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Free to download from TWINKL

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How to search or filter posts on a Padlet 

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How to search or filter posts on a Padlet 

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Click the search bar (indicated by a magnifying glass) in the upper-right corner. You can also use the keyboard shortcut Cmd/Ctrl + F.

Once you have opened the search bar, you can search by typing keywords. You can also click the Funnel icon to reveal the filtering options.

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Dr. Pooky Knightsmith

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Safe enough to thrive - Companion Notes 

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Safe enough to thrive - Companion Notes 

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Safe Enough to Thrive - Companion Notes  

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Pooky Knightsmith: Neurodivergence & Mental Health

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Stop offering safe spaces. Build belonging instead.

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School Belonging The Importance of Student and Teacher Relationships

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School Belonging The Importance of Student and Teacher Relationships

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Belonging Matters - Programme for schools to purchase

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Belonging Matters - Programme for schools to purchase

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Belonging Matters is a whole school programme from the National Children’s Bureau designed to help schools create environments where every pupil feels valued, connected and able to thrive.

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Webinar : When School Feels Impossible , Dr. Pooky Knightsmith 

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Webinar : When School Feels Impossible , Dr. Pooky Knightsmith 

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This webinar uses the same slides delivered in our face to face event in March 2026 and has been kindly provided by Dr. Knightsmith for us to share.

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Pooky Knightsmith: Neurodivergence & Mental Health

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When School Feels Impossible - recording

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Neurodiversity and Wellbeing in schools programme -funded places available for state schools

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Neurodiversity and Wellbeing in schools programme -funded places available for state schools

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​​Neurodiversity and Wellbeing in Schools​ Programme

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Join our autism and wellbeing training for teaching staff. Increase your understanding of neurodiversity, and learn how to support autistic students.

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What’s Working in Schools: EBSA Practice That Makes a Difference

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Hear how practice within schools is making a difference to children’s wellbeing and engagement, which in turn has an impact on attendance. Through conversations with schools undertaking EBSA Horizons we’re seeing practice that makes a tangible difference for CYP experiencing barriers to education.

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School attendance and mental wellbeing resource

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School attendance and mental wellbeing resource

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Support school attendance with resources linking mental health to non-attendance. Includes guidance, strategies, and a case study for staff.

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ByBen SchofieldEast of England political correspondent

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Northamptonshire mum regrets pushing daughter into school

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School leaders say emotionally based school avoidance is increasing, but what should be done to help?

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About £3..00 for each downloadable resource

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EBSA Emotionally based school avoidance - Elsa Support

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EBSA EMOTIONALLY BASED SCHOOL AVOIDANCE RESOURCES TO HELP PUPIL WHO ARE NON ATTENDERS OR REDUCED ATTENDERS TO FEEL BETTER ABOUT SCHOOL

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Transition resources for CYP created by Children's Commissioner 

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Transition resources for CYP created by Children's Commissioner 

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Resources for children and young people | Children's Commissioner for England

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Back into School resources for children and young people from the Children's Commissioner

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Emotionally Based School Avoidance - be kind to parents...

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Let's talk about anxiety animation and teacher toolkit

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Let's talk about anxiety animation and teacher toolkit

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Designed for 11-13 year olds

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Anxiety

Anxiety is a normal emotion - it's one of our body's natural reactions to stress.

For young people, some level of anxiety is normal as they grow up and learn to navigate the world.

However, it's important that they have the tools to manage feelings of anxiety, and can tell the difference between normal emotions and more severe anxiety which is interfering with their everyday life.

The 'Let's talk about anxiety' animation, and accompanying resources for school staff, will help students aged 11 to 13 to normalise, understand and manage anxious feelings.

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Let's talk about anxiety: animation and teacher toolkit

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The Let's talk about anxiety animation and resource toolkit helps students aged 11 to 13 to normalise, understand and manage anxious feelings.

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A junior school is working with their Mental Health in Schools Team to provide workshops to support parents who are experiencing anxiety 

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A junior school is working with their Mental Health in Schools Team to provide workshops to support parents who are experiencing anxiety 

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One school has a 'Something Nice' club which does a fun activity/treat every week. This is not linked to a reward system and happens independently of whatever else is happening in school. It is something pupils can look forward to and helps them feel a sense of enjoyment in school. 

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One school has a 'Something Nice' club which does a fun activity/treat every week. This is not linked to a reward system and happens independently of whatever else is happening in school. It is something pupils can look forward to and helps them feel a sense of enjoyment in school. 

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Breakfast clubs for pupils who find it hard to engage with school - to get the morning off to a good start and provide the pull towards school. 

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Breakfast clubs for pupils who find it hard to engage with school - to get the morning off to a good start and provide the pull towards school. 

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A TLC (Tender Loving Care) Board in the staff room. Pupils who, for a variety of reasons, might be in particular need are identified so all staff can be aware. 

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A TLC (Tender Loving Care) Board in the staff room. Pupils who, for a variety of reasons, might be in particular need are identified so all staff can be aware. 

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School based intervention strategies for EBSA

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School based intervention strategies for EBSA

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JH School Based Intervention Strategies for Ebsa

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Activity to help CYP express their views about school and how to make it a happier place

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Activity to help CYP express their views about school and how to make it a happier place

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Mental Health Foundation | Good mental health for all

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Explore information to help you understand mental health and get advice on how you look after your own mental health or support someone you know with theirs.

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Look after your mental health using exercise

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Look after your mental health using exercise

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'It is exercise alone that supports the spirits, and keeps the mind in vigour.' Marcus Tullius Cicero

What is physical activity?

At a very basic level, physical activity means any movement of your body that uses your muscles and expends energy. One of the great things about physical activity is that there are endless possibilities and there will be an activity to suit almost everyone!

It is recommended that the average adult should do between 75 and 150 minutes of exercise a week. This can be either moderate intensity exercise, such as walking, hiking or riding a bike, or it can be more vigorous activities, such as running, swimming fast, aerobics or skipping with a rope. Any activity that raises your heart rate makes you breathe faster, and makes you feel warmer counts towards your exercise!

An easy way to look at types of physical activity is to put them into four separate categories.

Daily physical activity

For adults, physical activity can include recreational or leisure-time physical activity, transportation (e.g. walking or cycling), occupational activity (i.e. work), household chores, play, games, sports, or planned exercise in the context of daily, family, and community activities.

Everyday things such as walking to the bus stop, carrying bags or climbing stairs all count, and can add up to the 150 minutes of exercise a week recommended for the average adult.

Exercise

A purposeful activity carried out to improve health or fitness, such as jogging, cycling or lifting weights to increase strength.

Play

Unstructured activity that is done for fun or enjoyment.

Sport

Structured and competitive activities that include anything from football or squash to cricket. We can play these as part of a team or even on our own. This can be a fun and interactive way of getting exercise that doesn't have to feel like exercising.

These activities can vary in intensity and include high-intensity activities, such as tennis, athletics, swimming, and keep-fit classes. They can be lower-intensity activities and sports, such as snooker or darts. Making exercise fun rather than something you have to do can motivate keeping it up.

What is well-being?

The government defines well-being as 'a positive physical, social and mental state'. For our purposes, we are focusing on mental well-being.

Mental well-being does not have a single universal definition, but it does encompass factors such as:

The sense of feeling good about ourselves and being able to function well individually or in relationships

The ability to deal with the ups and downs of life, such as coping with challenges and making the most of opportunities

The feeling of connection to our community and surroundings

Having control and freedom over our lives

Having a sense of purpose and feeling valued

Of course, mental well-being does not mean being happy all the time, and it does not mean that you won't experience negative or painful emotions, such as grief, loss, or failure, which are a part of normal life. However, whatever your age, being physically active can help you to lead a mentally healthier life and can improve your well-being.

What impact does physical activity have on well-being?

Physical activity has a huge potential to enhance our well-being. Even a short burst of 10 minutes of brisk walking increases our mental alertness, energy and positive mood.

Participation in regular physical activity can increase our self-esteem and can reduce stress and anxiety. It also plays a role in preventing the development of mental health problems and in improving the quality of life of people experiencing mental health problems.

Impact on our mood

Physical activity has been shown to have a positive impact on our mood.

