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Early Years Training List Sept 2026-Aug 2027

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* New-Royal Foundation Centre for Early Childhood-May 2026. A Research Report-A Parents Prospective

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* New-Royal Foundation Centre for Early Childhood-May 2026. A Research Report-A Parents Prospective

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*New-Better Start-Think Baby Toolkit-Supporting babies' voices in everyday practice.

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*New-Better Start-Think Baby Toolkit-Supporting babies' voices in everyday practice.

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*New-Maslow's Hierarchy of Needs in Early Years Practitioner Reflection Checklist.

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*New-Maslow's Hierarchy of Needs in Early Years Practitioner Reflection Checklist.

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maslow_checklist for early years settings

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Coming Soon in Bury...PEEP Learning Together Programme

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Coming Soon in Bury...PEEP Learning Together Programme

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The Peep Learning Together Programme helps parents, carers and practitioners make the most of the learning opportunities in everyday life, supporting their babies' and young children's learning through play.

Watch our 'What is Peep?' video to find out more about Peep groups, and to hear from Peep practitioners and families:

Research has found that the main influences on young children's outcomes are the quality of the relationship with their parents and carers, and what they do with their family, from birth (known as the Home Learning Environment). Early intervention makes a real difference. Our evidence-based Peep Learning Together Programme contributes to this, by helping:

parents and carers to improve their children's life chances, by:

developing sensitive and responsive relationships with their babies and children,

making the most of day-to-day learning opportunities - listening, talking, playing, singing, and sharing books and stories together,

recognising and building on their own learning potential and achievements,

babies and childrento become confident communicators and learners through play

practitioners to develop their work with parents/carers and young children

communities to narrow the attainment gap, which appears even before children reach school.

what is the peep learning together programme?

The Peep Learning Together Programme (LTP) values and extends what parents/carers already do to support their child's learning in everyday life. Peep is a strengths-based approach to working with families, focusing on doing with rather than doing to parents, in line with our principles.

> Click here to watch Fife's 5-minute video about how their Peep-trained nursery staff use Peep with families and their older toddlers and pre-schoolers

If you are already a Peep-LTP-trained practitioner, you can access the whole programme by logging in to the Members Area.

Practitioners from any sector can use the structured but flexible Programme once they have completed the two-day Peep LTP Training. This includes downloadable access to information, ideas and activities within 74 child development topics, each with session plans and parent handouts. The Programme covers five strands of child development, which it aims to improve by working with parents:

personal, social and emotional development

communication and language

early literacy

early maths

health and physical development.

> Look at an overview and examples of LTP topics and their downloadable resources.

what happens in a Peep session

Peep-trained practitioners share the Peep Learning Together Programme (LTP) with families through conversations and joint activities focusing on aspects of children's learning and development, underpinned by the ORIM learning framework. Peep sessions are for parents/carers and children together. Each session is based on a child development topic, which contains:

talk time, to discuss key ideas with parents and carers relating to the topic focus

songs and rhymes

books and stories

ways to put ORIM into action (Opportunities, Recognition, Interaction, Modelling)

play activities (during the session and/or ideas to try at home).

Peep sessions raise awareness and model how singing, talking, playing and sharing books and stories together help strengthen relationships and develop children's listening, talking and later literacy. Families also consistently report that Peep sessions are fun, increase their confidence (both adults and children) and provide an important source of ideas and support from the practitioners and other families.

Practitioners can decide the length and format of their Peep sessions and courses. On average, sessions last about an hour (generally shorter if online or 1-to-1). Practitioners often run Peep courses of between 6 and 10 weekly sessions, though some offer one or two taster or focused sessions (e.g. focusing on 'Transition into the setting'), while others offer sessions on a rolling basis throughout the year or term.

who the Peep Learning Together Programme is for and how it can be delivered:

Peep is relevant to all parents/carers and young children, and can be used for both targeted and universal work with families. The Programme was designed to be used flexibly by Peep-trained practitioners, to meet the needs and interests of their local families. Practitioners can decide whether to focus on any or all of the five child development strands, and with any or all developmental stages/ages: babies, toddlers and pre-school.

Peep can be used wherever families spend time - indoors, outside or online. Click the links below to find out more about some of the ways of using the Learning Together Programme:

The programme can be used as part of a multi-agency approach to working with families - Peep practitioners work within Health, Education, Childcare, Family Support, Early Help, Children's Centres/ Family Hubs, Portage/ Special Educational Needs and Disabilities (SEND), Adult and Community Learning, Social Care, Prisons, Youth work, Psychology, Libraries, Volunteering... You can read case studies about a wide range of delivery contexts.

> The Peep Progression Pathway offers formal recognition of parents'/ carers' learning based on supporting their child's learning and development through Peep, with nationally recognised units to cover three qualification levels for parents and carers as learners. This builds parental capacity and 'learner identity' which research shows makes further progression into volunteering, further learning or work more likely.

> The Peep Antenatal Programme is the LTP's sister programme, and supports strong parent-baby bonding and attachment relationships during the perinatal period, beginning in pregnancy.

> Download our Peep Learning Together Programme Overview leaflet and join us on Twitter, Facebook or Instagram - all @peeplecentre.

> Find out more about Peep Learning Together Programme Training or about holding a training course for your local staff and colleagues.

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The Peep Learning Together Programme helps parents, carers and practitioners make the most of the learning opportunities in everyday life, supporting their babies' and young children's learning through play. Watch our 'What is Peep?'

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Children's Mental Health Support Pack - Witherslack Group

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Every child is unique and mental health difficulties can present in many ways. Recognising the unique needs of neurodiverse children is fundamental in supporting their mental well-being, and influencing their emotional, social, and cognitive development.

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Creating space for connection - The Centre for Early Childhood’s Explainer series

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Supporting early learning - The Centre for Early Childhood’s Explainer series

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Back and forth interactions - The Centre for Early Childhood’s Explainer series

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Managing big feelings together - The Centre for Early Childhood’s Explainer series

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Noticing and navigating feelings - The Centre for Early Childhood’s Explainer series

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How we grow an emotionally healthy brain

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How we grow an emotionally healthy brain

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How we grow an emotionally healthy brain - The Centre for Early Childhood’s Explainer series

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I was a bit scared when we found out we were having a baby, obviously happy, but a bit scared and in the beginning I was a bit clueless. The child development part is my favourite bit, but there's things in there, like things about mental health, that I didn't know about and that I didn't know you needed to know about.

Ross, 22

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DadPad | The Essential Guide for New Dads | Support Guide for New Dads

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Developed with the NHS, DadPad gives new dads and dads-to-be the knowledge and skills needed to gain confidence and give their baby the best start in life.

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About Bury's Essential Parent App

Local families have been receiving evidence-based information directly from health, care, and education providers in Bury to support their parenting journey from pre-birth to their children's teenage years.

To build on this successful system a free app tailored to Bury's local needs, including a range of local content, has been developed called the Essential Parent GM Family Hub.

The app offers expert health and parenting advice anywhere, anytime including:

Over 2000 articles & videos

Translates into over 75 languages

Health information from pregnancy to teenage years for you and your family

Receive the latest local health and parenting advice

Get the app

The app is available from app stores for both Android and iPhone.

Search ' Essential Parent GM Family Hub'.

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The free app is tailored to Bury's local needs.

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BBC- Seven Techniques for helping kids keep calm

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BBC- Seven Techniques for helping kids keep calm

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Relax and listen to the calming sounds from CBeebies Radio.
How it works
Listening to relaxing music can help children stop and reset. CBeebies Radio have eight calming sounds to choose from which allows you to experiment and find which one works best:
Waves, birdsong, rain, car journey, spaceship, white noise, pink noise and brown noise.
Claire Benton, Head of Audiology, Nottingham, says:

"Many children find these sounds relaxing and listening to them can help a child feel calm enough to fall asleep".

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Pablo - Seven techniques for helping kids keep calm

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Try these simple relaxation and mindfulness activities together and help your child learn to calm down when they feel stressed or anxious.

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We are a team of experts providing free personalised support, helping people improve their lifestyle, boost their wellbeing, and enjoy life more

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Helping yourself to wellbeing course-Bury Adult Learning

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Helping yourself to wellbeing course-Bury Adult Learning

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Helping Yourself to Wellbeing Course | Bury Directory

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Association for Video Interaction Guidance UK

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The Association for Video Interaction Guidance UK (AVIGuk) works to promote the delivery and development of the evidence-based intervention method Video Interaction Guidance, as developed in the UK...

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Bury Universal and Universal Plus Offer-Free sessions and groups

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Bury Universal and Universal Plus Offer-Free sessions and groups

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NHS Talking Therapies- Parent and Baby Wellbeing Group

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NHS Talking Therapies- Parent and Baby Wellbeing Group

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Join a supportive community for personal growth and well-being.

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Bury2gether -A forum for parents/carers who have children with SEND

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Bury2gether -A forum for parents/carers who have children with SEND

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Supporting Parents/Carers who have a child or young person with a Special Educational Need or Disability (SEND), aged 0-25, who access Bury services.

Proud recipients of the Queen's Award for Voluntary Service 2022.
This lifetime achievement award is the MBE for voluntary groups.
Special thanks to all our Volunteers for their continued hard work and dedication.

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BURY2GETHER a forum for Parents/Carers who have children with SEND

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Supporting Parents/Carers who have a child or young person with a Special Educational Need or Disability (SEND), aged 0-25, who access Bury services. Proud recipients of the Queen's Award for Voluntary Service 2022. This lifetime achievement award is the MBE for voluntary groups. Special thanks to all our Volunteers for their continued hard work and dedication.

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Free online wellbeing activities and an in-person services with We Be Kids, helping people connect with nature and boost wellbeing.

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https://www.facebook.com/earlybirdprojectuk/mentions/?_rdr

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Outdoor Events & Education | The Sunnywood Project |

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The Sunnywood Project is a non-profit arts and nature education consultancy / provider and outdoor events organiser.

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A holistic therapist, heart-led social entrepreneur, and busy mum, based in beautiful Bury, Greater Manchester.

Whether it's nurturing family-friendly community spaces or supporting your wellbeing through holistic therapies and play-based activities, everything I do is rooted in empathy, connection, and helping you feel truly seen and supported.

Through The Empathy Holistic Buddies CIC (The Buddies Tribe), I create welcoming, community-led sessions that help parents, carers, and little ones find calm, connection, and a sense of belonging.

I also lead Songs & Smiles sessions with The Together Project, bringing intergenerational singing, play, and laughter into local care homes, reducing loneliness and building bonds across generations.

So grab your cuppa, pop your slippers on, and know you're safe and welcome here 💛
Welcome to Empathy Holistics.
Nestled near the rolling hills of Bury, I bring together nature, nurture, and a touch of whimsical enchantment in my sessions.

I offer both virtual and in-person wellbeing experiences for all ages - from soothing aromatherapy to grounding, nature-based practices.

Whether you're outdoors, curled up at home, or gathered in a cozy circle, everything I share is rooted in calm, connection, and community.

Come as you are, breathe deeply, and find your place in this calm, cozy tribe. Together, we'll create something comforting, imaginative, and joyfully simple.

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Welcome, I'm Emmy King, A holistic therapist, heart-led social entrepreneur, and busy mum, based in beautiful Bury, Greater Manchester. Whether it's nurturing family-friendly community spaces or supporting your wellbeing through holistic therapies and play-based activities, everything I do is rooted in empathy, connection, and helping you feel truly seen and supported.

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Bury Perinatal and Parent Infant Mental Health Padlet

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Bury Perinatal and Parent Infant Mental Health Padlet

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Supporting emotional literacy- naming your emotions

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Supporting emotional literacy- naming your emotions

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New dads will feel excited, but may also feel left out, unsure and overwhelmed. The Dadpad® gives dads-to-be the knowledge and practical skills necessary to support themselves and their partner, so that babies get the best possible start in life.

To complement the original DadPad® set of Cards, the DadPad® has now been developed further as an App to act as an on-the-go supportive guide.

Being rolled out as part of the UK's Maternity Transformation Programme's Better Birth's Strategy, the information and signposting you get will be local to your NHS Trust or relevant Health Authority.

Just select the area that applies to you to open up your DadPad® and get to know what you can do as a new dad. If your area isn't included, let us know and we'll make contact with those who can make it happen!
Build confidence around subjects such as:
- Holding and handling your baby
- Washing and bathing your baby
- Getting to know your baby
- Getting through the first few months
- Supporting your baby's mum
- Looking after yourself
- Supporting each other
.....and much more

As new UK NHS Trusts or relevant Health Authorities adopt the DadPad® App, more locations will appear, as will new up-to-date information and features such as explanatory animations and videos.
From the start, the DadPad® has been working with mums, dads, Health Visitors, Midwives and Public Health Teams to provide the most relevant and accurate information available, and continues to do so.

Having chosen to invest in including and engaging with dads-to-be, and wanting to encourage new dads to get involved and come forward with questions and issues they have throughout their partner's pregnancy and beyond, the DadPad App is free to you.

A very basic parenting app

Very basic advice. I'm soon to be a first time father and found this app to be quite patronising. I appreciate you've got to cater to a wide audience but a lot of this is common sense. Aesthetically, I also think the app is is very quality with poor stock images and an even worse colour scheme. Obviously, the aesthetic feedback isn't crucial but I would suggest the developer(s) seek professional advice on this.

Great app

Our health visitor recommended this app and as a new dad to be I've found this has given me a lot of confidence in advance of our baby being born. Really easy to refer to all topics and being in bitesize chunks manageable to read which is great for anyone like me who hates reading lots. Best app I've downloaded for a new dad to be.

Very helpful

Great clear info. Helps answer the questions you forget or don't know to ask about

The developer, Inspire Cornwall CIC, indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Data Not Collected

The developer does not collect any data from this app.

Privacy practices may vary based on, for example, the features you use or your age. Learn More

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‎New dads will feel excited, but may also feel left out, unsure and overwhelmed. The Dadpad® gives dads-to-be the knowledge and practical skills necessary to support themselves and their partner, so that babies get the best possible start in life. To complement the original DadPad® set of Cards, the...

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The importance of fathers for infant development

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The importance of fathers for infant development

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To celebrate and empower the wider community through integration and cohesion, and to become a centre of excellence for wellbeing and culture in the community.

We also aim to support our community to develop healthier quality of life and to preserve the cultural heritage of the Iranian community in Manchester.

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To celebrate and empower the wider community through integration and cohesion, and to become a centre of excellence for wellbeing and culture in the community. We also aim to support our community to develop healthier quality of life and to preserve the cultural heritage of the Iranian community in Manchester.

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Checklist for key aspects of early parenting

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Checklist for key aspects of early parenting

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Checklist for key aspects of early parenting

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Bury's Integrated Perinatal and Parent Infant Mental Health Pathway

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Bury's Integrated Perinatal and Parent Infant Mental Health Pathway

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Supporting infant feeding and relationship building

Baby Friendly's work to support breastfeeding is based on extensive and resounding evidence that breastfeeding saves lives, improves health and cuts costs in every country worldwide, rich and poor alike. Exclusive breastfeeding is recommended by the WHO recommends for babies until six months' old and thereafter with other foods for two years and beyond.

In the UK, many mothers stop breastfeeding before they want to. We respond to the particular barriers they face by supporting health professionals to provide sensitive and effective care so that mothers can make an informed choice about feeding, get breastfeeding off to a good start and overcome any challenges. Thanks to this work, breastfeeding initiation rates have risen by 20% since the Baby Friendly Initiative was established.

We also support parents who are formula feeding by providing information on choosing milks and making up feeds, helping them to feed safely and responsively. In addition, we advocate for better regulation of marketing of breastmilk substitutes so that health professionals and families can receive scientific, unbiased and factual information about infant feeding.

Baby Friendly works to support all families to develop close and loving relationships with their newborn and to understand the importance of this for their baby's development. For example, in Baby Friendly hospitals mothers and babies now routinely stay together in the immediate post-birth period, helping to get their relationship off to a good start. In addition, our neonatal standards empower parents of sick or preterm babies to take an active part in their care on the neonatal unit. In these ways, the Baby Friendly Initiative is helping to create a "new normal" in health services, where babies, their mothers and families are put at the heart of care.

About UNICEF

UNICEF is a multilateral child-rights organisation established by the UN with 70 years of field-tested expertise, a network that spans the globe, a passion for innovation and a commitment to make every penny count. Impartial and non-political, UNICEF is never neutral when it comes to protecting children's rights and safeguarding their lives and futures. UNICEF works in some of the world's toughest places, reaching the furthest from help, the most disadvantaged and the most at risk. UNICEF saves children's lives with vaccines, clean water and therapeutic food. UNICEF protects children from violence, exploitation and abuse. And UNICEF helps children fulfil their potential, by supporting quality education and training. UNICEF works for every child, to build a better world for everyone.

The United Kingdom Committee for UNICEF (UNICEF UK) is a registered charity that raises funds for UNICEF's emergency and development work around the world and advocates for lasting change for children worldwide. This includes, for example, working to change UK Government policies and practices that are harmful to child rights in the UK and internationally. UNICEF UK is one of 33 UNICEF national charitable organisations based in industrialised countries. Find out more: unicef.org.uk

Going Baby Friendly

Whether you're at the start or already on the journey to becoming Baby Friendly, visit this page for guidance and application forms

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Learn more about the UNICEF UK Baby Friendly Initiative

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Learn more about the UNICEF UK Baby Friendly Initiative's work to improve outcomes for all babies, their mothers and families within the UK.

