clear boundaries at home.

Uncertainty about day-to-day schedules can lead to a lot of stress or anxiety in a child's life. Creating a general routine at home can provide some relief and peace for your child, whether it's a schedule for daily meals or a weekly movie night. Having clear boundaries is also important for your child to know what is expected of them at home and can minimize feelings of frustration from both parent and child.

5. Let them know they are loved and supported.

For a child, one of the most important things you can provide is an environment where they know they are loved and important. They know they are supported no matter what they do, and this increases their feelings of security and safety in the home.

6. Provide positive feedback and encouragement

Kids love to receive positive feedback and learn that they've done something well. Knowing they've done something well increases feelings of pride and confidence, which can stick with a child long term. In addition, providing positive reinforcement for behaviors will often encourage children to repeat that behavior.

7. Encourage joyful movement.

Physical activity provides a necessary outlet for kids, which is important for both physical and mental health. Helping children find a type of movement they enjoy, even from an early age, is a great way to ensure they remain engaged and interested. Participating in movement together with your child can also be a great way to get them involved.

8. Talk about emotions and feelings regularly.

Kids learn so much by watching their parents, including behaviors when it comes to emotional expression and regulation. Rather than simply saying your day was "good" or "OK," try to discuss different emotions you felt throughout your day when talking with your child. Talk to them about the moment you felt stressed in a meeting or frustrated with a coworker-and then talk to them about how you handled your emotions in that situation. This teaches them that these feelings are normal, provides suggestions on how to handle the feelings and gives them the vocabulary to talk about a wider range of emotions affecting them. Don't be afraid to bring up the subject of mental health with older children and adolescents.

9. Involve them in decision making.

As adults, we feel we know what's best for our child, and so children are often left out of the decision-making process. Of course, it may be more appropriate for the parent to make the final decision. However, finding ways to include your child in making decisions can help them feel that they are heard and valued in their home. Something as simple as asking them whether they think you should prepare rice or macaroni and cheese with dinner can show them they have a voice and give them the confidence to use it.

10. Get professional help if needed.

Recognizing when your child needs help is a crucial skill to have as a parent. There may be times when it can be overwhelming or frustrating to try to handle your child's behaviors or respond appropriately to their emotions. Don't be afraid to find and ask for help-it can be a great benefit to both you and your child.

Discovery is here to help

As you go through this process, remember that children go through changes during development that affect emotional expression and regulation, and it's quite normal to see drastic differences in how your child handles each stage.

These tools can be excellent ways to help support your child's mental well-being. But if your child is struggling with depression or anxiety, and you have exhausted your own means to help them, reach out to Discovery Mood & Anxiety Program for answers. We can find the right path for your child and you.
Madeline Radigan Langham is a registered dietitian who works with adolescents in mental health residential treatment. She is passionate about advocating for weight inclusivity and a non-diet approach to help people heal their relationships with food and their bodies. In her free time, she enjoys being outdoors and spending time on trails with her family. You can find more of Madeline's thoughts and work at radnutrition.net or on Instagram at @mradnutrition.
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