A study asked people to rate their mood immediately after periods of physical activity (e.g. going for a walk or doing housework), and periods of inactivity (e.g. reading a book or watching television).

Researchers found that the participants felt more content, more awake and calmer after being physically active compared to after periods of inactivity. They also found that the effect of physical activity on mood was greatest when the mood was initially low. Many studies look at the physical activity at different intensity levels and its impact on people's mood. Overall, research has found that low-intensity aerobic exercise - for 30-35 minutes, 3-5 days a week, for 10-12 weeks - was best at increasing positive moods (e.g. enthusiasm, alertness).

Impact on our stress

When events make us feel threatened or upset our balance in some way, our body's defences cut in and create a stress response, which may make us feel a variety of uncomfortable physical symptoms and make us behave differently. We may also experience emotions more intensely.

The most common physical signs of stress include sleeping problems, sweating, and loss of appetite. Symptoms like these are triggered by a rush of stress hormones in our body - otherwise known as the 'fight or flight' response. These hormones, adrenaline and noradrenaline, raise our blood pressure, increase our heart rate and increase the rate at which we perspire, preparing our body for emergency response. They can also reduce blood flow to our skin and can reduce our stomach activity. At the same time, cortisol, another stress hormone, releases fat and sugar into the system to boost our energy.

Physical exercise can be very effective in relieving stress. Research on employed adults has found that highly active individuals tend to have lower stress rates than less active individuals.

Impact on our self-esteem

Exercise not only has a positive impact on our physical health but can also increase our self-esteem. Self-esteem is how we feel about ourselves and how we perceive our self-worth. It is a key indicator of our mental well-being and our ability to cope with life stressors. Physical activity has been shown to positively influence our self-esteem and self-worth. This relationship has been found in children, adolescents, young adults, adults and older people, and among both males and females.

Dementia and cognitive decline in older people

Improvements in healthcare have led to an increasing life expectancy and a growing population of people over 65 years. Alongside this increase in life expectancy, there has been an increase in the number of people living with dementia and in people with cognitive decline. The main symptom of dementia is memory loss, a progressive disease that results in people becoming more impaired over time. The decline in cognitive functions, such as attention and concentration, also occurs in older people, including those who do not develop dementia. Physical activity has been identified as a protective factor in studies that examined risk factors for dementia. For people who have already developed the disease, physical activity can help to delay further decline in functioning. Studies show that there is approximately a 20% to 30% lower risk of depression and dementia for adults participating in daily physical activity. Physical activity also seems to reduce the likelihood of experiencing cognitive decline in people who do not have dementia.

Impact on depression and anxiety

Physical activity can be an alternative treatment for depression. It can be used as a standalone or combined with medication and/ or psychological therapy. It has few side effects and does not have the stigma that some people perceive to be attached to taking antidepressants or attending psychotherapy and counselling. Physical activity can reduce anxiety levels in people with mild symptoms and may also help treat clinical anxiety. Physical activity is available to all, has few costs attached, and is an empowering approach that can support self-management. Read more about how physical activity can help increase well-being and prevent or manage mental health problems, and get more information about how exercise can improve your mental health.

How much physical activity should I be doing?

We know all too well that many people in the UK do not meet the current physical activity guidelines.

With an average of only 65.5% of men and 54% of women meeting the recommended physical activity levels in 2015, more people must be given the knowledge and support they need to make physical activity a healthy yet enjoyable part of life.

The Department of Health recommends that adults should aim to be active daily and complete 2.5 hours of moderate intensity activity over a week - the equivalent of 30 minutes five times a week. It may sound like a lot, but it isn't as daunting as it first appears, and we have many suggestions to help you get started.

Where do I start?

Once you have decided to be more physically active, there are a few points worth considering. Apart from improving your physical and mental well-being, what else do you want to get out of being active?

Ask yourself whether you'd prefer being indoors or out, doing a group or individual activity, or trying a new sport. If sporty exercises put you off, or feel uninspired at the thought of limiting yourself to just one activity, think outside the box and remember that going on a walk, doing housework, and gardening are all physical activities. Also, would you rather go it alone or do an activity with a friend? Social support is a great motivator, and sharing your experiences, goals, and achievements will help you to keep focus and enthusiasm.

Overcoming barriers

It can be a bit scary making changes to your life, and most people get anxious about trying something new. Some common barriers, such as cost, injury or illness, lack of energy, fear of failure, or even the weather, can hinder people from getting started; however, practical and emotional support from friends, family, and experts really do help.

Body image can act as a barrier to participating in physical activity. People who are anxious about how their body will look to others while they are exercising may avoid exercise as a result. For women, attending a female-only exercise class or a ladies-only swimming session may help to overcome anxiety as a barrier to initially starting to exercise.

Exercising with a companion can also help to reduce anxiety about how your body looks to others and may be particularly helpful during the first few exercise sessions. The environment can also influence how you feel; gyms with mirrored walls tend to heighten anxiety, as does exercising near a window or other space where you might feel 'on show'.

Make time

What time do you have available for exercise? You may need to rejig commitments to make room for extra activities or choose something that fits into your busy schedule.

Be practical

Will you need support from friends and family to complete your chosen activities, or is there a chance your active lifestyle will affect others in your life? Find out how much it will cost and, if necessary, what you can do to make it affordable.

Right for you

What kind of activity would suit you best? Think about what parts of your body you want to exercise and whether you'd prefer to be active at home or whether you fancy a change of scenery and would prefer to exercise in a different environment, indoors or outdoors

Making it part of daily life

Adopting a more active lifestyle can be as simple as doing daily tasks more energetically or making small changes to your routine, such as walking up a flight of stairs.

Start slowly

If physical activity is new, it's best to gradually build up your ability. Focus on task goals, such as improving sports skills or stamina, rather than competition, and keep a record of your activity and review it to provide feedback on your progress. There are many apps and social networks accessible for free to help.

Goals

Setting goals to measure progress is important, which might motivate you. Try using a pedometer or an app on your smartphone to measure your speed and distance travelled, add on an extra stomach crunch or swim an extra length at the end of your session.

Remember, you won't see improvement from physical conditioning every day. Regularly committing to physical activity is an achievement in itself, and every activity session can improve your mood.

At home

You can do many activities without leaving your front door, which involves minimal cost. It can be as simple as pushing the mower with extra vigour, speeding up the housework, or doing an exercise DVD in the living room.

At work

Whether you're on your feet, sitting at a desk or sitting behind the wheel during your working hours, there are many ways you can get more active. Try using the stairs for journeys fewer than four floors, walking or cycling a slightly longer route home, or using your lunch hour to take a brisk walk, exercise class, or swim. The change of scenery will do you good, too.

Out and about

Being out of doors is a prime time for boosting your activity levels. Research suggests that doing physical activity in an outdoor, 'green' environment has greater positive effects on well-being than indoors.

Making small changes, from leaving the car at home for short journeys or getting off the bus a stop earlier, to higher-intensity activities like joining in with your children's football game or jogging with the dog, can help to boost your mood.

Further ideas for starting or keeping up with physical activity

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How to look after your mental health using exercise

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This guide provides you with tips on how to look after your mental health using exercise.

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Teacher training module

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Practical materials for primary and secondary schools to use to train staff about teaching mental wellbeing.

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Northern Ireland DfE Resource for schools and settings 

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Northern Ireland DfE Resource for schools and settings 

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Social Behaviour and Emotional Wellbeing

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A resource for schools to support children who have or may have Special Educational Needs

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Link to NSPCC - Mental Health and Wellbeing safeguarding children training 

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Link to NSPCC - Mental Health and Wellbeing safeguarding children training 

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At the NSPCC, we work to keep children and young people safe from abuse and neglect every day.

As experts on safeguarding and child protection, we understand the issues organisations and people working with children can face. That's why professionals trust us to provide the support, training and resources they need to help protect the children and young people they work with.

Our highly-rated training courses are developed by experts. We work with a number of organisations, experienced consultants and subject matter experts in a range of sectors to develop courses that are clear, easy-to-use, up-to-date and in line with the latest statutory guidance, and tailored to your needs.

And as a charity, income generated from the sale of our training courses is reinvested back into the NSPCC to help protect children.