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Research points to persistent crying in babies being a potential trigger for some parents/caregivers to lose control and shake a baby. It also shows that around 70% of babies who are shaken are shaken by men. So any prevention programme should include male caregivers and use the best opportunities to reach them as well as support all parents/caregivers with information about crying and how to cope with a crying baby.

Intervention points

The full ICON programme consists of 5 core intervention points that mainly dovetail with existing contacts by professionals. There are additional intervention points that are available described below as 'Touchpoint +'.

The first touchpoint steps the family through the ICON message that is explained in the poster below.

Touchpoints 2, 3 and 4 are reiterations/reminders of this basic message and an opportunity to discuss in more detail if necessary or appropriate. We have suggested what might be discussed at these touchpoints below, but it is up to the professional assessment as to what should be discussed as long as the reminder of the basic message is included.

Touchpoint 5 is with the GP and again includes a reminder of the ICON message displayed below, giving the leaflet/easy read again as this is when the peak of normal crying is likely to be at its highest, or getting there. GPs are provided with a questionnaire to structure their conversation and also cover other topics recommended as good practice including post-natal depression and domestic abuse.

It is important to recognise that ICON isn't just about giving written information. The value of the conversation is what is important. There is a translation facility on this website (Reachdeck) which will support practitioners to give the information if parents/carers require translation services. Ideally, as with all interventions, the presence of an interpreter is preferable.
The five core touchpoints are:
Touchpoints +

These are additional touchpoints supported by ICON resources that many practitioners are including.

Antenatal: This is another good opportunity to engage men in a conversation about normal crying and how to cope with it. It can be delivered by midwives, health visitors or GPs, practice nurses, nursery staff who are aware a new baby is expected etc. Describing Barr's crying curve and explaining the basic message is often well-received at this point.

Schools: ICON resources include a PSHE (Personal, social, health and economic education) lesson plan and materials designed by teachers for 14 - 16-year-olds. Some of these pupils will have siblings who are babies, may babysit or may soon become or are already parents. The purpose of this lesson is to enhance the public health messaging around the normal crying behaviour of babies, when and where to seek help and advice and the dangers of shaking a baby. It can be delivered by teaching staff or health professionals.

Opportunistic: Any professional involved with babies to provide opportunistic support/advice using the free resources available on this website.

Social Media: Following and sharing ICON materials, short animations and films, digital audio products etc... will help reach people, especially men, who won't always be at appointments with health professionals.
ICON is now being used extensively throughout the country. If you want to adopt ICON in your area or place of work, please get in touch and we'll be in touch to get you started.

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ICON is here to help prevent abusive head trauma. This page is for professionals looking for support. ICON is an evidence-based programme consisting of a series of brief 'touchpoint' interventions that reinforce the simple message making up the ICON acronym. ICON was conceived following years of study and research into the prevention of Abusive Head Trauma (AHT)....

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Babies cry, you can cope When babies cry it can be stressful and overwhelming. Help is out there and all you need to do is ask. Latest news Testimonials

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1001 Critical Days-A cross party manifesto

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1001 Critical Days-A cross party manifesto

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1001 Critical Days Manifesto - Parent-Infant Foundation

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The 1001 Critical Days Manifesto is a unique, cross-party manifesto setting out a vision for the provision of services in the UK for the period between conception and age 2 for the early years period. The Manifesto was launched in 2013 and again in 2015. In launching the Manifesto, politicians…

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DFE: Giving every child the best start in life 2025

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DFE: Giving every child the best start in life 2025

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Thrive-Supporting young children's development-A goodie bag for early years providers.

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Thrive-Supporting young children's development-A goodie bag for early years providers.

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 Deafness and Me- A Toolkit for Early Years Practitioners to support the mental health and well being of deaf children.

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 Deafness and Me- A Toolkit for Early Years Practitioners to support the mental health and well being of deaf children.

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Referral Criteria for Home-Visiting Support

Families must have at least one child under the age of five (under 2 in Glossop and Bury)

Families must be resident in Tameside, Oldham, Stockport, Bolton, Bury or Glossop (we can support families in Glossop & Bury with children under 2)

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Early Years Workforce - Useful Training Links

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Greater Manchester Combined Authority (GMCA) - working together to improve the lives of people in Greater Manchester - Bolton, Bury, Manchester, Oldham, Rochdale, Salford, Stockport, Tameside, Trafford, Wigan

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Quick Read -Challenging Behaviour Guide- The Challenging Behaviour Foundation. 

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Quick Read -Challenging Behaviour Guide- The Challenging Behaviour Foundation. 

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Anna Freud-A guide to neurodiversity in the early years

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Anna Freud-A guide to neurodiversity in the early years

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A resource of top tips identifies the purpose of play and how it can support early development.

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Research Report -Barriers and facilitators to mental health help seeking, and mental 
health support preferences for men in the perinatal period

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Research Report -Barriers and facilitators to mental health help seeking, and mental 
health support preferences for men in the perinatal period

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Glasgow Caledonian University

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Bury Early Attachment Service-Dad's Leaflet

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Bury Early Attachment Service-Dad's Leaflet

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0456 Bury early attachment service dad's leaflet V4 - fiinal

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GMCA The purpose of play downloadable slides

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GMCA The purpose of play downloadable slides

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Evidence consistently shows that supporting young children's PSED is effective

There is a growing body of evidence to support individual PSED approaches

However, the evidence is most reliable when approaches are applied together.

This theme seeks to foster children's personal, social and emotional development (PSED). These approaches can underpin academic or cognitive Connected to thinking or conscious mental processes dimensions of learning. PSED includes social and emotional learning (SEL) and a child's ability to self-regulate A child's developing ability to regulate their emotions, thoughts and behaviour to enable them to act in positive ways toward a goal. . PSED approaches might seek to improve children's emotional awareness and competence in the way they interact with peers, parents and other adults. PSED approaches also seek to improve children's understanding and awareness of their bodies and their independence in terms of taking care of themselves; as such PSED is closely linked to children's physical development.

There are multiple meta-analyses and systematic reviews Researchers summarise all of the research on a particular topic, which meets pre-defined eligibility criteria, in order to answer a specific research question. This gives an objective overview of the evidence for a particular topic or research question. The methods used must be reproducible and transparent. that demonstrate that PSED interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. have a positive impact on young children's social competence A set of positive skills necessary to get along with others and function constructively in groups. , emotional competence A set of positive skills necessary for identifying, interpreting and constructively responding to emotions in oneself and others. , self-regulation and learning. Children can benefit in terms of recognising, expressing and regulating emotions as well developing their ability to collaborate, negotiate and solve problems with others. Some PSED approaches may particularly benefit children experiencing disadvantage. The existing evidence suggests that universal PSED interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. (i.e. delivered to all children in a setting) are effective, while the evidence on targeted interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. (i.e. delivered only to children experiencing social, emotional or behavioural challenges) is inconclusive (Blewitt et al., 2018; Blewitt et al., 2021; Murano, Sawyer and Lipnevich, 2020). Although there is strong evidence for PSED interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. in general, individual approaches in this area are not all equally well-evidenced. There is promising evidence for teaching children emotional awareness and relationship management, but promoting self-care is currently under-researched in the field of education.

We would recommend that early years settings use multiple approaches to support children's personal, social and emotional development, for two reasons. Firstly, a significant proportion of the evidence supporting PSED approaches in the early years comes from evaluations of programmes which combine several approaches; when approaches are combined, it is not possible to establish which of the approaches involved leads to improved outcomes for children. Secondly, all the PSED approaches appear to support each other and target similar skills; they are mutually reinforcing.

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Personal Social and Emotional Development

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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Nasen.org.uk- Early Years Case Study- Supporting a child with Social Emotional and mental Health Needs

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Nasen.org.uk- Early Years Case Study- Supporting a child with Social Emotional and mental Health Needs

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In this case study we hear from Sue Cullingford, a Preschool Leader at Stepping Stones Preschool in Bath. Sue describes how she has worked to support a 4-year old child in her setting, identified as needing additional support around Social, Emotional and Mental Health Needs.
This resource was last reviewed in October 2023.

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Early Years Case Study: Supporting a Child with Social, Emotional and Mental Health Needs

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In this case study we hear from Sue Cullingford, a Preschool Leader at Stepping Stones Preschool in Bath. Sue describes how she has worked to support a 4-year old child in her setting, identified as needing additional support around Social, Emotional and

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Bury CAMHS (child and adolescent mental health service).

We help children and young people up to the age of 18 years, and provide assessments, intervention and support to their families/carers.
Some of the things we can help with include:

Anxiety

Depression

Eating disorders

Psychosis

Post-Traumatic Stress Disorder (PTSD)

Emotional dysregulation

Self-harm

ADHD (Attention Deficit Hyperactivity Disorder)

Autism

More complex psychological difficulties

We also provide consultation, advice and training to other agencies and accept referrals from a wide range of professionals.

Our clinicians come from a range of clinical and professional backgrounds, including psychiatrists, nurses, CAMHS practitioners and psychologists, amongst others.

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Bury CAMHS :: Pennine Care NHS Foundation Trust

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Bury CAMHS (child and adolescent mental health service) provides specialist support to children and young people who are experiencing mental health difficulties.

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Supporting Dad's Mental Health-Awareness Video

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Supporting Dad's Mental Health-Awareness Video

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PETALS Service Information Table_ (002) (004)

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Early Years Alliance- Taking care of young people's wellbeing

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Early Years Alliance- Taking care of young people's wellbeing

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Sonia Mainstone-Cotton, early years nurture and wellbeing trainer, and early years consultant, explains how you and your staff can take care of children's mental health. This article orginally appeared in the Alliance's Under 5 membership magazine.
Wellbeing is a term we hear a lot when discussing adults and young people - but we don't often think about it so much for young children. We know that rates of teenage mental health problems are rising alarmingly and we are aware that young people can feel stressed at times. But I passionately believe that if we work to support the youngest children's wellbeing as well then we are setting them off to a great start in in life.

One critical factor in helping children improve their wellbeing is making sure that they know that they are loved for being the unique and precious individuals that they are. Parents and grandparents clearly have a crucial role to play in letting children know that they are unconditionally loved, but I also believe that key workers, childminders and other early years practitioners have their own role to play in showing children that they are loved and wanted.

Practitioners can show children that they are loved through the words they use and the way we interact with them. As part of my role as a nurture consultant, I work with eight children and schools throughout the year. Every time I speak to one of these children I look them in the eyes and tell them how lovely it is to see them today and how much I have been looking forward to our time together.

Think about how you welcome the children you work with each day. Show warmth in your smile and your words. Notice how they look - maybe they have a Spiderman hat on or a new hair band in their hair. By noticing these things that are important to children and telling them how delighted you are to see them, you will help them arrive feeling wanted and loved.

Here are some practical ideas for supporting young children's wellbeing:

Playing outside

Research shows that children have a need to be outside, taking opportunities to explore, discover, climb and run. Make sure you involve children in using your outdoor space by asking them to help create obstacle courses for one another, asking them to think about what tools and resources they will need. Or you could provide materials for the children to make dens outdoors. Could they have a picnic in their den?

Another idea is to ask older children to help make a treasure hunt and map for the younger children. Ask them to draw the map and plan out the route. They can also think about what the treasure will be.

Use emotional language

We need to help children understand their feelings and using emotional language will help give them the vocabulary they need to understand their own feelings, as well as other people's. Even when children are babies we can start talking about their feelings. For example, when a baby is crying to be fed, we can say: "It's okay, I know you are feeling hungry. I am going to feed you now."

When a toddler is crying because their parent has left them at nursery, we can say: "I can see that you are really sad that Mummy has gone. She will be back later but I am here for you now."

Stop rushing

Our lives are often very busy, and our children's lives can often be busy too. We need to help children find the time to rest and experience moments of stillness. Are there spaces in your setting where your child can lay back and relax or daydream? You can also use yoga and mindfulness with young children. Both of these practices help children to find stillness.

Being creative

Creativity is an essential part of wellbeing. We need to give children the space to be creative and join in the process with them. Find times to sing and dance with children, this can be a joyful experience. Give children the opportunity to experiment with a wide range of materials and mark-making tools. Creativity should be about enjoying the activity and not about having a finished product.

Join in
Find out more about the event, or book your tickets, here To find out more about Sonia's work, visit her website here This article originally Find out more about the magazine, request your free taster copy, or sign up to the newsletter mailing list here appeared in the Alliance's Under 5 membership magazine.
Children have a passion for learning and discovering. They need adults around them who want to learn and explore with them. I believe one of our roles as practitioners is to be a co-explorer and adventurer with children. Children are great at becoming fascinated by something - this might be the snail and sticks you see on the road as you are walking to the shops, or it might be a keen interest in dinosaurs. As adults we can express our own interests and delight our children by learning alongside them, allowing their natural interests to shape our daily activities.

Sonia Mainstone-Cotton will run a practical workshop on Promoting Emotional Wellbeing in Early Years Staff at this year's Alliance annual conference, Minds matter: protecting the wellbeing of children and practitioners in the early years, on Friday 1 June 2018.

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Happy children - taking care of young people's wellbeing

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Sonia Mainstone-Cotton, early years nurture and wellbeing trainer, and early years consultant, explains how you and your staff can take care of children's mental health.

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Free Course-Young People need adults around them who can really help

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Free Course-Young People need adults around them who can really help

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Free Online Starting a Business Course with Certificate

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Foundation Years-Putting Wellbeing at the heart of EY's Practice

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Foundation Years-Putting Wellbeing at the heart of EY's Practice

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Foundation Years - Latest news, policy and resources for early years professionals

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Putting wellbeing at the heart of our early years practice - Foundation Years

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The early years sector has played a crucial role in the country’s response to COVID-19 and we know that the wellbeing of staff and children is your top priority during this challenging time. NCB recently hosted five free Learn – Explore – Debate events focused on putting wellbeing at the heart of our early years

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Bury Early Attachment Service Referral Form

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Bury Early Attachment Service Referral Form

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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We are here to make sure that the 99,000 seriously ill children and their families across the UK can make the most of every moment they have together, whether that's for years, months or only hours.

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A world where no child is left to grieve alone

We care passionately about helping bereaved children, young people and their families find hope and healing after the death of someone close.

Crises in the news

If you have been affected by the recent devastating events in the news, please read our useful guides or don't hesitate to reach out and call our helpline on 0808 802 0111 from 9am - 9pm weekdays.

This year, our theme is 'The Shape of Your Support'. We are focusing on the people around a bereaved child or young person, beyond their friends or family, that can be there to support them through their grief. At Grief Encounter, we help build compassionate communities that can provide the right support from the right people, at the right time. Find out more about how this special week supports bereaved children.

We use some necessary cookies which are essential for certain basic functionalities on our website. We would also like to set Google analytics cookies to help us improve our website by collecting and reporting information on how you use it. These cookies collect information in a way that does not directly identify anyone. For more information please see our Cookies Policy.

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Home SUPPORTING BEREAVED CHILDREN & YOUNG PEOPLE

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One child in every UK classroom will experience the death of someone close by the time they reach 16 years old. Grief Encounter is here to help with the confusion, fear, loneliness and pain, providing a lifeline to children and young people to cope with free, immediate, one-to-one support.

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Early Years Alliance-Managing Early Childhood Conflicts and Behaviours

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Early Years Alliance-Managing Early Childhood Conflicts and Behaviours

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This free extract from the Alliance publication Behaviour Matters: Supporting children's social and emotional development in the early years, looks at some of the common early childhood behaviours adults find most difficult to understand, and how conflicts can be best managed to encourage and support each child's social and emotional development in the most appropriate way.
This extract originally appeared in the Alliance's Under 5 membership magazine.
Some behaviours, although frustrating for adults, form part of children's normal development. For example, very young children may repeatedly bang and throw objects as they learn how things work and move. They also may test out their developing vocal chords and other people's responses to their high pitched screams and shouts.

Generally, young children move on quite quickly from both these stages. However as they get older, they may start to exhibit more aggressive behaviours such as hitting or kicking because they are struggling to communicate or get something they want.

It is perfectly natural and healthy for a certain amount of boisterous and even conflict play to happen in early years settings, especially as children start to explore the world and people around them and learn cause and effect. However, it is less than ideal when that behaviour means that children start to hurt one another.

"By keeping responses calm, and language simple and concise, practitioners can distract and guide children to use more acceptable and productive behaviours."

By keeping responses calm, and language simple and concise, practitioners can distract and guide children to use more acceptable and productive behaviours. However, sometimes adult's body language is not in sync with their other actions and even very young children will pick up on facial expressions and tone of voice, so care must be taken to not give out mixed messages, which confuse the child.

There are some behaviours in early years settings which are more difficult to deal with and will take some careful consideration and action.