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Mental health and wellbeing safeguarding children training | NSPCC Learning

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Learn how to recognise and respond to mental health issues that may become safeguarding concerns and support the children and young people in your school. Online course. 3 hours. £30.

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5 Ideas for supporting children who are struggling to attend school 

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5 Ideas for supporting children who are struggling to attend school 

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SCHOOL ANXIETY ('REFUSAL') | 5 ideas for supporting children who are struggling to attend school

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Dr Mollie Higgins, Educational Psychologist, shares the key themes and outcomes of her doctoral research around Autistic Young People experiencing Emotional Based School Avoidance (EBSA). Mollie has been working alongside Dr Jerricah Holder to create a new chapter for the EBSA Horizons EP Course - Supporting Autistic CYP experiencing EBSA. To be released early next year. Sign up here to access the course. The Ideal School: EBSA and Autism
In addition to the risk factors for EBSA, autistic young people experience a number of differences which further increase their feelings of anxiety within the school environment. These include:

Differences in identifying and describing their own and others' emotions

Emotional regulation difficulties

Differences in sensory processing and finding the sensory environment overwhelming e.g. loud corridors, different smells, busy classrooms

Difficulties understanding and predicting social situations and managing interactions with others

Worries around change or transitions e.g. moving between classrooms, changes to timetables, supply teachers

Executive functioning and organisation difficulties - remembering books, homework, equipment

Masking - try to 'fit in' or attempting to appear more neurotypical by changing their behaviour and internalising any anxiety

Experiencing performance anxiety related to the schoolwork or exams

These challenges mean that some autistic students try and manage their anxiety by avoiding school altogether. This is reflected in statistics which show higher levels of EBSA amongst autistic students (Department for Education, 2021). I felt it was important to speak with students directly to hear their views and opinions about what might help them attend school.

I asked ten autistic secondary-age students to describe the best school ever and the worst school ever. This technique is known as The Ideal School and is based on Personal Construct Psychology. By asking students to describe their ideal and non-ideal schools, I was able to understand the type of adjustments that would help these students feel more able to attend school.

Five key themes were identified from the data and the key points are summarised below.

So What Can Schools Do?

This technique was adapted by Williams and Hanke (2005) using Moran's (2001) Drawing the Ideal Self.
If EBSA is an area which you're supporting CYP with, we've been fortunate to work with Dr Jerricah Holder on her EBSA Horizons courses for Educational Psychologists and School Staff. - New ** EBSA Horizons | School Training
Stay connected with news and updates!

Sign up to receive updates, resources, inspiring blogs and early access to our courses.
Don't worry, your information will not be shared.

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Sharing EP Practice: EBSA and Autism - What Can Schools Do?

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Dr Mollie Higgins, Educational Psychologist, shares the key themes and outcomes of her doctoral research around Autistic Young People experiencing Emotional Based School Avoidance (EBSA). Mollie has been working alongside Dr Jerricah Holder to create a new chapter for the EBSA Horizons EP Course - Supporting Autistic CYP experiencing EBSA.

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Save valuable time and find already created activities, from the Boardmaker Community and Premium Activities, to meet all your students’ individual needs.

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Widgit symbol resources- Wellbeing Pack 

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Widgit symbol resources- Wellbeing Pack 

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Symbol-supported books and activities to support children's wellbeing

Good mental health is essential in order to help young people live happy and healthy lives. This resource pack, which has been produced in partnership with Dr Jerricah Holder, Educational Psychologist, contains symbolised books and activities to support children's understanding of wellbeing and self-care.

The symbolised books explain what wellbeing 'looks like' and provides guidance on how children can improve their own wellbeing. The themes of resilience and mindfulness are also explored. This pack aims to help build emotional understanding.

Children will explore how they may experience 'comfortable' and 'uncomfortable' bodily sensations and how these 'signs' can help them make sense of how they are feeling. Children will learn the importance of developing a 'web of support' as a way of ensuring they have a network of trusted adults who they can ask for support.

This resource pack would support the teaching of Relationships and Sex Education (RSE) and Health Education in schools.

Download

PDF

IP3

About Dr Jerricah Holder

Dr Jerricah Holder is an experienced Child and Educational Psychologist and creator of the School Wellbeing Card Series. Jerricah is passionate about the development of creative visual resources that empower children and young people to share their views and experiences, and which help to centre the child and young person's voice at the heart of assessment and intervention.

The Wellbeing pack has been developed in consultation with Dr Holder, who has had a significant input into the Resilience Cards in particular.

Contents

Wellbeing Book

A symbol-supported book to explain the importance of self-care and wellbeing to young people in a simplistic and concise way.

Five Ways to Wellbeing Book

This book follows on well from the Wellbeing Book as it encourages children to explore a variety of activities to promote and improve their wellbeing.

Resilience Book

A social story to develop an awareness of how to face challenges and overcome obstacles.

Positive Qualities

An activity to develop self-confidence and help children to recognise feelings and qualities in themselves and in other people. This activity aims to help children to recognise the importance of building caring friendships.

Circles of Control

A practical activity to help children understand that some things are beyond their control. This resource enables children to recognise a variety of different situations that may arise within daily life and organise them onto the circles of control proforma.

Comfortable and Uncomfortable Bodily Sensations

A resource to support children in developing an awareness of comfortable / uncomfortable bodily sensations that they may experience and the importance of making changes in order to feel safe.

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Wellbeing Pack | Widgit Symbol Resources

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Good mental health is essential in order to help young people live happy and healthy lives. This resource pack, which has been produced in partnership with Dr Jerricah Holder, Educational Psychologist, contains symbolised books and activities to support children's understanding of wellbeing and self-care.

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Provided by Anna Freud - there is a cost for this training

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Join our course to help school leaders understand staff mental health needs, build resilience, manage secondary trauma and implement wellbeing strategies.

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Anxiety - top mental health concern for children contacting Childline service 

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Anxiety - top mental health concern for children contacting Childline service 

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Anxiety the top mental health concern for children contacting our Childline service

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This Children’s Mental Health Week, Childline is encouraging young people who are experiencing anxiety to reach out.

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NSPCC Podcast - Mental Health First Aid kits

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NSPCC Podcast - Mental Health First Aid kits

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Mental health first aid kits | NSPCC Learning Podcast

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Free resources for Child's Mental Health Week Feb 2025

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Free resources for Child's Mental Health Week Feb 2025

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This year, Place2Be's official Children's Mental Health Week will take place from 5-11 February 2024. Our theme is 'My Voice Matters'.

We have free resources available to download so that everyone can take part in Children's Mental Health Week. Take a look and see what's available for schools, families and how you can take part and raise vital funds for children's mental health.

Get your own digital or physical copy of our pack, which is bursting with resources to help you take part - from class activities and assembly guides, to lots of creative arts and crafts and fun photobooth props!

Get a resource pack

Our free resources for families, parents and carers can help you get involved with Place2Be's Children's Mental Health Week at home.

Families

Find out more

Learn about how Children's Mental Health Week started and find out about this year's theme, 'My Voice Matters'.

Learn about the week

Download resources

Use our free resources for primary schools and secondary or high schools to take part in Children's Mental Health Week.

Schools

Take part

Find out how you can take part in the week, spread the word and raise vital funds to get us closer to reaching our goal that no child or young person has to face mental health problems alone.

Take part

Raise money

Help us reach our mission our goal that no child or young person has to face a mental health problem alone.

Fundraise for us

Add yourself to our map!

We'd love for you to add your school or organisation to our map! You can see who else is taking part in Children's Mental Health Week across the UK.

However you're planning on taking part in giving a voice to children and young people, we'd love to hear it.
Add yourself to our map

Tell me more

Sign up for Place2Be's Children's Mental Health Week email alerts to be the first to hear about new updates.

How we made a difference in 2023

Schools, families and organisations across the UK (and the world!) took part in Children's Mental Health Week 2023. Whether you downloaded a resource to use in class, held an assembly, organised a fundraiser, made a donation, or tweeted about the week - your support helped Place2Be to reach more children, young people and families.

114330

raised for Place2Be

197000

downloads of our resources

516463

children and young people supporting the week

News and blogs

Keep up with the latest news and views about Children's Mental Health Week.

Children's Mental Health Week 2024: resources available now

With just over 3 months until the week, we're excited to release our free resources to help everyone get involved.

Read more

Place2Be announces theme for Children's Mental Health Week 2024

Place2Be wants all children and young people to be able to say - and believe - "My Voice Matters".

Read more

Young Voices to support Place2Be's Children's Mental Health Week 2024

Young Voices has selected Place2Be as its charity partner for another year, following two successful years of partnership.

Read more

Would you like to become a supporter for Children's Mental Health Week? Get in touch to find out more.

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Place2Be's Official Children's Mental Health Week shines a spotlight on the importance of children's and young people's mental health.

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Lumi Nova workshop resources - Talking About Worries 

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Lumi Nova workshop resources - Talking About Worries 

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A bank of resources to support a 45 minute workshop for Years 3-6 pupils

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Measuring Pupil Wellbeing - free modular resources for schools

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Measuring Pupil Wellbeing - free modular resources for schools

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Produced by Anna Freud

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CORC is using functional cookies to make our site work. We would also like to set optional cookies (performance cookies). We don’t use marketing cookies that display personalised ads for third party advertisers.

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Autism Education Trust Self Advocacy Toolkit

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Autism Education Trust Self Advocacy Toolkit

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Can be used to record actions taken

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Emotionally based school avoidance and autism 

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Emotionally based school avoidance and autism 

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Emotionally Based School Avoidance (EBSA) & Autism Spectrum Condition

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Can be used as an action log or checklist

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Luton's assessment of individual push-pull and resilience school attendance factors 

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Luton's assessment of individual push-pull and resilience school attendance factors 

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Assessment of individual push_pull school avoidance factors

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Extract from 'Working Together to Improve School Attendance' relating to register codes and medical evidence 

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Extract from 'Working Together to Improve School Attendance' relating to register codes and medical evidence 

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Extract from DFe guidance

Code I: Illness (not medical or dental appointment)

364. The pupil is unable to attend due to illness (both physical and mental health

related). Schools should advise parents to notify them on the first day the child is unable to

attend due to illness.

365. Schools are not expected to routinely request that parents provide medical

evidence to support illness absences. Schools should only request reasonable medical

evidence in cases where they need clarification to accurately record absence in the

attendance register – i.e. making a decision that code I is the absence code that

accurately describes the reason the pupil is not in school for the session in question. In the

majority of cases a parent’s notification that their child is too ill to attend school will be that

evidence and can be accepted without question or concern. Only where the school has

genuine and reasonable doubt about the authenticity of the illness should medical

evidence be requested to support the absence.

366. Where medical evidence is deemed necessary, schools should not be rigid about

the form of evidence requested and should speak to the family about what evidence is

available. Schools should be mindful that requesting additional medical evidence

unnecessarily places pressure on health professionals, their staff and their appointment

system, particularly if the illness is one that does not require treatment by a health

professional. Where a parent cannot provide evidence in the form requested but can

provide other evidence, schools should take this into account. Where a parent cannot

provide any written evidence the school should have a conversation with the parent and

pupil, if appropriate, which may in itself serve as the necessary evidence to record the

absence.

367. This code is classified for statistical purposes as authorised absence.

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Understanding & Supporting Children & Young People with Emotionally Based School Avoidance (EBSA)

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Understanding & Supporting Children & Young People with Emotionally Based School Avoidance (EBSA) : Rae, Tina: Amazon.co.uk: Books

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Understanding & Supporting Emotionally Based School Avoidance (EBSA) Cards - 60 user-friendly cards with practical ideas and strategies to promote and develop children's attendance

Share:

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Understanding & Supporting Emotionally Based School Avoidance (EBSA) Cards - 60 user-friendly cards with practical ideas and strategies to promote and develop children's attendance

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Understanding & Supporting Emotionally Based School Avoidance (EBSA) Cards - 60 user-friendly cards with practical ideas and strategies to promote and develop children's attendance : Amazon.co.uk: Toys & Games

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My Attendance Journal: My Journey Back to School

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Buy My Attendance Journal: My Journey Back to School by Rae, Tina (ISBN: 9781190653115) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Luton Public Health -map of mental health and well-being services for CYP

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Luton Public Health -map of mental health and well-being services for CYP

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Self-referral quick guide for Luton CYP 

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Self-referral quick guide for Luton CYP 

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Updated documents and new resources will be posted on this Padlet as required. 

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Updated documents and new resources will be posted on this Padlet as required. 

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Please check back for the latest versions of documents you have downloaded if some time has passed since you last used them.

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EBSA/EBSNA  is a broad umbrella term used to describe a group of children and young people who struggle to engage with and/or attend a school setting due to emotional and systemic factors. In Luton, discussion with young people indicated preference for the term ‘avoidance,’ rather than ‘non-attendance’ 

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EBSA/EBSNA  is a broad umbrella term used to describe a group of children and young people who struggle to engage with and/or attend a school setting due to emotional and systemic factors. In Luton, discussion with young people indicated preference for the term ‘avoidance,’ rather than ‘non-attendance’ 

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EBSA often leads to prolonged absences, difficulty to attend school and/or remain in lessons for an entire day. Some demonstrate inconsistent attendance, whilst others can attend and engage successfully with modified timetables and high levels of support.

It is well recognised from previous research that EBSA is caused by a complex number of factors linked to child, family context and school factors. In Luton, we recognise EBSA to include both engagement with learning and education as a whole.

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WEBINAR: Emotionally Based School Avoidance

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Slides and resources from a session designed to get to the heart of emotionally based school avoidance and offer practical ideas to prevent and support.

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KEYNOTE | Supporting Children Struggling to Attend School

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Practical ideas to promote attendance and engagement of children struggling with school anxiety.

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A programme created to to empower autistic pupils to take control of their mental health and wellbeing, understand themselves and feel OK.

This free, downloadable peer-led resource is available for every single secondary school in the UK.

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Ambitious about Autism is the national charity for autistic children and young people. We stand with autistic children, young people and their families to champion rights, campaign for change and create opportunities.

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NEST - Neurovergent Peer Support Toolkit for secondary schools

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NEST - Neurovergent Peer Support Toolkit for secondary schools

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A suite of materials to facilitate peer support for neurodivergent young people in mainstream secondary schools. The toolkit has been co-created by researchers at the University of Edinburgh, neurodivergent young people and a neurodiverse group of adults who work with neurodivergent young people.

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During the summer of 2022, the NEST project (then called Neurodiversity Alliance) co-designed materials to facilitate neurodivergent peer support in mainstream schools. This involved working with neurodivergent young people and the people who support them gather their views and input on peer support materials. The co-designed materials have been trialed and evaluated in four Scottish high schools.

The NEST handbook:

​Provides information about neurodiversity, neurodivergence, and peer support.

​Explains who NEST groups are for and what the ethos of NEST groups is.

​Provides guidance for setting up and running a NEST group, including how to ensure the groups are student led, activity ideas and resources, and safety considerations.

​Provides information about some of the policies and legislation that align with NEST-based groups.

The handbook will help you to decide whether to set up a NEST group in your school, and if so, how to do it.

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NEST (NEurodivergent peer Support Toolkit)

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NEST (NEurodivergent peer Support Toolkit) is a suite of materials to facilitate peer support for neurodivergent young people in mainstream secondary schools. The toolkit has been co-created by researchers at the University of Edinburgh, neurodivergent young people and a neurodiverse group of adults who work with neurodivergent young people.

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NICE guidelines for social, emotional and mental wellbeing in primary and secondary education 

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NICE guidelines for social, emotional and mental wellbeing in primary and secondary education 

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Impact Ed Understanding Attendance Report 2

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Impact Ed Understanding Attendance Report 2

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Spotlights case studies and interventions that have been effective for schools, building on initial finding in Report 1.

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ImpactEd Evaluation Attendance Record Report Jan24 (1)

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ImpactEd Understanding Attendance Report 1

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ImpactEd Understanding Attendance Report 1

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Key Finding 1 - Sense of school belonging, closely linked to feeling safe in school is a key driver of

attendance across all contexts.