Biting - what to do when a child bites another child

As with other behaviours, biting has a function for the child and in very young children it could be for a range of reasons, which includes:

exploration and stimulation

to relieve teething pains

to avoid or gain something

to vent frustration

to communicate

to show excitement and affection

copying another child (or adult)

because it feels good

When a child bites another child (or adult) then this should be stopped immediately. The first and immediate response from an adult is usually alarm and they may quickly snatch the child away.

However, the best way to respond to an incident is to be composed, gently but firmly remove the child who has given the bite, tell that child not to bite, and comfort the child who has been bitten.

It is usually very young children who bite and once they have bitten they are more likely to repeat the behaviour again, so vigilance and anticipation is essential to avoid situations arising, especially when young children cannot yet use words to express themselves.

Close attention to the child and the practitioner's own behaviour at this early stage reduces the likelihood of it happening again. Older children understand the consequences of their actions, what behaviour is unacceptable and why, but they may still need to be reminded occasionally. Parents also need consistent advice on responding to biting; unorthodox approaches such as biting children back, which are commonly discussed in online forums, must be challenged by practitioners as abusive and in fact more likely to reinforce the unwanted behaviour.

Sexualised behaviours in children - how best to deal with this

Sometimes children exhibit sexualised behaviours which do not appear to embarrass the child or other children but certainly make the adults feel uncomfortable. Sex and sexuality form part of our normal development, and associated behaviour starts to emerge at a very early age. In the early years this behaviour includes:

kissing and hugging

showing curiosity about private body parts

talking about private body parts and using words like poo, willy and bum

playing 'house' or 'doctors and nurses' type games with other children

touching, rubbing or showing off their genitals or masturbating as a comforting habit

With regard to behaviours that adults would consider to be inappropriate in public, children with good comprehension can be told that these actions are very private and should not be done in the setting. Adults should not humiliate or embarrass a child but simply guide them as to what is acceptable social behaviour. This behaviour should be monitored to check that it forms part of normal development and childhood curiosity.

However, if the behaviour continues and the child shows a lack of inhibition, then these may be signs that indicate a safeguarding concern. Even if there is some uncertainty about this behaviour, safeguarding procedures should always be followed.

Swearing - how to respond when a young child swears

Swearing is always a particular concern and one that causes much anxiety for practitioners and parents.

When young children first start to talk it is not unusual for them to occasionally use a term which is socially unacceptable, such as a swear word. In very young children this may be because they are pronouncing a word incorrectly or because they have heard an adult use the term. Most young children will not understand the meaning of the offensive word but may continue to use it if using the word initiates a response from adults.

It is possible that the child has said a swear word that they have heard used elsewhere. The best way to avoid this happening again is to ignore it because even if it is repeated the child will soon tire if there is no reaction.

However, it is difficult to ignore a child using a word or gesture which is highly offensive and/or is repeatedly used in a busy setting. If the child is able to understand that a gesture or word is hurtful or offensive then it should be explained to the child that the word should not be used. If the child is younger and unable to understand rules of acceptable behaviour then the key person should consult directly with the parents to agree a consistent approach, both at home and in the setting, for example, ignoring use of the word, distracting the child and checking the use of language around the child.

Bullying - can a three-year-old ever be a bully?

Bullying is another behaviour that parents and practitioners worry about. Bullying can be defined as a deliberate, aggressive and repeated action, which is carried out with intent to cause harm or distress to others. However, bullying requires the child to have a higher level of reasoning and thinking than most three-year-olds have developed. Therefore an outburst by a three-year-old is more likely to be a reflection of the child's emotional well-being, their stage of development or a behaviour that they have copied from someone else.

"Young children are keen observers and more likely to copy behaviours, mimicking the actions of others, especially the actions of people they have established a relationship with."

Young children are keen observers and more likely to copy behaviours, mimicking the actions of others, especially the actions of people they have established a relationship with. These are learnt behaviours rather than premeditated behaviours because children this young do not have sufficiently sophisticated cognition to carry out the type of bullying an older child might engage in.
This is a free extract from Alliance publication Learn more about the book by visiting our shop. This extract originally appeared in the Alliance's Find out more about the magazine, request your free taster copy, or sign up to the newsletter mailing list Under 5 membership magazine. Behaviour Matters: Supporting children's social and emotional development in the early years.
However, unless addressed early, this type of behaviour in young children can lead on to bullying behaviour later in childhood. But by labelling a child as a bully so early in life we risk influencing negative perceptions and expectations of the child which will impact on their self image, self-esteem and may adversely affect their long term behaviour. Bullying labels can stick with the child for the rest of their life.

If any of these types of behaviours continue to occur, the key person should consult with the parents and the setting's SENCO to find suitable solutions and support as soon as possible.

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Managing early childhood conflicts and behaviours - free book extract

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This free extract from the Alliance publication Behaviour Matters : Supporting children's social and emotional development in the early years , looks at some of the common early childhood behaviours adults find most difficult to understand, and how conflicts can be best managed to encourage and support each child's social and emotional development in the most appropriate way.

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Sometimes, the way we adults learn about what we are feeling, and how to calm down is by having someone be curious about us and giving us words to name the feelings.

In time and with help, we can then understand the feelings, talk about them and feel safe with them.

It can be especially hard to for a parent or carer to keep a child in mind if they didn't have the support they needed when they were younger, or if they find these aspects of caring for a child testing.

It's also hard when they are in a stressed place themselves, for example when in the shops, getting the food together, or worrying about money, having difficulties in our relationship with a partner.

When thinking about a child's aggressive behaviour, it's important to consider the parent or carer's emotional wellbeing too. Is it the child or the parent or carer that is having a difficult time? Is it the child, or the parent or carer who has less patience?

You could also help the parent or carer think about how they may have handled situations with their child when they were aggressive. For instance, had they handled a situation in a way that meant the child had started to expect that their aggressive behaviour could bring something positive, like getting attention?
Taking a look at your own feelings:
If you, as a practitioner, are struggling to cope with a child's aggressive behaviour, you may like to reflect on some of these questions too. When you encounter physically aggressive behaviour you could find it very hard to keep a child's feelings in mind. This could apply if the action caused paint to you yourself or to another adult or child. The first feeling that may come to you may be to retaliate. It is important to notice that urge, but to then respond in a helpful way.

It's important you do still acknowledge the pain you've felt, but in a way that prevents the child being overwhelmed by shame. Verbally aggressive behaviour may also make it hard to keep thinking of the child. You may be hurt yourself by the comments they've made, or shocked (for example, if a small child has sworn).

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A child needs an adult to help them to find ways to understand and express their difficult feelings. If a child feels anger very strongly, but hasn't yet learnt what it is, it is likely to feel both unpleasant and overwhelming.

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Early Years Alliance-Happy Staff, Happy Setting

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Early Years Alliance-Happy Staff, Happy Setting

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Sonia Mainstone-Cotton, early years nurture and wellbeing trainer and early years consultant, explains how you and your staff can take care of your own wellbeing. This article originally appeared in the Alliance's Alliance members can now also read the latest issue of Under 5 online by logging in to their members' area, here Under 5 membership magazine. Find out more about the magazine, request your free taster copy, or sign up to the newsletter mailing list here
Wellbeing is a term that is increasingly used in the early years. We hear it so often in relation to children and young people, but as early years workers we are not always very good at implementing the ideas for ourselves. I firmly believe if we have a good wellbeing then we will be in a much better position to support children's wellbeing.

Here are some simple ideas that you could try out to help promote practitioner wellbeing in your setting:

Eat well

Each day make sure you eat something that is both good for you and makes you feel good. We talk a lot about children needing to eat breakfast, but how often do we skip it ourselves? Thinking about the food we eat does not need to be hugely time consuming, but if we give it some thought and make some easy changes we can improve our wellbeing. Foods that are classed as 'good mood foods' include: blueberries, avocado, kale, marmite, sweet potato, spinach, dark chocolate and chamomile tea.

Sleep well

We need around eight hours of sleep each night. Between hours six and eight, the mind goes through a 'detox' process, making memories and problem solving. If we don't regularly get this amount of sleep it will start to impact on our wellbeing. It is important to form good sleep habits - turn electronic devices off at least an hour before you go to sleep and avoid stimulants such as smoking or alcohol. Think about having a hot bath or warm drink before you go to bed. If you're still finding it hard, try a lavender essential oil in the bath or a few drops on your pillow.

Spend time outside

There is a growing amount of research about the benefits of spending time outside. In Japan, people practice 'shinrin-yoku', which means forest therapy or forest bathing. This is simply about spending time in the woods or forest. There have been several research studies in Japan looking at the effects of being in forests. The research showed that a casual walk in a forest had a 12.7% decrease in the participant's cortisol levels and a 103% increase in their parasympathetic nervous activity.

We could all find five or 10 minutes to go for a walk, ideally in a park or wood if possible. We don't all live or work near green spaces but even the act of parking slightly further away from your place of work and walking in, or walking around the block at lunchtime can improve your wellbeing.

Be kind to yourself

We put high expectations on ourselves so often. We can be very self-critical when things are not perfect or if we think we haven't got enough done. Think about the words you use when talking about yourself. If they are negative - change them. Tell yourself that what you are doing is good enough and remind yourself that it is okay to feel tired - you will get through this!

Do something that makes you happy

Do something every day that makes you happy and is just for you. When I asked people what they did that made them happy the list was varied - crochet, baking, reading, listening to music, gardening, walking the dog, yoga, painting, singing... As early years practitioners and as parents, we often get so wrapped up in thinking about what will make other people happy. It is okay to think about yourself for a little bit. If we are feeling good about ourselves then we are better equipped to help others. Swimming makes me happy so I swim early each morning Monday-Friday and I know it has helped my wellbeing.

"It is okay to think about yourself for a little bit. If we are feeling good about ourselves then we are better equipped to help others."

Experience some silence

Our lives are so often full of noise from radios, TVs, music, traffic and even the people we live with. We are often surrounded by lots of noise all day and when we work with children this can be really intensified in our workplaces. Research shows that lots of noise can have a negative impact on our health it can lead to high blood pressure and cause people to feel increasingly stressed. Having time to stop and be silent, even just for five minutes, can be very good for our wellbeing. Some people use mindfulness, yoga or spiritual practices for this. Others just enjoy the silence while in the bath, or during a walk by themselves. Experiencing silence can be liberating and can help you to find some calmness.
Further information on promoting a proactive approach to improving staff mental health and wellbeing can be found in Building a Resilient Workforce in the Early Years. This article originally appeared in the Alliance's Alliance members can now also read the latest issue of Under 5 online by logging in to their members' area, here Under 5 membership magazine. Find out more about the magazine, request your free taster copy, or sign up to the newsletter mailing list here
Be thankful at the end of the day

At the end of the day, look back over your day and think about something you are thankful for and, if possible, something that bought you some joy. Cultivating a practice of thankfulness can help people to feel happier.

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Sonia Mainstone-Cotton, early years nurture and wellbeing trainer and early years consultant, explains how you and your staff can take care of your own wellbeing. This article originally appeared in the Alliance's Alliance members can now also read the latest issue of Under 5 online by logging in to their members' area, here Under 5 membership magazine.

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Early Years Alliance-Simple Ideas to Promote Wellbeing

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Early Years Alliance-Simple Ideas to Promote Wellbeing

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Calm Jar

If it all gets a little too much, why not try making a 'Calm Jar' with your little one?

All you need is an empty clear container with a lid, some warm water, some cooking oil or washing up liquid and some glitter. If you haven't got glitter, then try some food colouring or paint.

Give it all a good shake and watch.

This calming clip shows you the idea...

And...relax!

Stress Balls

Have you ever heard of stress balls?

Pressing, pulling, pushing and twisting dough can be a great stress reliever for you and your little one.

Here's a simple no cook, no salt 'Play Dough' recipe for you to try.

All you need is 3 cups flour, 1 cup cold water and 1 tablespoon oil.

Mix it all together, and there you have it!

The recipe is completely natural, using taste-safe ingredients, so rather yummily, you could bake it and eat it after playing with it, if you don't want any waste!

Keep calm and Playdough on!

(With thanks to NurtureStore)

Ruby's Worry

Sometimes we might need ways to talk about our feelings, and when some of us might be feeling a bit anxious, it is important to recognise that our little ones might also be sharing these feelings.

Here's a lovely story called 'Ruby's Worry' that you might like to share with your little one.

It's possibly a great way to start those discussions.

Happy Chatting.

Self Soothe Box

Why not make a 'Self Soothe Box' with your little one?

It can be taken out in times of need, or when they might need a moment to calm down or relax.

All you need is a box or container, and then a range of sensory things to pop inside that will focus their minds.

These could be:

Something to touch (something soft, cuddly, with a comforting texture)

Something to look at (photos of special people/things/pets)

Something that the child likes to smell

Something to hear (a wind-up toy or something with a comforting sound)

Happy relaxing!

(With thanks to Lincolnshire Early Years Alliance for the idea)

Finding My Selfie

We adults have had many, many years to learn how to process our emotions and find the words to express how we are feeling.

On the other hand, our little ones are just beginning to understand that they have big feelings!

'Finding My Selfie' is a lovely way to help your little one to recognise different facial expressions, make connections between what they're feeling and what that might look like, and find the words for those feelings.

All you have to do is, with your little one, make funny, emotional faces and take a selfie.

Then, swipe through the selfies, naming each expression or emotion captured.

Some emotions and feelings that you might like to try: tired, excited, angry, shy, scared, happy, grumpy, curious, worried, calm, sad.

Sometimes, when your little one can't find the words, using the 'emotional selfies' as a prompt can help them show how they might be feeling.

You can find more ideas about how your child's emotions on the CBeebies website.

Happy Snapping!

Raindrops on Roses...

Raindrops on roses...whiskers on kittens...these are a few of my favourite things...

We love how this classic song encourages us all to think about our favourite things when we are worried.

Taking time to talk about the things your little one loves and the people they love is a wonderful way to find out what really comforts them.

What are your little one's favourite things, places, smells, animals or toys?

You could encourage your little one to talk about their favourite things to wear, or things to eat.

Why not make a little collection to look at together, or even make up your own version of the song?

Worrysaurus

We like 'The Worrysaurus' by Rachel Bright, all about a little worried dinosaur.

This clip is read by Matthew Willsher.

After you've shared the story, perhaps you can snuggle up with your little one and talk about any worries they might have.

You might even want to help them make their own little 'happy tin' (or box, or bag), just like the dinosaur has in the story. Then, when your little one feels worried, they can reach for their 'happy items' inside, to help them with their feelings.

Hug Jar

Sometimes when your little one experiences big feelings, they can become overwhelmed.

These feelings can be so hard to cope with, especially when they haven't yet got the words to explain what's wrong.

Finding effective ways to help your little one to recognise those moments can be a daily challenge.

Maybe the Hug Jar will help?

Like a Calm Down Bottle, it's a tool to support your little one with their feelings.

All you need is a jar or container, paper or card, and scissors. First, create lots of hearts to fill your container. Then, when you or your little one feels upset, take a heart out of the jar and give it to the person you'd like a hug from. It's a way of signalling that it's time to stop for a moment and share some special time together.

(With thanks to the Homegrown Friends website for the inspiration)

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Simple ideas to promote wellbeing in young kids

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Calm Jar If it all gets a little too much, why not try making a 'Calm Jar' with your little one?

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BBC TINY HAPPY PEOPLE-New Dads-Mental Health Advice

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BBC TINY HAPPY PEOPLE-New Dads-Mental Health Advice

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Becoming a dad can trigger a whole range of emotions - from overwhelming joy to utter fear and everything in between.
Throw in a lack of sleep, broken routines and hormonal changes (yes, dads have those too) and it's not unusual to feel completely off-kilter.

In fact, studies show that about one in 10 men experiences mental health difficulties in the first six months after baby arrives, with first-time dads and younger dads particularly vulnerable. And although awareness is growing, dad's wellbeing can get side-lined, explains mental health specialist Raoul Lindsay.

"When baby is born, the focus is quite rightly on mum and baby and dads are kind of in the background. But you need support too."
We wanted to highlight the life-changing experience of becoming a dad and offer some advice for new dads' wellbeing. Here are some tips you can try to help keep your mental health in check...

Mental health guide: 7 tips for new dads

1. Ease up on yourself

New dads put a lot of pressure on themselves, says Raoul. "One thing that comes up a lot in my work is this belief that you need a new set of skills to be a successful dad, while mums have this natural maternal instinct."

In truth, being a parent doesn't come easily to anyone.

I wish new dads knew there's no such thing as a Super Dad.

"One thing I tell dads as part of recovery is to get hands-on and be silly with your baby. Move away from thinking that have to be the logical, hunter-gatherer parent while mum is the nurturing parent. Also trust your instincts; yes, take on information and other people's advice but above else, have faith in your own judgement."

2. Connect and communicate with your partner

Good communication with your partner is an important way to feel calmer and more confident about your parenting.

"It's especially important in the early stages. Sharing duties like night feeds, planning things as much as possible, recognising that you both need rest. It's all about being able to speak to them about what's happening and think practically together about what you can do," says Raoul.

Connect, listen, ask questions and find out what each other really needs, adds Raoul.

"Your partner is the person you can trust and you feel most comfortable with, so in theory this shouldn't be hard. But sometimes we guess what our partners need without getting actual information from them. You can do all the things under the sun to help each other feel better but until you ask each other, it's just a guessing game, which can trigger even more worries about not being able to support them or be a good parent."