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ImpactEd Evaluation Attendance Record Report Jan24

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The decision-making profile creates a clear picture about how a person makes a decision and how they want to be supported in decision-making. Designed by National Development Team for Inclusion

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This tool helps people to sort out what is working and what is not working from different perspectives. Developed by the National Development Team for Inclusion

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Feeling worried about school? PADLET link 

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Feeling worried about school? PADLET link 

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IN DEVELOPMENT

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Autism Education Trust - from National Autism Standards framework

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How to be a Neurodiversity Inclusive school 

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How to be a Neurodiversity Inclusive school 

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In this strikingly honest collection, developed from a pioneering new research project, autistic teachers and other autistic school professionals share their stories of the challenges and successes of their careers. Contributors challenge assumptions and stereotypes whilst highlighting the unique strengths autistic staff can bring to schools when their own needs are accommodated.The book explores exclusion and identity, understanding and acceptance, intersectionality and facilitating inclusion. It also celebrates the positives that come with being an autistic teacher, such as relating to neurodivergent pupils and conveying passion and enthusiasm for a subject through intense interests, or demonstrating particular skills in school leadership. It examines how workplace set up can sometimes exclude autistic individuals and lead to skilled teachers and those in other education roles, including visiting professionals, leaving the profession, and sets out the accommodations that can prevent this from happening.

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Part 1: An Introduction to School-level Approaches

for Developing Inclusive Policy

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PADLET LINK

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Subject teacher information gathering template 

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Subject teacher information gathering template 

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Subject teacher information gathering template 

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How to Print or Download Documents from the Padlet

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How to Print or Download Documents from the Padlet

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EBSA -Luton Guidance and Resources for Parents/Carers DRAFT

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Luton Guidance and Resources for Parents & Carers PADLET link 

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Luton Guidance and Resources for Parents & Carers PADLET link 

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Dr. Jerricah Holder

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Listening to, and Learning from parents in the attendance crisis

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Listening to, and Learning from parents in the attendance crisis

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Attendance Support Team | Luton Directory

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Improving school attendance is everybody’s business, it is a key priority for the Council. The Attendance Support Team fulfils the Local Authority’s duties and responsibilities relating to school attendance and promotes inclusion of children in full-time education. The Attendance Support Officers (ASOs) will work with schools, families and statutory and voluntary partners to overcome barriers to attendance, ensuring all children are able to access the full time education to which they are entitled. The service works with partner agencies and services to try to bring about changes in young people’s circumstances that might be contributing to irregular school attendance. They predominantly work with children and young people of compulsory school age, but will work with younger age groups in some circumstances. The team are also the point of contact in Luton Council for child performance licences, work permits and chaperone licences. The Attendance Support Service has published new guidance to set out the process for all schools to notify the Local Authority when a child is placed on a part time school timetable.

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For children with SEND, anxiety or sensory overload are common factors affecting behaviour and attendance, which are not always easy to spot. If you think there may be underlying needs, discuss and explore with the school how these might be assessed and supported.

It can be useful to think about who you would like to meet with in school. School staff have different roles and you might want to change who you meet with as your child's needs emerge or change. For example, to start with you may have spoken with their class teacher, or someone in a pastoral role at the school, and you may now find you want to talk to the SENCO to discuss next steps, with assessing and supporting your child's needs.

You may find it helpful to look at your school's 'SEN Information Report', which should explain how the school identifies and supports pupils with SEN.

Working with school

Ask your child what they are finding difficult and what they would like to change - this can help identify specific triggers and worries. Your child's views should always be the starting point of any discussion about support.

Here are some ideasfor support strategies for your child, which you could ask about:

meet and greet by a trusted member of staff at the start (sometimes during or at the end) of the day

school staff regularly checking with them that they are okay

visual timetable - clear information about what happens now and next

help to understand and manage their feelings and emotions

positive praise (for getting through a lesson - replacing sanctions for challenging behaviour)

'time-out' card for when feeling overwhelmed in lessons

lesson breaks (to allow some calm down time)

changes to timetable, if particular lessons are a trigger

learning away from the classroom, in a dedicated area or room sometimes known as a 'safe space'

lunching away from the dinner hall, ask whether any lunchtime clubs are available (avoiding a crowded dinner hall)

1:1 or small group interventions, support programmes, anxiety or friendship groups

permission to leave lessons or school 5 minutes early to avoid crowded corridors

Involving specialist services

You can speak to a school nurse, or your child's GP for advice, recommendations or a possible referral to specialist health services. Share this information with school so they have the full picture, and you can discuss next steps together.

When you meet with school to discuss your child's support plan, you can ask about referral options, for example:

Where support options available to school have been exhausted, a request to the Local Authority to carry out an EHC needs assessment can be made.

For the full range of support services available to children and young people with SEND go to: Luton Local Offer Emotional Wellbeing Information Resource

Other External Support and advice for young people:

ChatHealth - young people 11-19 can text a school nurse on 07507 331450 (for advice on a range of issues including; sexual health, drugs, self-harm, bullying)

4YP - local charity organisation supporting young people 12-25 with social, emotional and physical health and wellbeing (drop-ins and counselling)

Kooth - online counselling and emotional wellbeing support service for young people aged 11 to 18

Moodwise - digital tools and resources to support young people's emotional wellbeing (set up on Suffolk's Healthwatch Website)

Young Minds - young people in crisis can text: YM to 85258

School-refusal

Sometimes anxiety can worsen to the point that a child or young person starts to feel they are unable to go to school. Speak to their school as soon as possible, to let them know about the difficulties they are experiencing. You can also talk to their GP.

Reduced timetable

The law says that children of compulsory school age have the right to a full-time education, and reduced timetables are unlawful (unless following medical opinion that this would be in the child's best interests). However, a reduced timetable can sometimes be an effective, temporary measure to support a child who is refusing to go to school. There should be a plan to support a gradual increase to full-time hours, regular reviews and should only happen with parental consent and the involvement of appropriate services. For more detailed advice please click here or alternatively contact the service.

For further advice and support about the use of part timetable and your rights, please see the FAQs on our website or alternatively you can seek assistance from the Access to Education Team within the LA.

Other Useful links

Choosing to home-educate (known as Elective Home Education or EHE)

Schools must not seek to persuade parents to educate their child at home by way of avoiding exclusion, or due to poor attendance.

Home educating a child requires a lot of dedication, hard work and patience. Being both parent and teacher can be very challenging. For some parents it is a rewarding option which works well for them and their child, but it is a big decision to make.

Parents consider EHE for many reasons, for example if they are being threatened with prosecution for non-attendance. However, if your child is struggling at school or refusing to go, if they are extremely anxious, have sensory needs which are overwhelming or at risk of exclusion, electing to home educate may not necessarily be the answer in the long term. There may be support or other options which better meet your child's needs and family circumstances.

Take time to explore options and find out as much as you can about home educating so you can make an informed choice. There are many websites offering information and advice, and you may be able to find a local support group with other parents making the same choice.

Where you have an Education, health and care (EHC) plan

If your child is becoming anxious about going to school and they have an Education, Health and Care plan, you could contact the Local Authority to request an early annual review.

The review will provide you with the opportunity to let the Local Authority know about the difficulties and discuss the support in place, and the progress being made towards outcomes. You can also ask for re-assessment if you believe your child's needs have changed significantly since the plan was first issued, if you think the professional advice needs updating, or the provision is no longer meeting needs.

You will be able to propose any changes you would like to see made to the plan, for example with the support that is provided or with the outcomes.

You will also have an opportunity to request a particular school to be named, should the Local Authority decide to amend the plan following review.
Read more about Annual Reviews of an EHC plan
Further information advice and support

When a child has been refusing to attend school and their behaviour and/or anxiety appears to be worsening, it is important to seek help as soon as possible.

Please contact a member of the SENDIAS service if you require additional assistance

Not in Fine in school have produced a detailed report of evidence which provides information on the theory of school refusal and the challenges that young people and families face: Click here to access the PDF

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For children with SEND, anxiety or sensory overload are common factors affecting behaviour and attendance, which are not always easy to spot. If you think there may be underlying needs, discuss and explore with the school how these might be assessed and supported. It can...

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Examples of Reasonable Adjustments as Ordinarily Available Provision 

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Examples of Reasonable Adjustments as Ordinarily Available Provision 

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Examples of Reasonable Adjustments and OAP

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School nurses can be contacted via the Health HUB on 0300 555 0606 or by email: ccs.bedsandlutonchildrenshealthhub@nhs.net

We are still accepting referrals. If you have any issues or concerns relating to the child/young person's health or wellbeing, you can complete the referral form attached (see below) and sent via the 0-19 generic secure email for the attention of the school nursing team: ccs.bedsandlutonchildrenshealthhub@nhs.net

School Nursing Links -Sept 2020 - click for main stream schools list and allocated 5-19 staff.

Special needs schools are support by the Community Nursing team - Monday to Friday, 8am to 6pm. Weekends and bank holidays, 9am to 5pm. Tel: 0333 4050079

Where our service is based
The Poynt, Unit 2, 3 Poynters Rd, Luton LU4 0LA
Click here for Local and National resources

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School nurses can be contacted via the Health HUB on 0300 555 0606 or by email: ccs.bedsandlutonchildrenshealthhub@nhs.net We are still accepting referrals.

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Luton's assessment of individual push-pull and resilience school attendance factors 

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Luton's assessment of individual push-pull and resilience school attendance factors 

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Assessment of individual push_pull school avoidance factors

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Case Study example - push & pull factors 

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Case Study example - push & pull factors 

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The famous and original .......................
DOWNLOAD BLOB TREE IMMEDIATELY HERE

Pip, was thinking of you last night. I was co-facilitating a grief group with teenagers and we used Blob cards, which really helped to break the ice and initiate "feeling" conversations.

I was proud to tell the other counsellor that I knew you.

Wendy Lynsey Faron

Counsellor.

A post shared by Pip Wilson BHP (@beautifulhumanperson) on

Blob Tree has a BLOB SHOP

The best place to discover all the

"The Blob Playground and Bullying pages have proved particularly helpful.

But intrinsic to all Blobs is their lack of specific identity.

They are sexless, ageless and without racial characteristics.

Even the youngest children can come to own the images,

finding in them Blobs that reflect their past and present circumstances

and how they would like to be in the future."

Slough Borough Council's Educational Psychology Service

Love your Blob Tree books and use them with all my counselling clients from 5 up to 95.

who find it difficult to understand how they feel.

*

THE BLOB TREE - DOWNLOAD IMMEDIATELY HERE

The famous and original .......................

DOWNLOAD BLOB TREE IMMEDIATELY HERE

Pip, was thinking of you last night. I was co-facilitating a grief group with teenagers and we used Blob cards, which really helped to break the ice and initiate "feeling" conversations.

I was proud to tell the other counsellor that I knew you.

Wendy Lynsey Faron

A DIY personal growth handbook. EI

Our My BlobTree & My Playground pack contains a double sided (62 x 42 cm) board and magnetic pack containing 64 different picture magnets - costing only £145. A full lesson plan and pop lock folder is included with each pack. This innovative product allows users to explore their feelings using the picture magnets provided. The Blob Tree is an internationally recognised tool, and when assembled on the magnetic board can be assembled as part of a display. The Blob Playground is an effective tool to help children discuss the main place each day where conflicts arise.

The magnets have been designed to allow teachers, teaching assistants, family learning mentors, ELSAs, SENCOs, youth workers etc. to work closely with an individual, group or class to explore their 'emotions/feelings' (including the main basic emotions such as; happy, sad, angry & afraid). It may be that a facilitator may wish to look at how a child/adult is feeling at that moment in time or the pack can be used to examine how pupils would feel in certain situations/scenarios. Many of the pictures can be applied as a number of different emotions leading to a discussion between the facilitator and individual/s.

This product has been produced in partnership with Ian Long & Pip Wilson - www.blobtree.com

Our School sized carry case and Easel work well with this product.

For full pricing and how to order our My BlobTree & My Playground please find details on our Pricing Page.

MAGNETIC BOARD

with Blob Tree and many moveable Blobs
Touch the Blob which is how you feel right now -
emotional intelligence starts with grasping our own feelings
www.blobtree.com
for DOWNLOADS
DETAILS/VIEW/PURCHASE HERE
www.mybodyboard.co.uk
for this magnetic board with lots of moveable Blob Tree characters

Full collection of Blob scenes with a Schools theme, includes : Blob Assembly (colour & b&w), Blob Behaviour (4 colour & 2 b&w), Blob Bullying (colour & b&w), , Blob Choir (colour & b&w), Blob Classroom (colour & b&w), , Blob Coffee Break (colour & b&w), Blob Computer (colour & b&w), , Blob Exams (colour & b&w), Blob First Day (colour & b&w), Blob Friends (colour & b&w), Blob Hometime (colour & b&w), , Blob School (colour & b&w), Blob Lessons (colour & b&w), Blob Meals, , Blob Parents Evening, Blob Playground (colour & b&w), Blob Prayer (colour & b&w) Blob Pupils (colour & b&w) Blob Sports Day (colour & b&w) Blob Study Tree (colour & b&w) Blob Swimming (colour & b&w) Blob Talents (colour & b&w).

Black & White & Colour versions (where available) all included

A total of 47 Blob Scenes in this pack (including black & white and colour variants)

* the purchased images come without watermark and in full resolution

BOOK OR DOWNLOAD for all areas of #YMCA #Programmes - Sports/ Fitness/ Youthwork/ Teams/ Faith/ Housing/ Personal Development + more

"The World YMCA is focusing upon Youth Empowerment.

This book is a wonderful, beautiful tool,to communicate this message. "

Secretary General, World Alliance of YMCAs

A massive collection, almost 200 pages, of resources to use in YMCA's worldwide.

Great ALL AGE TOOLS - Children, Youth, Leaders, Executives, Seniors +

Great for all areas of Y Programmes - Sports/ Fitness/ Youthwork/ Teams/ Faith/ Housing/ Personal Development+

Great visuals - attractive for all because the Blobs use the primary forms of communication = FACE & BODY LANGUAGE

1 *

TWO METHODS OF VIEWING and/ or PURCHASE
Buy physical book (delivered by LULU)
You can purchase book and it will be delivered by post anywhere in the world.

2* INSTANT Downloadable version HERE:
http://www.blobtree.com/products/a-blob-ymca-toolbox
This version can be captured on your computer forever and each individual Blob Tool used as a projected image or printed

************************************

Blob Level 5

Ships in 3-5 business days

Blob Level 5 is a book that helps the reader to grasp the different layers of communication that happens each time that we have a conversation. Starting with cliches and ending up with total openness, it provides a positive understanding of the need to express ourselves at a deeper level.Each section is covered using illustrations, exercises, questions and places to make notes. Towards the end, it applies these ideas in the areas of bullying and spirituality. A quick and easy read that will change the way that you encounter others forever.

Blob Phrases

Ships in 3-5 business days

Here are a set of over 50 posters/ images which can be used to stimulate discussion amongst all ages. Using the Blobs from the internationally famous Blob Tree, the pages promote reflections on subjects as wide ranging as beauty, personal worth, Love and behaviour. Ideal for professionals to use.

Blob Chemistry

Ships in 3-5 business days

Chemistry is a funny thing - for some it is an immediate connection whilst for others it grows. Some love the taste of alcohol, whilst others prefer a fast car. When it comes to people, we sometimes get on...but with others...we click! This is a tale of one such occasion.

Blob Signal

Feelings are SIGNALS and we need not be afraid. This little book is a journey into understanding how we may manage the beautiful, but sometimes 'tough going', emotions that run through our whole frame. Click the preview / hyperlink - and start to dig deeper into that precious beautiful human that you are. LINK HERE

You are a Beautiful Human Person

You are a Beautiful Human Person

Ships in 3-5 business days

This is a book to touch the heart. All of us have felt rejected and undervalued. This book is an antidote! It reveals how beautiful we truly are...and how valuable. Ideal as a present for a friend in need of encouragement

***************Blob Theory************

Blobs have a basic idea which enables them to be successful in almost every context, with every people group, in every age. They cross so many boundaries because they speak the universal languages of emotion and body gestures.