3. Do things that help you feel balanced

Sounds undoable when there is barely time to draw breath, but Raoul advises finding a new routine that helps you retain some sense of calm.

"Think about what helped you unwind, regulated and relax before you had a baby, and see if you and your partner can find ways you can lever it into your new life in some way."

There's no point trying things you didn't do before just because you think they might help, like gardening or reading for example.

"If you want to spend some time playing a games console, there's nothing wrong with that. Perhaps health and fitness is your thing and you're feeling sensitive about your 'dad bod' and there's a way you can fit in a trip to the gym or a run. Whatever helps you."

4. Chat to other new dads

Don't underestimate the power of talking to people in exactly the same situation as you, says Raoul.

"You will be surprised how helpful it can be to open your eyes to what you need. It's something that was important to me when I first became a dad. The opportunity to chat to other new dads who know what you're going through, to exchange parenting tips and arrange social things, like a walk together when you feel comfortable, is so valuable."

5. Remember that parenthood will get easier

"You can miss your pre-dad life a lot in the early stages of being a new dad," says Raoul.

"So, it's important to remember that the difficulties are temporary, you will return to a sense of 'normality' whatever that was - better sleep, quieter moments with your partner, more time to see friends and family and so on."

Recognising that with time and experience things won't seem so challenging is a very positive tool.

6. Be aware of your mood

Most new dads feel low at some point, but if these feelings linger and last for a long period, it could be a sign of depression.

"Some anxieties are natural, for example, how you'll be as a dad or logistical changes like paternity leave," explains Raoul. "What's important is to recognise when the worry continues for too long, or when it becomes debilitating. For example, you might experience physical affects like panic attacks or not be able to return to a regular, calm state. You might notice that your eating habits change so you're eating more or less than you usually do, or that your sleeping patterns change."

Depression is a different experience for everyone.

So, it's really important to keep a close check on yourself and look out for anything that's unusual for you.

"Things like feeling withdrawn socially, if you're not taking pleasure from activities you used to love or lacking the desire to do them at all, or if you're feeling worried about the things you weren't worried about before," says Raoul.

Check out the NHS guide to low mood, sadness and depression.

7. Open up to someone you trust

If you are feeling continually low, don't be afraid to share how you're feeling.

It doesn't matter who you talk to, just so long as it's someone you trust and who will listen, says Raoul.

"Initiating this chat is really hard so take small steps. It doesn't have to feel like a big conversation. It might not be about asking for help - it might just be about informing someone about something that's happening right now."

Further information

For more information about mental health and wellbeing, check out the dedicated area on the NHS website

BBC Action Line also has details of organisations that can help support you.

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Raoul Lindsay, a mental health specialist gives his advice on how new dads can try keep their mental wellbeing in check.

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Examples of being mentally happy for babies and young children

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Examples of being mentally happy for babies and young children

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Kidscape-Helping your Child with Bullying

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Kidscape-Helping your Child with Bullying

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Help Your Child With Bullying | Anti-Bullying Charity

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It’s not easy when your child is going through a bullying situation, but you are not alone. We are here to help. Visit our website to learn more.

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NHS-Every Mind Matters: Children's Mental Health

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NHS-Every Mind Matters: Children's Mental Health

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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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Barnado's-Mental Health and Emotional Wellbeing

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Barnado's-Mental Health and Emotional Wellbeing

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Around 1 in 6 children have experienced a mental health problem, according to NHS Digital.

When this happens, it can be difficult for them to make and keep friends, manage at school and feel good about themselves. It can also be bewildering for their families.

For some children and young people, these problems will pass over time, but others may need a bit of extra support to help them get back on track.

That's why we offer a wide-range range of mental health support services for children, young people, and their families.

Here you can find a summary of the mental health support we offer. Some support you may be able to access yourself. This is called a self-referral. Other times, a GP, teacher, or social worker will need to request this support for you.

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We offer a range of mental health support services for children, young people, and their families, as well as online tips and guidance for your wellbeing.

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Tameside Council-Early Years Staff Wellbeing: A Resource for Managers and Teams

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Tameside Council-Early Years Staff Wellbeing: A Resource for Managers and Teams

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DFE-How to Support Good Mental Health for babies and Young Children

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DFE-How to Support Good Mental Health for babies and Young Children

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What mental health means for babies and young children

We all have mental health, just as we have physical health. In the same way that we can be more or less physically healthy from time to time, we can also be more or less mentally healthy from time to time too.

The term 'mental health' for babies and young children describes their wellbeing in terms of their social and emotional development.

Each baby or child will have different experiences with their mental health. Many factors can influence their social and emotional development and wellbeing. This includes things like the quality of their relationship with their parents and carers, nutrition and their experiences in the womb.

Self-regulation and co-regulation

Self-regulation is our ability to adapt, adjust and control our emotions, actions and thoughts. It plays an essential role in mental health. Self-regulation helps us to:

persevere in challenging situations

ignore distractions

think before acting

Children are not born with the ability to self-regulate. These skills are shaped by their temperament and their experiences in the womb and in early childhood. These skills must be developed over time.

Children need to continually learn and develop their self-regulation skills throughout the Early Years Foundation Stage (EYFS). To do this they need responsive, sensitive care from the adults around them.

Responsive and supportive relationships are where adults notice and understand children's emotions and needs and respond appropriately. This includes soothing children and calming them down. This is called co-regulation. Responsive relationships with reliable adults, like early years practitioners, will help children build their self-regulation skills.

These skills are not only critical during the early years but are also key to being mentally healthy throughout childhood, adolescence and into adulthood. Helping children learn to self-regulate during the early years supports lifelong emotional wellbeing.

Your role in supporting mental health in the early years

Babies and young children feel more secure when they form close relationships with reliable adults who are consistently available to them. When they experience loving and nurturing environments and relationships, they are also more likely to:

learn how to build and maintain healthy relationships

develop a healthy stress response system, which reduces the risk of stress-related illnesses

learn how to self-regulate

communicate their needs

develop the skills that support good mental health throughout life

Practitioners, particularly a child's key person, can help by responding to them in a warm, calm and understanding way. This encourages co-regulation, and helps children learn how to manage their own emotions and responses.

The importance of the key person

Every child in the EYFS must have a named key person. This is a practitioner who has a close relationship with their key children and works in close partnership with their parents and carers. A positive relationship between a key person and their key children is central to supporting their mental health.

As a key person, it is important to remember that all babies and young children are different. These differences shape what positive mental health looks like for them and the support they need from you.

You should:

get to know and understand the child as an individual

learn about the child's home life

learn to understand the child's cues and the ways they communicate

respond sensitively to their needs

form a secure bond with them

Recognising emotional and behavioural changes

How very young children behave is an important way in which they express their feelings. It can also be a key indicator of how mentally healthy they are.

It is important to understand that every child will grow and develop at different rates and have different experiences. The intensity and frequency of the emotions and behaviours they display can change from child to child and at different ages.

As a practitioner, it is important that you get to know your children and understand their individual patterns of behaviour. This can help you to notice and understand changes in their:

responses, interactions and engagement

interests

emotional wellbeing and behaviour

appetite and energy levels

toileting, feeding and sleeping patterns

This will help you identify when these changes may be a cause for concern.

Identifying when children need extra support

Some emotional and behavioural changes in children can be quite normal. They may be due to regular developmental growth periods like teething and growth spurts. A child may also behave differently when they feel unwell.

However, some changes may be caused by:

developmental delay

an educational support need

a trauma or bereavement

high levels of stress at home

difficulties in relationships with parents or caregivers

a mental health problem

physical illness

In these cases, children may display behaviours or emotions that seem to be more severe, happen more often, or last longer than usual. It is important to be attentive to the child and curious about the cause of these issues. They may put themself or others at risk or find their own emotions and behaviour overwhelming. This can impact on their physical health and development.

Heightened emotional states in young children can also lead to behaviours that you may find concerning. Some examples could include children:

being very overactive or restless

often feeling irritable or unhappy

finding it difficult to respond to caregiver's cues

struggling to self soothe after a change in routine or separation from a caregiver

often experiencing overwhelming anxiety which interferes with their daily life

regularly displaying what you perceive as angry or aggressive behaviours

having frequent 'temper tantrums' - this is a term used by the NHS, it describes a heightened state where children are unable to manage their emotions or behaviour

showing little interest in social interaction, or being very withdrawn

developing regular habit problems, for example with toileting

being unable to develop routines, for example for sleep and feeding

Every child may display these emotions and behaviours from time to time. It's for you to decide whether they are concerning for a particular child. To do so, you can think about:

how often the emotions and behaviours happen

how intense they are

whether there is a known cause - such as illness, being hungry or a stressful event at home

whether the child usually displays these behaviours - based on your own experiences and those of their parents and carers

Some children's emotions can cause them to display behaviours you find concerning. It is important for you to be curious about the causes of these behaviours and explore these with parents and carers. For most children, using different behavioural and emotional support strategies in your setting will be enough to secure their development.

However, some children will need more support. This is why it is so important that you try to understand the cause of the behaviour and get advice where necessary.

Working in partnership with parents, carers and specialists

If you are worried about a child, always get professional advice and follow your setting's procedures, where relevant. This may include discussing concerns with your:

supervisors, managers, or senior leaders

local authority

area Special Educational Needs Coordinator (SENCo)

When getting external support, make sure to engage parents and carers in the process at all stages. This includes involving them in:

sharing their thoughts

assessing their child's needs

planning next steps

reviewing their child's progress

You should help parents and carers to understand the importance of positive mental health in the early years. When doing this, it can be helpful to use language such as 'emotional wellbeing'. The best outcomes happen when practitioners and parents work together to support a struggling child.

You could also consider encouraging parents to talk to their GP or health visitor.

Safeguarding

If you are even slightly concerned that a child's change in behaviour may be due to a safeguarding issue, you must follow your setting's safeguarding procedure. Inform the lead practitioner responsible for safeguarding. Where necessary, you should also notify the relevant local safeguarding partners.

Emotional and behavioural support strategies

Find out how you can support early years children with common emotional and behavioural challenges.

Common emotional and behavioural challenges in the early years

When children are struggling to process their emotions, they may display a range of common behaviours. These include:

As a practitioner, you can put emotional and behavioural support strategies in place to help the children in your setting. For most children, if these strategies are also being implemented at home, this will be enough to address these challenges.

Strategies to support children in a heightened emotional state

Throughout the EYFS, children are still learning to self-regulate. You should therefore be supportive of them when they experience all kinds of emotions. This includes a heightened emotional state where they are not able to manage their emotions or behaviour. You should also try to understand what the underlying cause of the emotion or behaviour might be.

To help children who are struggling to self-regulate, you can try some of the following strategies.

Talk to them in a slow and calm way

This can help them co-regulate their emotional responses.

Offer them a hug

A hug can soothe, calm and make a child feel safe. They may be feeling alarmed by their own behaviour.

However, some children may not be ready for physical contact until they are calmer. You may want to quietly sit close to them and let them know you are there when they are ready to come and sit with you.

Let them know that you understand how they are feeling

Think about why the child is feeling or behaving this way and explain it to them so they feel understood. For example, you can say "I know that you feel angry when someone snatches your toy."

Encourage them to do something physical to release the energy

You could encourage them to run outside, dance or stamp.

Find a distraction

Try to distract the child by pointing to something in the room or by switching to a topic you know they are interested in.

However, use distraction carefully. It is always important to acknowledge a child's feelings and help them work through them.

Use simple relaxation techniques

Encourage the child to take 3 deep, slow breaths, breathing in for a count of 3 and out for 3.

For young babies and toddlers, it can help if you hold them and breathe slowly and deeply. Your calm breathing will help them to regulate their breathing too.

Use activities like role play, stories and creative play

Once the child is in a less heightened state of emotion, you can use role play, stories and creative play to help them express and make sense of their feelings.

Strategies to support babies in a heightened emotional state

First check to make sure the baby is comfortable, fed, and has a clean nappy.

You should also check to see if they are showing signs of tiredness, such as:

glazed eyes

looking away from people or activities

slowed responses

rubbing their eyes

'gnawing' on their fist or fingers

For a fussy or crying baby, you can:

go to a quieter space, for yourself and the baby

cuddle them

gently rock them

hold them against your chest and take deep, slow breaths

softly 'shush' them

walk with them

Strategies to support a crying child

Crying is a common way in which babies and children express difficult emotions. When a child is crying, it is important to approach them with understanding and patience.

Along with the strategies above, the following strategies can help you to soothe and calm a crying child.

Be there to listen to their concerns

Children need calm, warm and supportive responses from practitioners to help them understand their feelings, emotions and behaviours. You should create an environment where children are encouraged to express their feelings, and where they know adults will respond and listen to them.

Help them to identify their emotions

Helping children to find words to name their feelings teaches them to understand and accept different emotions. You could also ask the child to think about how their emotions are impacting their body physically.

Suggest they come with you to wash their face

Sometimes washing tears from a child's face with cool water will have a calming effect. This can help them regulate their emotions.

Strategies to support sleep routines

If there are children in your setting who struggle with their sleeping patterns, you can:

recreate their at-home sleep routine, or aspects of it, where possible

spend time winding down and doing calm activities before nap time

offer them a familiar toy or blanket to cuddle

help them understand and explore sleep through conversation, storytelling and role play - for example, you could set up a bedroom in the setting and role play going to sleep

Strategies to support an anxious child

Children might feel anxious when faced with a new situation such as:

starting nursery

when they are introduced to unfamiliar people - this is known as 'stranger anxiety'

when they are separated from their parent or carer - this is known as 'separation anxiety'

Remember that it is normal for all children to be fearful or anxious from time to time. However, children may need help if they often experience overwhelming anxiety which interferes with their daily life.

You can use the following strategies to help an anxious child.

Let them know you are there to listen and help with their worries

Always take a child's anxiety seriously. Tell the child you have noticed that they seem worried and encourage them to talk about it. Spend time listening and getting a real idea about the child's specific worries, feelings, and thoughts.

If they do not want to talk, do not force them to. Try and show that you understand how they feel and that you believe their feelings are valid.

Reassure them and help them find solutions

Once you have listened to how the child is thinking and feeling, you could suggest a different way of looking at a worry. You can also offer potential solutions to help.

Prepare them for change

Try to prepare children who you know are due to experience a significant change. This could include the birth of a sibling, moving house or starting school. You can do this by talking to them about what is going to happen and why.

When talking to the child about future events, try not to create an expectation that it will be difficult. Talk to them about positive aspects of the experience. You could also read stories to them that show the scenario they are about to experience or create relevant role play areas.

Help them cope with separation anxiety

To help reduce separation anxiety, encourage parents and carers to say goodbye in an upbeat way. This could include smiling and waving happily and confidently. This will prevent children from picking up on any worries a parent may have about leaving their child. It can also boost their confidence that it is safe to be left.
If younger babies and children seem worried about being left, offer cuddles and gentle distractions. Help the child to become engaged in activities. It may be helpful to introduce them into parallel play with other children and activities.

For slightly older children, you could talk to them and offer reassurance that their parent or carer will return. Try to show them that you understand how they are feeling.

You can also give children familiar items. Ask parents and carers what the child enjoys playing with at home. Then, encourage them to play with similar toys in the setting. You could also offer them comforting items, like a blanket or a teddy. Some children like having pictures of their family they can carry with them.

Strategies to support new children in your setting

Children are all different, and some may take longer to feel comfortable in new environments. It is important to be gentle and to take things slowly with these children. They may need extra support from their key person and a more phased approach to starting in the setting. Keeping set routines in your setting, and telling these children about upcoming changes in advance, can also help.

Children in the earlier stages of starting at your setting, or who are transitioning back following a break away, may need more support. It can be helpful to be present with them to help them manage transitions from one activity in the schedule to the next.

Strategies to address aggression

Most young children will sometimes show behaviour that you perceive as aggressive. This is a normal part of child development. This kind of behaviour usually starts from a feeling of intense emotion that they find difficult to process. This could include anger, fear or frustration.

Children need adults to help them understand and express difficult feelings without behaving in a way that could hurt themselves or others.

You can use several strategies to help a child showing behaviours you perceive as aggressive.

Try to stay calm

Coping with behaviour you consider to be aggressive can be difficult. However, it is important to stay as calm as possible. Remaining calm may be reassuring for the child and help them regulate their own emotions.

Work together to identify early signs of intense emotions

Intense emotions may lead children to display feelings of anger. Talk to the child about how they feel in their body when they start to get angry. This will help them learn how to notice the signs of anger. It will also give them the chance to express this feeling of intense emotion in other ways.

Find ways to manage physical feelings

Encourage children to do something physical to release their energy, like running or jumping. You could also encourage them to use simple calming techniques. For example, ask children to count to 10, breathe slowly and deeply, scrunch up their face or fists, and then release them.

You can also let children know that:

they are not alone

it's okay to feel angry

they can express these feelings in other ways

Strategies to support a withdrawn child

From birth, children have an inbuilt instinct to interact with their caregivers. However, all children sometimes need downtime. It is normal for them to avoid interacting with their caregiver when they need a break.

Some children are more naturally quiet and reserved than others. Where this is the case, you will need to adapt to their needs.

To help a withdrawn child, you can use the following strategies.

Use the secure relationship between the child and their key person

A key part of this relationship also involves responding sensitively to children's verbal and non-verbal cues. This helps you understand the child and what they need.

Introduce new experiences gradually

Build up your interactions with children slowly. To do this, you can:

start gently, showing consistent and appropriate interest in them, their play, and their communications

make sure you give them the space they need

let them approach new experiences in their own time

Some babies and children are very withdrawn. They may be very passive and quiet, avoiding eye-contact and physical touch. It is important to be curious as to why a baby or child acts like this as it may be the result of difficult relationships with other adults in their lives.

Remember, if you are even slightly concerned that a child's behaviour may be due to a safeguarding issue then you must follow your setting's safeguarding procedure. Inform the lead practitioner responsible for safeguarding and where necessary notify the relevant local safeguarding partners.

Useful resources

UNICEF and the University of Cambridge's Centre for Research on Play in Education, Development & Learning (PEDAL) offer guidance on understanding and supporting mental health in infancy and early childhood.

NHS Every Mind Matters gives advice and information on looking after a child or young person's mental health.

Maudsley Charity's Families Under Pressure includes tips and tricks from NHS mental health experts for supporting children with their emotions and behaviour .

The Anna Freud Centre has some advice on how to recognise trauma in young children, along with strategies and tips you can share with families.

The Anna Freud Centre also has some advice on sharing concerns about a child with parents and carers.

DfE has guidance to help practitioners identify the signs of child abuse and neglect and understand what action to take.

The role of a key person is explained by The Anna Freud Centre.

The Anna Freud Centre has some advice regarding withdrawn or passive behaviour in babies, small children.

NHS has advice on soothing a crying baby and how to cope with temper tantrums in young children.

The Anna Freud Centre has some advice on how manage tantrums.

The Sleep Charity offer some useful advice sheets for children and helping them to sleep.

NHS offers some advice on signs on anxiety in children and how to help.

The NHS also offers some helpful advice and tips on separation anxiety.

The Anna Freud Centre offers advice on different types of anxiety in children and how to manage them.

Childline offers some useful tips for older children on ways to feel calmer.

The NHS has advice on helping children with anger issues.

The Anna Freud Centre has advice on aggression in the early years.

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We all have mental health, just as we have physical health. In the same way that we can be more or less physically healthy from time to time, we can also be more or less mentally healthy from time to time too.

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The Mosaic approach for listening to and consulting with young children offers a multi-faceted way of finding out children's views. Researcher Alison Clark shows how it is done Children express themselves in many ways and so to be effective a consultation process must reflect that diversity of expression. The Mosaic approach offers such a framework, using interviews, mapping, tours and photography as just some of the ways to find out what children think.

The Mosaic approach for listening to and consulting with young children offers a multi-faceted way of finding out children's views. Researcher Alison Clark shows how it is done

Children express themselves in many ways and so to be effective a consultation process must reflect that diversity of expression. The Mosaic approach offers such a framework, using interviews, mapping, tours and photography as just some of the ways to find out what children think.

The approach was developed with three-and four-year-olds at Coram Community Campus as part of a project by researchers at the Thomas Coram Research Unit in London.

The approach aims to be inclusive, enabling children of different abilities to contribute to our understanding of their lives. It may be useful:

* in regular audits

* as part of an introduction for a new member of staff

* in a review of individual children, including those with special needs

* for planning changes to inside or outside space.

Most of all, we hope that it is a framework that will encourage a culture where children, early years professionals and parents can listen and be listened to.

FRAMEWORK

The Mosaic framework for listening is:

* multi-method. It recognises the different 'voices' or languages of children and so includes 'listening' to different types of communication, such as body language, words and images.

* participatory. It treats young children as experts in their own lives.

* reflexive. It includes young children, early years professionals and parents in reflecting on meanings.

* routine. It focuses on children's everyday experiences.

* adaptable. It can be applied in a variety of early years settings. It can be used for regular audits, as part of an introduction for a new member of staff.

* embedded into practice. It can become an integral part of how young children and adults communicate.

STAGES

There are two stages to the Mosaic approach:

* Stage One: children and adults gather material

* Stage Two: children and adults discuss children's perspectives

STAGE ONE

For Stage One, we built up a 'living picture' of every day life in the nursery by observing, child conferencing, cameras, tours, mapping and role play.

Observation

* Listening needs to include watching, so observation is important too. Early years practitioners have an important part to play in watching and recording how children use the space available to them and the relationships they form.

* We based our observations around two questions:

* What is it like to be here?

* Do you listen to me?

* We combined short observations of particular episodes with all-day observations, focusing on children in groups and individually.

* Excerpts from these observations, or 'narratives', became the first piece of the Mosaic to discuss with children, parents and other early years professionals, and to ask, 'What is happening here?'

Child conferencing

* Listening needs to include talking to children in formal and informal ways, so we used child conferencing, a short interview schedule focusing on children's perceptions of their everyday experiences.

* We adapted our interview questions from those already developed by Bernadette Duffy, head of the Thomas Coram Early Childhood Centre:

* Why do you come to nursery?

* What do you like best?

* What don't you like about being here?

* Who are your favourite people?

* Who don't you like?

* What do grown-ups do at nursery?

* What should grown-ups do at nursery?

* Where is your favourite place in the nursery?

* Which part of the nursery don't you like?

* What do you find difficult?

* What is the food like?

* What has been your best day in your group?

* What do new children need to know about nursery?

* Is there anything else I need to know?

* We then looked at different venues for conducting the interview. Some children enjoyed answering the questions in a formal setting, sitting at a table. Others preferred to show us their favourite places, so the interview was conducted 'on the move'.

Photographs

* 'Listening' can include using images as well as words. Photography provides young children with a way of communicating, of which they can be proud. Three-and four-year-olds in the study were introduced to single-use disposable cameras, and given a short explanation of how to use the camera. Working with children in pairs or groups of three children, they were then asked to take photos of what was important to them about their nursery.

* Children also used photographs to give their perspectives of the lives of the under-twos in the setting.

* When using photography, bear the following tips in mind:

* Look out for offers on single use cameras (with flash for inside and outdoor shots) or invest in easy-to-use, durable cameras.

* Give the children small shoulder bags so they can carry the cameras and take photographs as they play.

* Make an individual book of children's photos - the originals or photocopies.

* If possible, order a second set of prints for the children.

* Note that while some children will want to take a whole film, others will be happy taking six or fewer.

* The meaning of all the photographs was not instantly apparent, so with each, it was important to ask the children to 'tell me about it', just as if it were a drawing they had produced. Children's drawings of important things could also be included in the Mosaic.

* Photographs reveal important insights into children's priorities, while the process of taking them provides an opportunity for talking and listening to children:

* Listen as they take the photos.

* Listen as they discuss their photos and choose important ones.

* Listen to what other children say about friends' photos.

* Reflect on the children's photos and listen to what parents say too.

Tours

Listening can happen 'on the move'. We asked children to take us on a tour of their nursery to show us the important things. They were given control of where we went and how it was recorded at the time and later documented. They chose to take photographs, draw and use a tape recorder. We chose a lightweight tape recorder with a clip-on mike so children could choose who did the talking.

Children included visits to rooms where their siblings 'lived', and adult-only spaces, such as the staff room.

The tours showed the value of using a multi-method approach. Material gathered during the tours clarified information gathered using the other tools and revealed other priorities.

Mapping

Listening can involve making things together. Mapping provided one way of recording the information provided by young children during their tours of their nursery. Children discussed the photographs and drawings and used these as the basis for making maps of important people and places.

There was a close match between the information gathered on the tours and that revealed in the maps.

Children who had not been involved in the tours began to take a great interest in the map making. Thus the maps provided a further opportunity to listen to other children's views and experiences.

Role play

Listening to children's imaginative games can give clues to their feelings about their childcare. We explored the use of role play with under-threes using 'small world' figures. The activity could be adapted to use with older children, using small-world resources or puppets and models of rooms in the nursery to see how children act out being in that space.

The activity could also be adapted to fit the interests of individual children. For example, a shy child who likes playing in the sand may be more vocal if the figures are placed in the sand. These episodes or 'narratives' could be added to observation accounts and the other pieces of the Mosaic.

Be flexible

Our aim was to use a variety of different tools, but our list of tools is not an exhaustive one. Individual children, early years professionals or parents may have other skills which would enable children to express themselves. Music could form another piece of the Mosaic. For example, a South African early years group practised at making up songs are including songs about their nursery as another listening tool.

Parent and practitioner views

We were keen to acknowledge the importance of parents' and practitioners' perspectives on the lives of the children. Interview schedules looked at similar issues to those explored in the child conferencing, including impressions of what would be a good or bad day for individual children. Practitioners and parents had similar views about children's favourite activities and friends.

STAGE TWO

In Stage Two we drew together material from the individual pieces of the Mosaic to gain a greater understanding of young children's priorities. Observation notes, photographs, maps, tape recordings of tours and child conferencing can provide the opportunity for discussion about what childcare is like for young children.

These pieces of the Mosaic can provide the opportunity for discussion between children, practitioners, visitors and parents, or any combination of them.

We refer to this process of dialogue starting from gathered material as 'documentation', a process developed in the pre-schools of Reggio Emilia, Italy and described by Carlina Rinaldi, former pedagogical director of the municipal early childhood centres there, as 'visible listening'. The priorities revealed by this approach to listening are:

* friends and changing friendships, including relationships with important adults and with siblings

* favourite spaces, including 'hidden' spaces outside

* conflict and knowledge about how adults will deal with it

* feelings about the past and the future; memories of important people who have left, and aspirations about the future.

Each of the tools used in the Mosaic may help us to understand children's priorities for their childcare, but in bringing the pieces together a richer, more detailed picture can be built up. This approach requires time, skill and patience - listening is time consuming, especially if we are not relying on a quick response from our most articulate children. But the benefits are worth it.

* Listening to young Children: the Mosaic Approach, by Alison Clark and Peter Moss, published for the Joeseph Rowntree Foundation by the National Children's Bureau, is available from NCB, priced 11.95 (or 8.85 for NCB members), tel: 020 7843 6028/29.

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The Mosaic approach for listening to and consulting with young children offers a multi-faceted way of finding out children's views. Researcher Alison Clark shows how it is done Children express themselves in many ways and so to be effective a consultation process must reflect that diversity of expression.

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Giving every child the best start in life- A guide to pregnancy

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Giving every child the best start in life- A guide to pregnancy

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Giving every child the best start in life

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The modernised Healthy Child Programme will help ensure every child can thrive and achieve - we want all children to be ready to learn at 2, ready for school at 5 and ready for life when they reach adulthood. Find out more about the new resources in this blog.

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Improving the Mental Health of Babies, children and Young People, examples of government led contributions

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Improving the Mental Health of Babies, children and Young People, examples of government led contributions

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Overview

The mental health of babies, children and young people ( BCYP) influences their health, wider life chances and outcomes. The early part of the life course, from birth to young adulthood (0 to 25 years), provides important opportunities for promoting and protecting mental health.

The accompanying document Improving the mental health of babies, children and young people: a framework of modifiable factors identifies factors where there is scope to intervene to create the conditions that help to keep BCYP mentally well, and these are illustrated in figure 1 below.

This document provides examples of policies and programmes being delivered by central government that contribute in a positive way to addressing the factors that are identified in that framework. Examples are included from the following government departments:

The details related to the examples included were accurate at the point of publication and are illustrative rather than comprehensive.

A third related document, Improving the mental health of babies, children and young people: methodology, literature and stakeholder feedback that informed the framework, outlines the methodology of and findings from the literature search and stakeholder engagement that informed the framework illustrated by figure 1.

Figure 1: babies, children and young people's mental health: a framework of modifiable factors to guide promotion and prevention

Figure 1 contains 4 headings, each representing a different domain. These are, from left to right:

Underneath each heading is a list of modifiable factors that influence BCYP health and fall within the relevant domain.

The lists are contained within rectangles embedded within each other and increasing in size from left to right - conveying that individual-level factors are contained within interpersonal relationship-level factors, which are in turn affected by the local community. All factors are influenced by the wider environment and society as a whole.

Text alternative to figure 1

Domain: individual BCYP level

Modifiable factors that influence this domain include:

premature birth

exposure to adversity or traumatic events

attachment

speech, language and communication abilities

physical health and health behaviours

substance misuse

gambling

resilience

body image

social media and screen time

hobbies and leisure time including arts, culture and play

Domain: interpersonal relationship level

Modifiable factors that influence this domain include:

Domain: local community level

Modifiable factors that influence this domain include:

educational attainment and attendance

safe, calm, supportive and inclusive learning environment

mental health literacy, and social and emotional learning

transitions between stages of education or into employment

quality, security and nature of employment

community networks, engagement and inclusivity

safety, crime and violence

access to health, care and support services

loneliness and isolation

Domain: wider environment and society level

Modifiable factors that influence this domain include:

poverty

quality of housing and the built environment

access to quality green and blue space, and engagement with nature

quality and accessibility of transport

access to digital resources

experience of discrimination, stigma and prejudice

exposure to online, media and advertising harms

conflict, natural disasters and humanitarian crises

climate change

The allocation of factors to one of the 4 domains contained within figure 1 was informed by a judgement about the level at which the action to modify the factors is most likely to be taken. However, the content across the domains should be read as an integrated whole. Some factors experienced at an individual level are mediated by family circumstances. Some factors identified at a wider environment and society level can be influenced at both a local authority level and at the level of national government. Some factors are cross-cutting in nature and could arguably sit in every domain. Although the factors are listed vertically in the domains, this does not reflect a hierarchy of priorities or degree of influence.

Department for Culture, Media and Sport ( DCMS)-funded programmes such as the Youth Investment Fund, the National Citizen Service and the expanded Duke of Edinburgh Award, contribute towards helping BCYP in England through increased access to positive activities and opportunities for volunteering and civic participation.

DCMS is also working with Sport England and the Youth Sport Trust to support a network of over 450 school games organisers ( SGOs). SGOs are delivering targeted sporting activities that inspire young people to be physically active, engage in competition and take up opportunities to become leaders. These activities promote positive interpersonal relationships, encourage the development of social and emotional skills and build resilience, all of which help to equip BCYP for later life and entry into the world of work.

DCMS-led communications campaigns such as its Every Mind Matters Loneliness Campaign also contribute to minimising the risks to children and young people's mental health that arise from loneliness and isolation.

A list of DCMS-led activities aligned with modifiable factors that influence BCYP mental health follows.

Youth Investment Fund

The Youth Investment Fund (YIF) will build or refurbish up to 300 youth facilities, supporting 45,000 additional young people each year. This will enable young people to engage in positive activities outside school and access youth worker support.

Factors listed in figure 1 that the fund has the potential to modify:

Programme status (underway or planned)

Phase 1: £12 million awarded in financial year 2021 to 2022 to youth facilities for small refurbishment or equipment (completed).

Phase 2: over £300 million, awards in progress from financial year 2022 to 2023, with the programme expected to be completed by 2025.

Evidence of impact on BCYP mental health

Findings from the evaluation of the previous YIF (2017 to 2020), comparing baseline and follow-up data at approximately 3 months, found statistically significant impacts in social skills, self-confidence, leadership, communication and self-expression, social connectedness, and happiness and wellbeing.

Findings from several literature reviews around the impact of youth work and out-of-school activities find small but significant effects on wellbeing and social and emotional skills (soft skills), as shown in this review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK.

Research by OnSide, an organisation that provides large youth zones for young people, has found that most participants felt more self-confident and able to deal with emotional setbacks, and had better social skills - see OnSide's various impact reports.

Expanding Duke of Edinburgh (DofE) Award scheme in schools and community organisations

DofE is to be offered to every secondary state school in England so participants can learn new skills, carry out volunteering and go on expeditions.

Factors listed in figure 1 that the scheme has the potential to modify:

Programme status (underway or planned)

Underway and funded until 2025 (£4.57 million).

Evidence of impact on BCYP mental health

In 2020, DofE research found evidence of the positive benefits on participants' wellbeing, with 62% saying that taking part made them more confident with overcoming difficult situations.

There is evidence to support the impact of the DofE on young people's resilience, self-belief and sense of agency, social and employment related skills such as teamwork, responsibility and problem-solving, and the knock-on benefits to their academic attainment and employability.

Tackling uniformed youth groups waiting lists

DCMS is expanding capacity in uniformed youth organisations to offer teenagers on waiting lists the opportunity to attend a group - learning new skills, making friends, experiencing trips away and participating in volunteering.

Factors listed in figure 1 that the organisations have the potential to modify:

Programme status (underway or planned)

Underway and funded until 2025 (£16.9 million).

Evidence of impact on BCYP mental health

Youth participation in Guides or Scouts is associated with better mental health and narrower mental health inequalities at age 50.

Uniformed youth organisation activities, and the relationships they facilitate, are associated with a positive role in responding to loneliness, enhancing mental health, and promoting wellbeing among young people and adult volunteers.

Outdoor learning

DCMS is providing capital funding to take centres 'off-grid', hugely reducing energy costs both now and for the future.