Ships in 3-5 business days

Lent is a time for change. It has always been so, and always will be. It is the journey towards the most significant event in human history - the death and resurrection of Jesus. This book enables the reader to reflect on why Jesus went into the desert and how we can apply those same ideas in our day to day lives. Each day includes actions and an opportunity for personal reflection using both words and unique images created for this book. An ideal resource for a personal companion during these forty special days.

Paperback posted to you or download.

Ships in 3-5 business days

Blob Life is another book in the catalogue of photocopiable resources produced by Ian Long and Pip Wilson. This book looks at the journey of life which we all take from birth through to death and beyond.It covers many of the aspects of life using key aspects - birthdays, families, death, driving, shopping, holidays, school, home etc. Each pair of pages has a set of questions to use with the photocopiable images.At the start is an introduction which explains how to use the images to open up your group. It has been used with ages from 4 to 90. VIEW / BUY BLOB LIFE HERE

and the thousand of other Blob communication tools are used all over the world.

The Blob Tree Tools came out of my work in East Side of London working with young people who could not or would not read but could read people and Blob Tools like others read books..

I led a large Teams of People Workers as we worked with young people in gangs, hostels, youth centres including lots of group work.

Now I work as a Trainer/Group Worker and freelance Facilitator and all things relating to social, emotional and spiritual development.

These tools have been developed as I work with different kinds of beautiful humans week on week.

There are Blob Tools with differing purposes because they are flexible for your use! All about helping people to open up and develop and grow ........

I use many of them in my work with humans who struggle with life.

I love Group Work and find that creating the right climate of trust and easing humans into self revelation is the most beautiful experience in development terms.

These tools, and other tools in the range of books, are used in Facilitation and Training Staff who work with special needs humans in the Voluntary and Corporate Sector.

Publications available ::

1 *.......................... SEE www.blobtree.com the BEST place view Blobs .............*

'The Big Book of Blobs' has over 50 x A4 size 'Blob Tree' type tools.

You have permission to photocopy for your own use in a face to face context.

There are many beautiful and powerful new tools here with permission to photocopy for personal use.

It is NOW re-published in a upgraded format by a Specialist publisher.

Having known the Blobs for many years, I was still surprised to read that they first made their appearance in the Blob Tree over twenty years ago.

Classically used as an ice breaker in many group settings, the Blob Tree is a wonderful tool in both individual and group work.

A delightfully creative way to encourage and promote discussion; the loveable Blobs engage children, young people and adults alike and before long meaningful discussions are taking place.

As a practitioner they have proved invaluable in engaging others, less willing to talk about feelings, to speculate about what these androgynous, ambiguous Blobs might be up to or may be feeling; as a human being they are simply intriguing.

Each Blob can be attributed different circumstances every time you see them, dependant on your own moods and emotions at any given time.

The Big Book Of Blobs in its second edition, is like looking at an old friends family photo album; finding Blobs in all manner of situations, circumstances and frames of mind.

With more than fifty scenes packed full of Blobs handily divided into sections like places. issues, occasion's and personal development.

I can't wait to get using them to discover how others put their perspectives on what the Blobs are doing. Asking questions about the images will encourage your group or individual to say. what the Blob is thinking, feeling or doing or can be put in such a way for group members to speculate what others in the group may think, by asking which Blob best represents them, your group's responses might enable you to gauge current feelings, hopes and fears.

This book provides a whole toolbox full of resources to start discussions over a huge range of subjects.

It will enable the discussion to be better focused and in more depth.

With notes and suggestions for questions to ask to initiate the sharing of opinions, the book is accessible to newcomers to the Blobs as it is to those who have used other Blobs resources in the past.

Both authors come from a background of youth work, teaching and group work, so know what it takes to engage groups, and have won many accolades for their imaginative use of Blobs.

lan Long's illustrations come with permission to photocopy so that copies can be written on or marked as to how individuals feel one session and can be compared to reactions to the same image and question at a later session. enabling patterns and progress to be observed.

With the book comes a CD with the entire book in pdf format for ease of preparation of sessions and printing of the illustrations, this is definitely a book of the twenty first century.

by Pip Wilson and lan Long

Speechmark ISBN 978-0-86388-722-2

3 'You Are a Beautiful Human Person' BOOK. *

You are a Beautiful Human Person

Ships in 3-5 business days

This is a book to touch the heart. All of us have felt rejected and undervalued. This book is an antidote! It reveals how beautiful we truly are...and how valuable. Ideal as a present for a friend in need of encouragement

4A3 Blob Tree Posters - 2 sets of Posters - Top Sellers.

Four A3 size posters have been published too.

They are in colour and the pack has four different blob trees.

A booklet is part of the pack with ideas for use.

Not available from me.

There is four different Blob Trees x A5 size, in each set, produced in colour and on good quality/thick paper. Ideal to use in small group work.

6 The Very Stinking Rolling Magazine Book . *

This 250 page Book, published in 1991 by Harper Collins, has several 'Blob Tree' type images and 100+ Games and Exercises.

The are many unique tested Group Work ideas and tools plus a specialist guide indicating sensitivity when working those with with Humans with Special Needs - we all have abilities and disabilities!
This Book costs £10.00* which includes p&p.

AVAILABLE FROM ME ONLY.

7 The Little Book of Blob Questions

Not only does it have The Blob Tree and 14 other Blob Tools, it has some ideas of how to use in a group context and several questions to trigger you own preparation for use.

AND this you can buy on line ::

Printed version or as a Download. (Not available from me.)

Full of Blob Tools which are much in demand by Counsellors, Educational Psychologists and Mediation Workers etc..

Includes the Blob Tree, Blob Feelings, Blob Depression, Blob Families,and many more.

Blob Spirituality is a book of visual tools designed to enable deep conversations about issues which matter to people.

Using the primary languages common to all people - body language and feelings - it provides the user with a means to explore issues as wide as bullying and change, through to Christmas and weddings.

Take a look at the contents page to see the full range of visuals.

Available as a download or to buy as a book from::

10 GIANT BLOB TREE POSTER

New in 2012 - popular addition to any classroom and centre with purpose

11 THE BLOB TREE - DOWNLOAD IMMEDIATELY HERE

The famous and original .......................

DOWNLOAD BLOB TREE IMMEDIATELY HERE

A Bible without words but with plenty of Blobs which stirr the imagination and lead to self discovery of Bible stories

13 PIP WISDOM by Pip Wilson

Full of Pipology stories and reflections.

Humans and experiences that inspire.

View/Buy - Download or paperback.

Download immediately.

Blob School is a book of resources for black/ white photocopying for groupwork or in colour for use with an Interactive White Board (download only for colour please).

Using nothing more than questions and images, this tool explores life in school and creates intense conversations about the key issues in schools.

These items are being added to regularly - feel free to take a peep .....

See also these to download or order online::

ALL BlobTree Materials are copyright AND you only have permissions to use it it/them with groups if you have personally purchased a copy from the many publications or www.BlobTree.com

Otherwise it is an infringement of copyright ©

Please spread the news about The Blob Tools and www.BlobTree.com

AND if you have never experienced them in use - try it with a group or at least one other person BECAUSE they are just cartoons if you don't use in an interactive context.

AND let me know your experiences when you have used them - I love to share on my website/Blog about your experiences. www.pipwilson.com

EXTRA READING if you wish - two great reviews ::

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Read what the Times Educational Supplement said in January 2006

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Enlist the power of the Blob

Published: 20 January 2006

The Big Book of Blobs By Pip Wilson and Ian Long £12 (including p&p); the A3 posters are £19 (including p&p) Email: pip@pipwilson.com

Here are two new words that could well enter the lexicon in 2006.

The verb "to blob"and its associated noun "blobster" meaning a convinced user of Blobs in training and education work with adults and young people.

The roots of both are the endlessly adaptable "Blob" people (born of a collaboration between artist Ian Long and group worker and trainer Pip Wilson) and now gathered into a collection of over 50 fresh illustrations designed to promote communication and emotional literacy.

The book begins with the original "BlobTree" that has been doing the rounds of schools and counselling settings for many years and features a population of jelly baby-like figures climbing, hanging and falling from trunk and branches and demonstrating behaviour ranging from mutual support to out-and-out opposition or complete isolation. "This picture is over 25 years old," says Pip Wilson. "It emerged from my youth work in East London with young people unwilling or unable to read and has circulated since among teachers and other professionals often in the shape of photocopies of photocopies. Now we have greatly extended the range of Blob situations and scenarios - though all offer the same multiplicity of interpretation that made the original so useful a tool."

The new illustrations are gathered into four themed sections: places, such as playground and disco settings; issues, including bullying; families and death; occasions, including a Blob Christmas; and, finally, a set of personal development scenarios. "Most of the situations are open to symbolic interpretation," suggests Ian Long. "They can be used to help children and young people make the leap to some highly sophisticated thinking. They have proved an ideal prompt, helping people to open up about themselves in ways that more direct cross-examining often fails to do."

"The great thing about Blob pictures is the way they provide an entirely non-threatening way into young people's thinking," suggests Norwich-based sex and relationship educational development worker Molly Potter. "I have used them in a variety of circumstances and they are great for drawing out views without the need for any reading whatsoever. They have proved extremely useful helping both secondary and primary pupils. In addition, they have worked as a great ice-breaker for the PSHE sessions I lead with primary teachers." Included in The Big Book of Blobs is guidance about the importance of subtle questioning as the key to the successful use of the images. "The quality of the questions that young people are asked makes all the difference," says Ian Long.

"In co-ordination with the images, effective questions can move young people on from everyday communication to discussing their beliefs and feelings, and eventually reaching the kind of openness from which real progress can flow." Ian Long cites a powerful example involving a distraught Year 4 child he witnessed being able to use a Blobbing session to identify the figure in one image he most felt like at the time. "It was the necessary launch pad he needed to express his current emotions," says Ian. "He took the risk of opening himself up and it produced the extraordinary result of another pupil pointing to a friendly Blob embracing another to articulate how he would like to help his classmate."

For Jill Aitkin, assistant head at Canons High School in Harrow, the moment when Blobs proved their worth was in her work with a young boy whose mother was seriously ill. "His worry was being manifested in aggression," she recalls. "Using the Blob Tree picture with him gave him the chance to point to the figure in mid-air having fallen off a branch - this was how he felt and he immediately burst into tears. It enabled him to express his underlying sadness and anxiety." She adds: "Blobs are deceptively simple figures, recognisably human and manifesting an extraordinary range of emotions and relationships. They are a very direct and yet unobtrusive way to help adolescents explore their feelings."

Sarah Davidson of Slough Borough Council's Educational Psychology Service adds: "The Blob Playground and Bullying pages have proved particularly helpful. But intrinsic to all Blobs is their lack of specific identity.

They are sexless, ageless and without racial characteristics. Even the youngest children can come to own the images, finding in them Blobs that reflect their past and present circumstances and how they would like to be in the future."

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YOUTHWORK MAGAZINE - REVIEW OCTOBER 2005

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'One of the most dynamic, flexible and innovative resources the youth work world has ever seen.'

There you go, stick that on the back cover because we mean every word.

Pip and Ian's 'Blob Tree' resource has been around for nearly twenty years now, making a great name for itself over that time. An A4 monochrome image, bereft of writing, it displays a large tree filled with sexless, shapeless, ageless 'blob people'. Like stick men who've chomped one Big Mac too many, their simple yet animated forms are used to represent emotions, decisions, personality types and social situations. A person can point to the blob whose stance, expression or activity they most identify with, and perhaps explain why. And that's it. Essentially, it's just a tree full of conversation-starting blobs.

But that, of course, is the brilliance of it. Because of its simplicity, the tree becomes the perfect resource when attempting to get people to talk about themselves and their social interactions. Children enjoy the visual focus, and can discuss important issues; adults identify with the emotions presented in these abstract characters. And there's no language involved, so the image can be used to the same effect anywhere in the world.

Pip and Ian return here with a whole book of variations on the theme, as their army of cartoons populate more than 50 new scenes. Spread throughout four themed categories, they place the blobs in a range of tree-substitutes - a playground, a protest march, a football match, a community and so on - each designed to spark a different kind of conversation and interaction.

Some examples: on looking at the book now (after all, which blob you are today doesn't always define which blob you'll be tomorrow), I define myself as the blob at the back of the cinema; and the blob walking through one of the 'blob doors'. Simple and silly as they seemed at first, these little people have had a profound effect on my thoughts today.

That's why this book is so vitally important to youth work in the broadest sense. These illustrations, though almost text free, are deceptively complex and engaging. The potential for both getting people to talk and releasing them to think, is awesome.

The acid test: I've tried this with young people already, and had stunning conversations off the back of it. If Youthwork ran the resource Oscars, Pip and Ian's Big Book of Blobs would have just walked away with the award for Best Picture(s).

**************************

The Blob Tree .............. One description of it's use.

I found this on a Blog and thought you may like to read an example of how Blob Tools can be used.

"So, Michael, how are you today?" I asked my client at the beginning of our treatment session this week as I placed a copy of the "Blob Tree" in front of him.

I learned about the "Blob Tree" (created by Pip Wilson and Ian Long) in graduate school where one of my clinical supervisors used it with a group of clients who had aphasia (an acquired language disorder as the result of a stroke).

The beautiful thing about the "Blob Tree" is that people can use it to communicate how they are feeling, even if they cannot articulate it verbally. I loved the "Blob Tree" from the first moment I saw it and immediately added it to my arsenal of treatment materials. After I graduated, I took it with me out into the workforce, even though I wasn't going to work with adults who've had strokes. Instead, I use it with children who have Autism.

And little Michael is a young boy with Autism.

"Hmm," he said as he studied the tree I had placed in front of him.

"This one is me," he declared as he circled one of the Blobs, then he smiled and genuine joy sounded in his voice, "This one is me because I'm so glad you're back!"

The Blob he circled was smiling and had its arm around the Blob next to it.

My heart melted at Michael's unexpected response and sincere happiness. Michael was the only client I had served before Snuggles' birth who was able to remain on my caseload when I returned from maternity leave.

"Oh, Michael," I replied, "Thank you!"

Then I circled the Blob next to his and responded, "This one is me, because I'm so glad I'm back, too!"

Michael suddenly looked in my eyes and we shared a moment of shining smiles and mutual joy.

A post shared by Pip Wilson BHP (@beautifulhumanperson) on

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The famous and original ....................... DOWNLOAD BLOB TREE IMMEDIATELY HERE Wendy Lynsey Faron Counsellor. A post shared by Pip Wilson BHP (@beautifulhumanperson) on The best place to discover all the "The Blob Playground and Bullying pages have proved particularly helpful. But intrinsic to all Blobs is their lack of specific identity.

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Training available: EBSA - Early Identification & whole school approaches 

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Training available: EBSA - Early Identification & whole school approaches 

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Contact: ..........

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Autism Girls Network

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AV1 by No Isolation | Reduce school absence with AV1 telepresence robots

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AV1 robots - alternative provision that connects absent students, ensures learning and belonging, and supports reintegration back to the classroom.

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Promoting and supporting mental health and wellbeing in schools and colleges

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Promoting and supporting mental health and wellbeing in schools and colleges

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Promoting and supporting mental health and wellbeing in schools and colleges

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Find out what help you can get to develop a whole school or college approach to mental health and wellbeing.

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Our action planning tool uses a RAG (red, amber, green) rated system so that you can clearly see the status of each action (not yet in place = red, working towards = amber, achieved = green).

School and college staff have busy workloads and competing priorities some of the steps included in the Framework will take a while to implement, so remember to be realistic when setting your goals.

Your aim should be to make improvements over time, rather than try to do everything at once.

We would encourage you to revisit your action planning tool every three to six months to update your progress and print out your own RAG rated results.

The action planning tool could also be built into your school or college development or improvement plan to clearly demonstrate your commitment to a whole-school approach to mental health and wellbeing.

The 5 Steps Framework will regularly refer to a whole-school or college community. This is because pupils, parents and carers, governors, and staff all have a role to play in promoting mental health, and your success in creating a whole-school approach will depend on their support.

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5 Steps to Mental Health and Wellbeing user guide

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More information on making the most of the 5 Steps framework in your school or college.