It is also providing subsidies for around 10,000 disadvantaged young people to attend residential trips during holiday periods.

Factors listed in figure 1 that outdoor learning has the potential to modify:

Programme status (underway or planned)

Planned and funding secured.

Evidence of impact on BCYP mental health

Children raised with exposure to green space are up to 55% less likely to develop severe mental health problems such as substance abuse, stress-related illnesses and eating disorders.

Outdoor activities also improve cognitive function and reduce rates of cardiovascular morbidity and type-2 diabetes.

Additionally, outdoor learning has been shown to increase young people's attainment in schools and their attitudes towards learning, as explained in this research report on outdoor learning hubs (PDF, 2.4 MB) and this research report on Wilderness Schooling (PDF, 203 KB).

#iwill Fund

The #iwill Fund creates a range of high-quality social action opportunities for young people across England.

Factors listed in figure 1 that the fund has the potential to modify:

Programme status (underway or planned)

Underway, funded until 2025.

Evidence of impact on BCYP mental health

The 2021 youth social action rapid evidence assessment found evidence that participating in social action can improve character-building, wellbeing and mental health, active citizenship and sense of belonging.

In the National Youth Social Action Survey 2019, the most common benefit of social action cited by young people was "increased self-confidence and self-esteem" (mentioned by 44%).

Additionally, a randomised control trial conducted in 2016 by the Behavioural Insights Team found significant increases in employability skills and character traits for adulthood such as empathy and co-operation when young people participated in social action - see the final report on Evaluating Youth Social Action.

Better Health: Every Mind Matters - Loneliness national communications campaign

Delivered as part of the established Better Health: Every Mind Matters brand, the aim of the campaign is to shift people's attitudes and behaviours in relation to loneliness.

The campaign targets young people aged 16 to 34 and encourages them to reach out to others. This is intended to reduce loneliness and increase mental wellbeing in BCYP.

Factors listed in figure 1 that the campaign has the potential to modify:

loneliness and isolation

relationships with peers and adults outside of the home

Programme status (underway or planned)

Underway, annual campaign.

Evidence of impact on BCYP mental health

No sources to cite at present.

National Citizen Service (NCS)

The NCS arranges programmes for young people from different backgrounds to work together on socially beneficial projects to develop their communication, leadership and team-working skills.

Factors listed in figure 1 that the service has the potential to modify:

Programme status (underway or planned)

Underway, £171 million funding for financial years 2022 to 2023 and 2024 to 2025.

Evidence of impact on BCYP mental health

There is evidence that the NCS leads to improvements in life satisfaction, happiness and anxiety. See National Citizen Service 2019 Summer Evaluation: main report and Exploring the wellbeing impact of NCS: an interim report (PDF, 825 KB).

Every £1 spent on NCS generates an estimated economic 'wellbeing' benefit of £3.05.

76% of NCS participants felt more positive about people from different backgrounds after attending the programme, and increased levels of social trust.

NCS has a positive impact on young people engaging in their community, with 65% of participants more likely to help out in their local area afterwards.

Two years following the programme, participants were still ahead of peers on key work skills such as teamwork, communication and leadership. 85% of participants agreed that NCS provides an opportunity to develop skills which will be useful to them in the future.

Sports: school games organisers (SGO) programme (delivered through Sport England)

The SGO programme inspires young people to be physically active for life through positive and inclusive experiences of sport and physical activity. It also encourages healthy daily activity and competition, and opportunities to become leaders and volunteers.

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

In progress, funding confirmed until the end of the 2024 to 2025 academic year.

Evidence of impact on BCYP mental health

The Active Lives Survey of more than 300,000 people aged 5 to 16 has shown a positive association between sport or physical activity and loneliness. There is also clear positive association between loneliness and volunteering, and sport and physical activity. Of those surveyed, 10% of BCYP aged 11 to 16 who are classed as 'active' (do an average of over 60 minutes per day) said they often or always feel lonely compared with 12% who are active for less than 30 minutes per day.

Happiness measure scores are higher for those who are active (7.0) than those who are less active (6.7). BCYP who volunteer also score higher (7.0) than those who do not (6.4).

Active BCYP are more likely to agree with the statement 'If I find something difficult, I keep trying until I can do it'. Young people who volunteer are more likely to be resilient. (See data from Sport England.)

Department for Education

Education can have a range of positive impacts on the longer-term mental health and wellbeing of young people. Evidence supports a bi-directional relationship between BCYP mental health and academic outcomes, with slightly more evidence for mental health problems undermining academic attainment than vice versa. See, for example, reports on the impact of pupil behaviour and wellbeing on educational outcomes, the impact of mental health and wellbeing on GCSE performance in England, and correlates of mental illness and wellbeing in children. The act of learning is one of the 5 steps to mental wellbeing promoted by the NHS.

Good educational experiences influence many of the factors that are foundational for positive mental health:

The Department for Education ( DfE) implements a range of measures to help educational settings take effective whole-institution approaches to mental health and wellbeing. This work spans:

It is particularly important for children and young people with special educational needs and disabilities ( SEND), or in alternative provision, to get the support they need to thrive and prepare for happy, healthy and productive adulthoods. Identifying and providing support for emerging and more complex needs, including for social, emotional and mental health issues, is an important part of DfE 's approach to promoting and supporting mental health and wellbeing in education settings.

DfE supports and protects the most vulnerable children, particularly through children's social care. Families and loving relationships are at the heart of the department's approach, with a focus on early help and support for those who are struggling, helping families to overcome challenges, keeping children safe, and making sure children in care have stable loving homes, long-term loving relationships and opportunities for a good life.

A list of DfE-led activities aligned with modifiable factors that influence BCYP mental health follows.

Transforming children and young people's mental health provision green paper

DfE is working to deliver 2 key recommendations from the 2017 green paper:

incentivising and supporting schools to identify and train a senior mental health lead, who can implement and sustain a whole-school or college approach to mental health. DfE has committed to offer all state schools and colleges a senior mental health lead training grant by 2025. Over half of eligible settings, including more than 7 in 10 secondary schools, have taken up this offer so far

working with the Department of Health and Social Care (DHSC) and NHS England to deliver mental health support teams to support schools and colleges (see DHSC section below)

Factors listed in figure 1 that the green paper has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Whole-school approaches are well accepted as important to supporting BCYP mental health.

Schools white paper: richer educational experience

The schools white paper includes a commitment to support schools to offer a richer school week with every child able to take part in activities like sport, music and cultural opportunities.

School provision is supported by national guidance, such as the School sport and activity action plan and the national plan for music education.

Factors listed in figure 1 that the white paper has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

These policies aim to increase provision and improve participation levels in the sorts of activities that evidence indicates promote personal development and wellbeing. They may also improve school belonging, a key factor in mental health.

Schools white paper: attendance

The schools white paper also contains the commitment that, by 2030, every child will be taught in a school with high levels of attendance. To support this, DfE is continuing to deliver its comprehensive attendance strategy to improve school attendance, including through:

Factors listed in figure 1 that the white paper has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Calm, safe and supportive school environments help make school a place where children want to be, and can develop positive relationships with peers and staff, promoting engagement and a sense of belonging.

Anti-bullying measures

All schools are legally required to have a behaviour policy with measures to prevent all forms of bullying. Schools can develop their own anti-bullying strategies and they are held to account for their effectiveness by Ofsted.

Government provides further support for schools on this issue, including through guidance, the Respectful School Communities self-review and signposting tool, and £2 million funding (2021 to 2023) to anti-bullying charities to support schools to tackle bullying.

Factors listed in figure 1 that the measures have the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Relationships, sex and health education (RSHE)

Statutory RSHE builds pupil knowledge and life skills including in relation to their social, emotional and mental health and wellbeing. RSHE also teaches pupils about respect and tolerance and online safety, supported by guidance for teachers.

In further education, while DfE does not provide a national curriculum beyond key stage 4, post-16 providers have the flexibility to offer aspects of relevant RSHE and should support students to access the information and support they need.

Factors listed in figure 1 that the programme has the potential to modify:

bullying, including cyber bullying

physical health and health behaviours

mental health literacy and social and emotional learning

exposure to online, media and advertising harms

safe, calm, supportive and inclusive learning environment

experience of discrimination, stigma and prejudice

relationships with peers and adults outside the home

abuse and neglect

substance misuse

gambling

body image

social media and screen time

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Education and pastoral support for children in need through designated teachers and virtual school heads (VSHs)

DfE has a range of policies and actions to ensure children in need (including looked-after children and adopted children) receive effective support:

all local authorities must appoint a VSH, who has a statutory duty to promote the educational attainment of all children in their care. The role of the VSH has been expanded to cover children who have left care through adoption or special guardianship or child arrangements order (2018), and all children with a social worker (2021)

a personal education plan (PEP) for all looked-after children, setting out educational needs and how they will be met. Looked-after children also attract Pupil Premium Plus funding to support education outcomes, aligned with the child's PEP, and have priority in school admissions

all maintained schools and academies must appoint a designated teacher, who acts as a source of support and advice on the needs of the looked-after children on the school's roll, and has a statutory duty to promote the educational attainment of all children who have left care through adoption or special guardianship or child arrangements order

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Stable Homes, Built on Love: plan to reform children's social care

This is a bold and ambitious plan to reform children's social care, setting out how government will help families overcome challenges, keep children safe and make sure children in care have stable loving homes, long-term loving relationships and opportunities for a good life. This is backed by £200 million investment over this Spending Review period so DfE can start reforms immediately and build the evidence for future roll-out.

Within this plan, activities specifically focused on improving the mental health and wellbeing of care-experienced BCYP include:

strengthening the joint DfE and DHSC guidance for local authorities, NHS England and other relevant public bodies and professionals on promoting the health and wellbeing of looked-after children and care leavers. The update will extend the guidance to cover care leavers up to age 25 and ensure it sets out clear expectations for practice

reviewing and working to strengthen the knowledge and skills in relation to mental health in the social care workforce. This includes ensuring that the new Early Career Framework (ECF), currently under development, develops social worker skills, so they can better respond to individuals with mental health needs.

Factors listed in figure 1 that the plan has the potential to modify:

poor experience being in care

quality of relationships with parent or caregiver

quality of relationships between parents or caregivers

loneliness and isolation

relationships with peers and outside of the home

access to health, care and support services

abuse and neglect

exposure to adversity or traumatic events

attachment

physical health and health behaviours

abuse and neglect

parental or caregiver physical and mental health

experience of discrimination, stigma and prejudice

Programme (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Early years foundation stage framework (EYFS)

The statutory EYFS framework, which all early years providers in England must follow, includes personal, social and emotional development ( PSED) as one of 3 prime areas of learning and development. It supports children to understand and manage their emotions and develop a positive sense of self. The 2021 EYFS reforms strengthened the educational programme for PSED.

This statutory requirement is supported by training with content on PSED through the Early Years Professional Development Programme.

The Help for early years providers online platform has training on PSED, and content is being developed to help early years practitioners to support children's mental health.

Factors listed in figure 1 that the framework has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Family Hubs and Start for Life programme

Family hubs are 'one stop shops' that make it easier for families to access a range of services, including mental health and wellbeing support.

Investment of around £300 million in a 3-year Family Hubs and Start for Life programme (joint between DfE and DHSC) in 75 local authorities with high levels of deprivation will transform services for parents, carers, babies and children. £100 million of this funding has been allocated to establish and improve perinatal mental health and parent-infant relationship support.

DfE 's additional £12 million Family Hubs Transformation Fund will support a further 13 local authorities to open family hubs.

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

Underway, programme runs until March 2025.

Evidence of impact on BCYP mental health

It is too early to give an indication of impact. However, an independent evaluation is taking place alongside regular monitoring information collection.

SEND and alternative provision improvement plan

This joint publication between DfE and DHSC sets out the government's mission for the SEND and alternative provision system to fulfil children's potential, build parents' trust and provide financial sustainability. Key measures include:

improving ordinarily available provision by setting clear expectations for the types of support that should be available in mainstream settings through new national SEND and alternative provision standards

testing key reforms by creating 9 Change Programme partnerships through the £70 million Change Programme

investing £2.6 billion into special and alternative provision places, including opening 41 new special schools with a further 50 in the pipeline

investing £18 million between 2022 and 2025 to double the capacity of the Supported Internships Programme

investing £30 million to go towards developing innovative approaches for short breaks for children, young people and their families

investing an additional £7 million to fund an extension of the alternative provision specialist taskforces to run until March 2025

increasing the high needs funding by a further £440 million for 2024 to 2025, bringing total funding to £10.5 billion - an increase of over 60% since 2019 to 2020

Factors listed in figure 1 that the plan has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

University Mental Health Charter Programme

DfE has set a target for all universities to join the University Mental Health Charter Programme by September 2024. This supports universities as they work towards the principles of good practice laid out in the University Mental Health Charter Framework to become places that promote the mental health and wellbeing of all members of the university community.

Providers who sign up to the charter are committing to implementing a whole-university approach to mental health and wellbeing.

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Research suggests that a whole-school approach to mental health promotion can be more effective than a compartmentalised approach and has been recommended by the World Health Organization.

Student Space

DfE has worked with the Office for Students ( OfS) and Student Minds to provide Student Space, an online platform designed to support student mental health and wellbeing by bridging any gaps in support for students, working alongside existing services.

Funded with up to £3.6 million by the OfS and the Higher Education Funding Council Wales (HEFCW), Student Space has now received a funding commitment of £262,500 annually for 3 years to extend this provision of online mental health support to all students in England and Wales until 2026.

Student Space has provided vital mental health and wellbeing resources to over 450,000 students.

Factors listed in figure 1 that the platform has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Student Space offers a wide range of articles and support materials on issues that have been identified to impact student mental health, as well as pointing students to the mental health services available at their institution.

OfS funding to support student mental health

DfE has asked the OfS to distribute £15 million of funding, as part of the Strategic Priorities Grant, to providers in 2023 to 2024 to support student mental health, including providing additional support for transitions from school or college to university, with a particular focus on providing counselling services for students.

This funding will also allow providers to continue to develop better partnerships with local NHS services so students can better navigate the pathways for mental health provision.

Factors listed in figure 1 that the funding has the potential to modify:

transitions between stages of education or into employment

access to health, care and support services

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Department for Environment, Food and Rural Affairs

The Department for Environment, Food and Rural Affairs ( Defra) is helping to design and deliver programmes that increase opportunities for BCYP to connect with nature and access green or blue spaces, in line with the commitment made in the Environmental Improvement Plan 2023 to ensure that everyone is no more than a 15-minute walk from a green or blue space, and to work to reduce barriers to access.

Evidence shows there are a range of associated benefits for mental health spanning attention and memory restoration, resilience, engagement, enjoyment, social skills and self-regulated behaviour, experiencing success, wellbeing and confidence. See, for example, a briefing on the links between natural environments and mental health.

Where possible, Defra ensures programmes of work are targeted to reach populations most in need.

A list of Defra-led activities aligned with modifiable factors that influence BCYP mental health follows.

Ongoing programme of work to increase access to and connection with nature for everyone including BCYP

This work includes Defra programmes such as:

Jointly with the Department for Levelling Up, Housing and Communities, investing in a Levelling Up Parks Fund, targeted at the most deprived and low-in-green-space local authorities, to improve the condition and availability of green space for over 100 urban communities across the country.

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Evidence on the links between the natural environment and mental health is documented in this briefing.

Defra plans to develop a standard evaluation framework for examining the health impacts of outdoor interventions.

Preventing and Tackling Mental Ill Health through Green Social Prescribing (GSP) project

£5.77 million cross-governmental project led by Defra and including NHS England, the Office for Health Improvement and Disparities, the Department of Health and Social Care, Natural England, Sport England, the Department for Levelling Up, Housing and Communities, and the National Academy of Social Prescribing.

By effectively implementing GSP, the project aimed to improve mental health outcomes, reduce health inequalities, reduce demand on the health and social care system, and develop best practice at a local level.

The project has supported the roll-out of social prescribing across all primary care networks in England, and paved the way for better collaboration across government and for new commitments (for example, NHS England's recent commitment to more ambitious social prescribing targets).

The programme formally closed in March 2023. However, work is continuing at local and national level to secure the legacy of the programme.

Factors listed in figure 1 that the project has the potential to modify:

resilience

hobbies and leisure time, including arts, culture and play

physical health and health behaviours

parental or caregiver physical and mental health

loneliness and isolation

relationship with peers and adults outside of the home

community networks, engagement and inclusivity

access to health, care and support services

quality of housing and the built environment

access to quality green and blue space and engagement with nature

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Evidence on how the natural environment can support children and young people is documented in this briefing.

Defra plans to develop a standard evaluation framework for examining the health impacts of outdoor interventions, so it can consistently measure the public health impacts of its work to increase access to the outdoors.

Platinum Jubilee Village Hall Improvement Grant Fund

At the heart of rural communities, village halls provide access to a variety of activities, community groups, learning opportunities and services. They often provide the only place for a community to meet and socialise locally.

The Platinum Jubilee Village Hall Improvement Grant includes £3 million of funding to modernise and improve rural community buildings and facilities.

Factors listed in figure 1 that the fund has the potential to modify:

Programme status (underway or planned)

Underway, first awards made April 2023.

Evidence of impact on BCYP mental health

Under the previous grant scheme, 65% of halls reported their project had already increased use of their hall. (However, many projects were delayed by the pandemic so these figures will increase as awareness of the improved facilities spreads.)​

Flood prevention policies

Defra oversees a range of flood prevention measures that minimise the risk of flooding and hence the effects of natural disasters.

Factors listed in figure 1 that the policies have the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Department of Health and Social Care

The government published The best start for life: a vision for the 1,001 critical days in March 2021. The vision set out the findings of the Early Years Healthy Development Review alongside a vision for improving support for families during the 1,001 critical days. The vision's aim is to ensure every baby in England is given the best possible start in life, regardless of background.

To help turn this vision into reality, the government is investing over £300 million into the 3-year Family Hubs and Start for Life programme. The programme is overseen jointly by DfE and DHSC and is funding new or transformed family hubs and a range of Start for Life services in 75 local authorities in England.

The modernised healthy child programme sets out a vision for a universal offer from health visiting and school nursing services to support maternal and family mental health for 0 to 5-year-olds, and promote resilience and wellbeing among 5 to 19-year-olds.

DHSC is working in partnership with DfE and NHS England to enable BCYP to have better mental health and wellbeing, supported and promoted by schools, colleges, parents, carers and the health system, and for children and young people experiencing poor mental health to be offered early appropriate support. Almost 400 mental health support teams ( MHSTs) have been rolled out across schools and colleges in England, offering provision to children with common mental health issues such as anxiety. By 2024, it is expected there will be 500 MHSTs in place.

The Office for Health Improvement and Disparities' Better Health: Every Mind Matters social marketing programme aims to equip young people to look after their mental wellbeing through NHS-endorsed digital content and classroom resources, developed in partnership with clinical and academic experts and end users. All resources are for use in preventing or caring for sub-clinical mental health problems, with clear signposting to sources of support for more acute or emergency needs.

A list of DHSC-led activities aligned with modifiable factors that influence BCYP mental health follows.

Better Health: Every Mind Matters behaviour change campaign

The Every Mind Matters campaign is delivered via social media channels and through relationships, personal, social and health education lesson plans. It aims to equip children and young people aged 10 to 18 to take action to protect and improve their mental health.

Factors listed in figure 1 that the campaign has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Unpublished programme evaluation found that 58% of those exposed to the campaign during 2021 to 2022 reported having taken action to improve and protect their mental health.

Family Hubs and Start for Life programme (delivered jointly with DfE)

Family hubs are 'one-stop shops' that make it easier for families to access a range of services, including mental health and wellbeing support.

Investment of around £300 million in a 3-year Family Hubs and Start for Life programme (delivered jointly between DfE and DHSC) in 75 local authorities with high levels of deprivation will transform services for parents, carers, babies and children. £100 million of this funding has been allocated to establish and improve perinatal mental health and parent-infant relationship support.

DfE 's additional £12 million Family Hubs Transformation Fund will support a further 13 local authorities to open family hubs.

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

Underway. Programme runs until March 2025.

Evidence of impact on BCYP mental health

It is too early to give an indication of impact. However, an independent evaluation is taking place alongside regular monitoring information collection.

Transforming children and young people's mental health provision: a green paper

Since publication of this green paper in 2017, DHSC has worked with NHS England and DfE to deliver commitments around MHSTs and Senior Mental Health Leads ( SMHL) training in schools and colleges, along with a 4-week wait pilot to test how young people can access NHS mental health support quickly and easily.

Factors listed in figure 1 that the green paper has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

The Early Evaluation of the Children and Young People's Mental Health Trailblazer Programme provides insights into the initial roll-out of MHSTs.

Healthy child programme

The healthy child programme is the national prevention and early intervention public health framework, which is offered to all families in England as part of the Public Health Grant.

The modernised framework provides local authority commissioners and partners with a schedule of interventions that includes health and development reviews, early identification of need, health improvement, wellbeing, parenting and safeguarding. It promotes action across community, universal, targeted and specialist levels, depending on individual and family need.

Supporting maternal and family mental health and resilience and wellbeing are identified as 'high-impact areas' for universal health visiting and school nursing services.

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

The Community Services Data Set (CSDS) and Child and Maternal Fingertips Profiles provide a range of indicators useful for measuring performance and outcomes.

Healthy guidance: establishing youth-friendly health and care services; known as 'You're Welcome'

The 'You're Welcome' guidance sets out standards to help improve the quality of, and access to, health and wellbeing services for young people.

Factors listed in figure 1 that the guidance has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Additional treatment funding committed to in the 10-year drugs strategy 'From harm to hope'

The drugs strategy was published in 2021 with a commitment to provide additional funding of £532 million to improve the capacity and quality of substance misuse treatment and recovery services over 3 years from 2021 to 2022 to 2024 to 2025.

Most of the additional funding is being invested in adult substance misuse treatment and recovery. The menu of interventions local authorities can draw from includes being able to invest in supporting parents and others living with children where this is a local priority. This will help reduce parental addiction and improve family functioning. Local systems are also able to invest in supporting children where they are being affected by their parents' drinking and drug use.

The additional funding is also being invested in enhancing the capacity and quality of children and young people's substance misuse treatment, with an ambition to get an extra 5,000 children and young people in treatment by 2024 to 2025.

Factors listed in figure 1 that the funding has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

In 2021 to 2022, 20% (26,570) of adults starting drug and alcohol treatment were living with children, either their own or someone else's.

In 2021 to 2022, 46% (3,739) of young people starting drug or alcohol treatment were recorded as having an unmet mental health need.

These and additional supporting statistics are viewable in this 2021 to 2022 report on adult substance misuse treatment statistics.

Supporting the roll-out of the early language identification measure (ELIM) and intervention

A new ELIM and intervention was published in 2020. It aims to improve early identification of speech, language and communication needs ( SLCN) as part of the 2 to 2-and-a-half-year healthy child programme review undertaken by health visitors. DHSC continues to support the roll-out of this tool.

The ELIM and intervention is intended to enhance the early identification of SLCN, so that children receive appropriate support to develop to their full potential.

Factors listed in figure 1 that the measure has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Early language skills are important for the development of social and emotional skills, and for establishing relationships.

Without appropriate intervention, children with SLCN are at risk of poorer outcomes across the life course, including poorer educational attainment, employment prospects and mental health.

DHSC is developing plans to evaluate the impact of the ELIM and Intervention on BCYP outcomes.

SEND and alternative provision improvement plan

This joint publication between DfE and DHSC sets out the government's mission for the SEND and alternative provision system to fulfil children's potential, build parents' trust and provide financial sustainability. Key measures include:

improving ordinarily available provision by setting clear expectations for the types of support that should be available in mainstream settings through new national SEND and alternative provision standards

testing key reforms by creating 9 Change Programme partnerships through our £70 million Change Programme

investing £2.6 billion into special and alternative provision places, including opening 41 new special schools with a further 50 in the pipeline

investing £18 million between 2022 and 2025 to double the capacity of the Supported Internships Programme

investing £30 million to go towards developing innovative approaches for short breaks for children, young people and their families

investing an additional £7 million to fund an extension of the Alternative Provision Specialist Taskforces to run until March 2025

increasing the high needs funding by a further £440 million for 2024 to 2025, bringing total funding to £10.5 billion - an increase of over 60% since 2019 to 2020

Factors listed in figure 1 that the plan has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Refer to the evidence listed within the 'Speech, language and communication abilities' section, under individual-level findings, of the accompanying Improving the mental health of babies, children and young people: methodology, literature review and stakeholder feedback that informed the framework document.

Guidance on the health risks of damp and mould for social and private rented housing providers

This new consolidated guidance (led by DHSC and published in collaboration with the Department for Levelling Up, Housing and Communities ( DLUHC) is a key part of driving up standards and addressing damp and mould in the rented housing sector.

Factors listed in figure 1 that the guidance has the potential to modify:

Programme status (underway or planned)

Published October 2023.

Evidence of impact on BCYP mental health

No sources to cite at present.

Cold Homes Programme

Work streams under this programme include:

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Children and adults living in cold homes are more likely to experience anxiety and depression. Children living in a poor-quality home are 3 to 4 times more likely to have mental health problems and 2 to 3 times more likely to be absent from school than other children.

Refer to the evidence listed within the 'Quality of housing and the built environment' section, under wider environment and society-level findings, of the accompanying Improving the mental health of babies, children and young people: methodology, literature review and stakeholder feedback that informed the framework document.

SEND and alternative provision improvement plan

This joint publication between DfE and DHSC sets out the government's mission for the SEND and alternative provision system to fulfil children's potential, build parents' trust and provide financial sustainability. Key measures include:

improving ordinarily available provision by setting clear expectations for the types of support that should be available in mainstream settings through new national SEND and alternative provision standards

testing key reforms by creating 9 Change Programme partnerships through the £70 million Change Programme

investing £2.6 billion into special and alternative provision places, including opening 41 new special schools with a further 50 in the pipeline

investing £18 million between 2022 and 2025 to double the capacity of the Supported Internships Programme

investing £30 million to go towards developing innovative approaches for short breaks for children, young people and their families

investing an additional £7 million to fund an extension of the Alternative Provision Specialist Taskforces to run until March 2025

increasing the high needs funding by a further £440 million for 2024 to 2025, bringing total funding to £10.5 billion - an increase of over 60% since 2019 to 2020

Factors listed in figure 1 that the plan has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Department for Levelling Up, Housing and Communities

The Department for Levelling Up, Housing and Communities' ( DLUHC) Supporting Families Programme (England only) encourages services to work together with local partners to provide early and co-ordinated support to vulnerable families facing multiple and complex problems.

The programme's national evaluation shows that complex families have disproportionately high levels of health problems compared with the general population. Poor mental health is particularly pertinent, with over two-fifths of families on the programme having a family member with a mental health problem. That is why improved mental and physical health is one of the 10 headline eligibility criteria for families to receive support from the programme (each family must include dependent children and/or expectant parents, and demonstrate a minimum of 3 of 10 qualifying needs).

The programme can also:

support family harmony and stability

help to minimise the risk that children in vulnerable families will:

experience absence of or poor-quality care and interaction with a parent or caregiver

end up in the care system

experience school exclusion

become involved in violence or crime

experience poverty and deprivation

experience financial, housing or food insecurity

From April 2024, responsibility for the Supporting Families Programme will transfer from DLUHC to DfE as part of a machinery of government change. This will enable the Education Secretary to deliver a co-ordinated, whole-system of support for children and families, as well as ensuring services are sustainable for local government.

A list of DLUHC-led activities aligned with modifiable factors that influence BCYP mental health follows.

Supporting Families Programme

This programme supports local authorities and agencies to deliver integrated early help services and innovations that, for example, improve school attendance, help parents overcome substance misuse, keep families together, and support victims of domestic abuse.

Factors listed in figure 1 that the programme has the potential to modify:

exposure to adversity or traumatic events

quality of relationships between parents or caregivers

abuse and neglect

parental or caregiver physical and mental health

parental substance misuse

physical health and health behaviours

substance misuse

quality of relationships with parent or caregiver

relationships with peers and adults outside of the home

educational attainment and attendance

poverty

access to timely health, care and support services

Programme status (underway or planned)

Underway and funded up until 2025.

Evidence of impact on BCYP mental health

The programme's evaluation shows it is successfully preventing high-cost statutory intervention - for example, reducing the proportion of:

Safe accommodation

DLUHC is committed to the delivery of safe accommodation with support for all victims of domestic abuse.

New duties on Tier 1 local authorities in England included in Part 4 of the Domestic Abuse Act 2021 ensure victims and their children across England can access the right support in safe accommodation when they need it.

Under the duty, local authorities must appoint and take advice from a Domestic Abuse Local Partnership Board, and the board must include someone who can represent the interests of children. This will ensure the unique support needs of children staying with a parent in domestic abuse-safe accommodation are adequately considered and addressed.

Accompanying statutory guidance describes children's support as including play therapy, child advocacy or a specialist children worker (for example, a young people's violence adviser, independent domestic violence adviser (IDVA) or outreach worker specialised in working with children).

Factors listed in figure 1 that the duty has the potential to modify:

poverty

quality of housing and the built environment

relationships with peers and adults outside of the home

safety, crime and violence

access to health, care and support services

parental or caregiver physical and mental health

parental substance misuse

abuse and neglect

quality of relationship with or between parent or caregiver

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

All local authorities are now working with local partners and commissioning support for victims of domestic abuse, including their children, in safe accommodation.

An evaluation of local authority domestic abuse duties has been commissioned and is due to report in March 2025. This will evaluate how relevant duties are being implemented and the extent to which the support provided to victims is meeting victims' needs, including the experience of children and young people.

Design Code Pathfinder Programme

The Design Code Pathfinder Programme is supporting 21 local planning authorities and 4 neighbourhood planning groups to produce design codes, which will empower communities to have their say on the development of new homes, buildings and amenities, such as shops and workspaces, in their area and help restore people's pride in the places they live. The design codes and processes adopted through the programme will serve as examples for others to follow.

Design codes set the rules for the design of new development, building on the 10 characteristics of well designed places set out in the National design guide to help steer new development to deliver healthy, greener, environmentally responsive, sustainable and distinctive places, with a consistent and high-quality standard of design.

The National Model Design Code provides tools and guidance to local councils for producing design codes that promote the use of high-quality design to shape and deliver beautiful places for communities across the country.

The National Design Guide and National Model Design Code are both part of the suite of national planning practice guidance that supports the National Planning Policy Framework.

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

Underway. 14 local councils tested the application of the National Model Design Code in 2021.

A further 25 organisations are being supported through the programme in 2022 to 2023.

Evidence of impact on BCYP mental health

No sources to cite at present.

Department for Work and Pensions

The Department for Work and Pensions ( DWP) provides support across a range of initiatives, from administering benefit payments and delivering tailored support, to contributing to cross-government priorities such as the Supporting Families Programme. Young people also receive individually tailored work coach support from its Youth Offer, helping young people gain the skills and confidence they need to move into employment.

In England, DWP's innovative Reducing Parental Conflict programme works with local authorities to integrate support for parents experiencing conflict within their children and families services. Local authority engagement with Reducing Parental Conflict has increased since its launch in 2017. Developing evidence suggests that there are improvements in child mental health as a result of Reducing Parental Conflict interventions.

A list of DWP-led activities aligned with modifiable factors that influence BCYP mental health follows.

Reducing Parental Conflict programme

The Reducing Parental Conflict programme delivers financial and practical support to local authorities in England to encourage them to integrate support into their children and family services for parents who are likely to or who are experiencing conflict.

Key activities include training local professionals to identify and address parental conflict, the delivery of parental relationship support and parenting interventions, and strategic support to local authorities and their partners.

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

Underway, funded to 2025.

Evidence of impact on BCYP mental health

Wider international evidence and emerging UK-based evidence suggests improvements in child mental health following parental participation in relationship and/or parenting interventions. Evidence of impact is also detailed in these evaluation reports of the programme:

Jobcentres

Jobcentre Plus helps people move from benefits into work and employers advertise jobs. It also deals with benefits for people who are unemployed, on a low income, or unable to work because of a health condition or disability.

Jobcentre Plus employer and partnership teams work within the local community, building and sharing labour market intelligence, identifying skills needs and advising local employers on recruitment.

Factors listed in figure 1 that the programme has the potential to modify:

poverty

transitions between stages of education or into employment

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Supporting Families Employment Advisers

Supporting Families Employment Advisers deliver a personalised, responsive and tailored service to every individual within the family group to help find and stay in work. This can include outreach visits to schools, community centres and home visits, alongside support provided through Jobcentres.

Factors listed in figure 1 that the service has the potential to modify:

poverty

transitions between stages of education or into employment

Programme status (underway or planned)

Underway, funding confirmed to 2024.

Evidence of impact on BCYP mental health

The overall Supporting Families programme evaluation shows it is successfully preventing high-cost statutory intervention - for example, reducing the proportion of:

Youth Offer

The DWP Youth Offer provides individually tailored work coach support to young people aged 16 to 24 who are on Universal Credit.

The Youth Offer includes intensive work coach support for young people during their first 13 weeks on Universal Credit, Youth Hubs bringing together support in communities for young people, from DWP, national and local partners and Youth Employability Coaches, who provide flexible support for young people with complex needs and barriers in order to help them into employment.

Factors listed in figure 1 that the offer has the potential to modify:

poverty

transitions between stages of education or into employment

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Universal Credit

Payment to help with living costs for those who are, for example, on a low income, out of work or cannot work.

Factors listed in figure 1 that the payment has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Home Office

Through its Beating crime plan, the Home Office is taking a strategic response to addressing crime, including hidden harms and county lines exploitation. This, together with the Safer Streets Fund also helps ensure BCYP can live in safe communities.

The Home Office is leading work across government to help ensure that women and girls are safe at home, online, at work and on the streets, publishing a Tackling violence against women and girls strategy in July 2021 and a Tackling Domestic Abuse Plan in March 2022. These aim to transform society's response to these crimes with actions to prevent relationship abuse, support victims and pursue perpetrators, as well as strengthen systems to respond to violence against women and girls.

The Home Office is the principal government department for driving forward the UK's world-leading response to tackling child sexual exploitation and abuse, including through delivery against the Tackling Child Sexual Abuse Strategy, published in January 2021, and working with international partners, to exercise all available levers in combatting this horrific crime.

The Home Office is delivering a cross-sector, co-ordinated response to money muling (a form of money laundering) and related financial exploitation. This includes the publication of a cross-sector action plan to disrupt money mules and protect the public including children who are exploited in this way, as set out in the Fraud Strategy published in May 2023. Home Office-led programmes are helping to minimise risks to BCYP mental health such as experience of crime, trauma and aversity.

Home Office asylum and resettlement schemes are also helping to minimise the impact of loneliness and isolation, and experiences of trauma, and improve access to timely mental health support, personal and health education, and inclusive communities.

A list of Home Office-led activities aligned with modifiable factors that influence BCYP mental health follows.

Embedding trauma-informed practice (TIP) and mental health and wellbeing recommendations at Home Office-run hotels housing unaccompanied asylum-seeking children

This work ensures services are customised and staff are trained in a way that recognises the prevalence of trauma among service users. It:

Factors listed in figure 1 that the work has the potential to modify:

Programme status (underway or planned)

Reviews of the current and a separate user-centred research project into how to improve mental health and wellbeing asylum accommodation have been completed. Some of the recommendations from these reports will be implemented at hotels for unaccompanied children. They cover sleep, physical environment, staff training, lived experience feedback and sharing good practice.

Evidence of impact on BCYP mental health

Evidence to be collated through stage one engagement.

Violence reduction units (VRUs)

take a preventative, whole-system approach to violence reduction, which comprises multi-agency working, data sharing and analysis, engaging young people and communities commissioning (and developing) evidence-based interventions.

Factors listed in figure 1 that the units have the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

This evaluation report of the violence reduction unit year ending March 2021 shows early indications that VRUs improved:

County lines support

The Home Office is providing up to £5 million of funding to support young people and their families over 3 years (to March 2025) and help them exit from county lines gangs. This includes:

funding to missing people to provide the SafeCall service in England and Wales - a confidential, anonymous helpline for young people - and support to parents and carers, which includes mental health support

funding to Catch22 to provide a one-to-one specialist support and rescue service in London, the West Midlands, Merseyside and Greater Manchester, which will engage people under 25 who have been referred and help them exit from county lines activity. Each regional team includes a mental health caseworker

Factors listed in figure 1 that the support has the potential to modify:

Programme status (underway or planned)

Underway, commenced 1 August 2022.

Evidence of impact on BCYP mental health

The programme is being independently evaluated and, for Catch22, this will include a mental health survey of primary individuals to measure whether the service is having an effect on their mental health. This survey will use the Warwick-Edinburgh mental wellbeing scale to monitor how the mental health of primary individuals changes over the course of the intervention.

Youth Endowment Fund (YEF) and toolkit

The Home Office is providing £200 million of support towards the , which has a mission to prevent children and young people becoming involved in violence.

The YEF toolkit summarises the best available research evidence about different approaches to preventing serious youth violence.

An additional £4 million has been provided to support the YEF 's trauma-informed practice grant round to evaluate trauma-informed practice in England and Wales delivered in youth justice, education and children's social care services.

Factors listed in figure 1 that the fund has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

All YEF projects are independently evaluated.

Young Women and Girls Fund (YWGF)

The YWGF includes funding of up to £2.74 million over 3 years for the 20 areas that account for 80% of serious violence in England and Wales. The YWGF will ensure women and girls are able to access tailored, dedicated support. It aims to improve services for those suffering gang-related harm or exploitation, with a focus on understanding the specific and gendered risks.

Factors listed in figure 1 that the fund has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

Children Affected by Domestic Abuse Fund

The Children Affected by Domestic Abuse Fund is for direct support services across England and Wales (such as counselling and 1-to-1 support) for children and young people who have been impacted by domestic abuse.

Factors listed in figure 1 that the fund has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

Project will be independently evaluated.

Online safety legislation

Child sexual exploitation and abuse ( CSEA) is a Home Office led policy area in the Online Safety Bill and covers grooming, livestreaming and image offences. The bill places requirements on online services to tackle CSEA content and report it to the National Crime Agency, as well as proactively combat and mitigate against risks of child sexual exploitation and abuse threat on its platforms.

Companies will be held accountable by the independent regulator, OfCom. (The bill has wider child safety duties relating to content harmful to BCYP such as pornography, self-harm, bullying and violence, but these are led by the Department for Culture, Media and Sport.)

Factors listed in figure 1 that the legislation has the potential to modify:

safety, crime and violence

exposure to adversity or traumatic events

Programme status (underway or planned)

Legislation is undergoing parliamentary scrutiny.

Evidence of impact on BCYP mental health

Data shows that the internet and access to children and other offenders via the internet exacerbates and increases incidences of CSEA. See, for example, an evidence review on the extent, nature and consequences of CSEA.

Independent Child Trafficking Guardians (ICTG)

The Home Office has produced guidance for ICTGs and is funding specialist ICTG services in Wales, and a range of local authorities across England that:

Factors listed in figure 1 that the guidance has the potential to modify:

Programme status (underway or planned)

Underway.

Evidence of impact on BCYP mental health

No sources to cite at present.

The Home Office is delivering a cross-sector, co-ordinated response to tackle money muling and financial exploitation.

This includes the commitment to publish a cross-sector action plan to disrupt money mule activity and protect the public including children who are exploited in this way, as set out in the Fraud Strategy.

This will bring together work to raise public awareness of the risks of getting involved, identify mule networks and freeze funds, target mule recruiters and controllers, and close down recruitment routes, balancing deterrents and safeguarding for identified money mules and victims of financial exploitation.

Factors listed in figure 1 that the response has the potential to modify:

Programme status (underway or planned)

Planned.

Evidence of impact on BCYP mental health

No sources to cite at present.

The Prevent Programme

The Prevent Programme works to tackle and prevent child sexual abuse and exploitation, child criminal exploitation, child financial exploitation, modern slavery and human trafficking on a regional and national basis. It funds 8 local prevention officers to improve understanding of child exploitation, upskill organisational staff and influence systems change to contribute to the early intervention of child exploitation.

Factors listed in figure 1 that the programme has the potential to modify:

Programme status (underway or planned)

Underway, commenced in 2019.

Evidence of impact on BCYP mental health

The programme's evaluation evidences how safeguarding professionals and multi-agency partnerships within sectors benefit from engagement with the programme to increase awareness, knowledge and understanding of child exploitation, and upskill them to better respond to prevent exploitation.

By extension, it supports the children, young people and (non-abusing) families directly affected by child sexual abuse and exploitation who the agencies and organisations support.

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Improving the mental health of babies, children and young people: examples of government-led contributions

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The mental health of babies, children and young people ( BCYP) influences their health, wider life chances and outcomes. The early part of the life course, from birth to young adulthood (0 to 25 years), provides important opportunities for promoting and protecting mental health.

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UNiCEF-Policy Report: Early Support Matters

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UNiCEF-Policy Report: Early Support Matters

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Nursery World-Mental Health and Well Being documents

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Nursery World-Mental Health and Well Being documents

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The early years have a huge role to play in creating a foundation for mental health in the future. Childcare professionals play a vital role in supporting children to develop the emotional and social skills that will serve them throughout their lives.

Here we highlight key resources that you can use to support the emotional needs of the children in your care.

Free members' resources

Children's emotional needs

Explore the importance of supporting children's emotional wellbeing in the early years, and develop a greater understanding of children's thoughts and fostering emotions. Check out the reflective tasks and suggested resources to help.

Childline's Calm Zone Toolbox gives a range of activities and ideas to help children manage anxiety

Role of the key person

Discover the importance of the key person, how you can be an effective key person and the responsibilities and skills required.

Partnership with parents

Find out how to involve and work in partnership with parents in your setting with this handy factsheet.

Managing feelings and behaviour

How can you encourage and support children's development of managing feelings and behaviour? Discover how you can help the children in your care with this factsheet.

The voice of the child

This practice guide, The voice of the child helps you to think about how you can listen to children, enabling them to be experts and leaders in their own learning.

Starting from children's interests

This practice guide, Starting from Children's Interests, provides information about the value of settling children in; the role of the key person in building a positive relationship and using children's interests to inform planning.

Transitions video

This video is just over 10 minutes long and explores transitions and how you, as a childcare professional, can support children through change such as starting a new childcare setting. After the video, reflect on your own practice with our helpful questions.

Partner resources

Open University - Early Childhood in Focus
Early Childhood in Focus is a series of publications produced by the Child and Youth Studies Group at the Open University, with support from the Bernard van Leer Foundation. The series has been edited by Martin Woodhead and John Oates and has been developed in consultation with world leaders in research, policy, advocacy and children's rights.

Below are the resources that are free to download:

The right to play

Healthy environments

Developing brains

Culture and learning

Supporting parenting

Effective early childhood programmes

Developing positive identities: diversity and young children

Early childhood and primary education: transitions in the lives of young children

Attachment relationships: quality of care for young children

MindEd and RCPCH

We've teamed up with the Royal College of Paediatric and Child Health and MindEd to create a new e-learning pathway designed especially for early years professionals like you. Discover tools to help you support children to keep well and happy at Minded.org.uk.

Blogs

We've got a number of helpful blogs on our website written by industry experts, psychologists, practitioners and parents. They're all packed full of useful tips, insightful experience and real-life stories that will help you develop your practice, inspire and educate.

Children's emotional wellbeing blogs

Emotional expression and language -Amanda Baxter, I CAN

How does active music making support emotional wellbeing? - Harriet Thomas, Boogie Mites

Promoting healthy body image in the early years - Dr Virginia Lumsden, child psychologist

'I'm having a bad hair day' - how self talk develops and affects our self esteem - Amanda Baxter, I CAN

How play develops children's emotional resilience - Dr Virginia Lumsden, child psychologist

Practitioners emotional wellbeing blogs

Do you need a new perspective? Look at things differently with this motivational blog from Happiness Expert Andy Cope

Transitions

Starting school: a developmental milestone for children and parents - Dr Virginia Lumsden, child psychologist

The big handover - a parents story of transition to school - Ester Radnor, Director of Mum Plus Business

Moving on, moving up: supporting transitions - Amanda Baxter, I CAN

School readiness, a whole child approach - Book Trust

Transitions in childcare, a 360 degree view - Dr Virginia Lumsden, child psychologist

Too much, too soon? Baseline testing - Dr Pam Jarvis

Links to relevant organisations

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The early years have a huge role to play in creating a foundation for mental health in the future. Childcare professionals play a vital role in supporting children to develop the emotional and social skills that will serve them throughout their lives.

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Early Targeted Support for Children's Mental Health

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Early Targeted Support for Children's Mental Health

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Children's mental health is a topic of growing concern in today's society. The early years of a child's life play a crucial role in shaping their overall well-being and future success. Recognising the significance of early intervention and targeted support is vital in addressing and preventing mental health challenges in children. In this blog, we will explore why early targeted support is essential and how it can positively impact children's mental health.

We are passionate about early intervention

Early targeted support plays a crucial role in promoting children's mental health and well-being. By identifying challenges at an early stage and tailoring interventions to meet individual needs, we can prevent long-term consequences and equip children with the skills and resilience necessary to thrive. Let us prioritise early intervention and targeted support, ensuring that every child receives the support they need to lead a mentally healthy and fulfilling life.

Remember, seeking professional advice and support is essential when addressing children's mental health concerns. If you have any concerns about your child's mental health, consult with qualified professionals or reach out to reputable support services like BrightPaths for guidance and assistance. Together, we can make a positive impact on children's mental health and well-being.

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Early Targeted Support for Children's Mental Health

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We explore why early targeted support is essential and how it can positively impact children's mental health, addressing and preventing challenges in children.

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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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If your child is struggling with their mental health and they need some help, you may be feeling really worried as a parent - and also like you're not sure where to start. Remember that you and your child are not alone. On this page you can find the services, professionals and organisations that can help you, and information about how to access them.

Trying to find the right help for your child and finding your way around different services can be really tiring at times. Remember to look after yourself as you go - reminding yourself that you're doing your best and it's not always easy.

Quick tips for accessing help

It can sometimes be difficult to find out what support is available in your local area, or to know how to talk to professionals about what's going on for your child.

Parents in similar situations have found that these four things can help:

1. Make a note of your concerns

Before speaking to a professional, make a note of your concerns and the times you have noticed particularly worrying behaviours or feelings. An easy way to do this is by making a list on your phone. Take this with you to appointments to give the professional a clear sense of your child's situation, and to support any requests for referrals.

2. Follow up after appointments

Where possible, follow up by email after appointments to confirm what's been agreed - for example with teachers or other staff at your child's school. Then check-in a week or two later to find out what's happened. This is a good way to keep things moving.

3. Explore other options while you're on a waiting list

If your child is on a waiting list for help, for example from CAMHS, find out whether there are other local services, such as counselling organisations, that can provide support in the meantime. Or, see if your child would like to access some immediate support from an online organisation. Take a look at some online services and helplines available to your child.

4. Talk to other parents

As you find your way around local services, try talking to other parents who have been through this, or speak to any friends or family who might be able to advise you about where to get started. For example, if you know anyone who works in mental health support, they might have a good idea about what's available locally.

Getting support from the GP

A GP is a doctor who provides overall care for your child's physical and mental health.

If your child is experiencing thoughts, feelings or behaviours that are affecting their daily life, speaking to a GP is a good first step to finding the help they need.

Among other things, the GP can:

speak to your child to find out what's going on and what might be causing them to feel this way

make suggestions for what they think would help

refer them for support such as counselling

refer them to the NHS mental health service for children and young people, known as CAMHS

refer them to adult NHS mental health services if they are over 18

You can find out more about getting support from GPs, including how to help your child get to an appointment if they are finding it difficult, in our guide.

CAMHS (Child and Adolescent Mental Health Services)

CAMHS, also known as Children and Young People's Mental Health Services (CYPMHS), is the NHS service for children and young people's mental health.

Through CAMHS, your child can access specialist support and treatment such as counselling and therapy, medication, treatment for specific conditions such as eating disorders, and staying in hospital.

Some CAMHS can also diagnose neurodevelopmental conditions such as autism and ADHD, although in some areas this is done through a separate NHS paediatric team.

Each local area has its own CAMHS team, which is run by your local NHS trust. This means each CAMHS around the country is slightly different and waiting times can vary between different areas.

For more information about how your child can access your local CAMHS, including referrals and assessments, have a look at our guide.

Counselling and therapy (sometimes called 'psychotherapy') are both types of talking therapy that involve talking about feelings, thoughts and experiences.

Counselling and therapy can help your child to make sense of what's going on and find ways of coping when things are difficult. Your child may be able to access free or low-cost counselling through a local organisation, even if they have not been referred by a GP or are not being treated by CAMHS. There are also private counsellors and therapists working all over the country if this is an affordable option for you.

Take a look at our guide for more information about how counselling works and the different ways your child can access it.

Therapy helped me to gain a better understanding about how I was feeling and it allowed me to learn how to cope with my emotions without getting overwhelmed by them.

Laura, young person

School, college and university

If your child is struggling and they are currently going to school or college, it can help to be open with the school about what's going on and what support your child needs. You can do this by getting in touch with any member of school staff - such as their class teacher, form tutor, head of year, the SENCO (the school's coordinator for special educational needs support), a member of the pastoral team or the school nurse.

Depending on their age, it may be important to make sure your child feels some control over the information that's shared about them at school - for example by discussing with them who they would feel most comfortable for you to speak to in the first instance.

Depending on what's going on for your child, you might want to ask the school to:

provide your child with a member of staff, for example from the pastoral team, who they can chat to when they're struggling

link your child with a peer buddy or mentor, or a professional mentor

refer your child for school counselling if it is available, or to CAMHS or other local mental health organisations

If your child is feeling anxious about school, or finding going to school difficult, have a look at our guide for more information about support schools can offer, including Special Educational Needs (SEN) support.

Supporting with university

If your child is at university, they can access help through the university's support services. This usually includes a free counselling service for students, which most universities provide.

You can find more information and advice about finding help at university in our guide for parents and carers.

As parents, we often (innocently and with the best of intentions) place taking care of ourselves at the bottom of the list of priorities. With our to-do lists multiplying overnight, that much-needed 'me time' inevitably starts to slip further down the list. But looking after our own wellbeing and self-care is so important.

YoungMinds Parents Helpline

We offer support, information and advice to parents and carers who are concerned about their child's mental health (up to the age of 25). You can contact us by phone, email or webchat.

Over the phone, we can talk through your concerns, provide support and give you practical advice on what to do next. If you need further help, we can also arrange for one of our independent, experienced mental health professionals to call you for a free, 50-minute telephone consultation within seven days.

Over webchat and email, we can provide information and signposting to help you find the right support for your child.

Real stories from parents and young people about getting support

Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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Guide to getting support from mental health services

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Read our information and advice on CAMHS, counselling and how to find the right support for your child's mental health and wellbeing.

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Anna Freud- Managing Challenging Behaviours in Early Years Settings

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Anna Freud- Managing Challenging Behaviours in Early Years Settings

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Managing challenging behaviour in early years settings