# data[].attributes.body
BBC Teach presents Moodboosters. Supported by stormbreak CIO this curriculum linked resource provides movement based activities with well known BBC presenters to inspire conversations around mental health and emotional wellbeing.

# data[].attributes.attachment_link.title
Moodboosters | Free primary school mental health resources - BBC Teach

# data[].attributes.attachment_link.description
Fun videos and resources for the PSHE curriculum to inspire KS1 / KS2 pupils to get moving for mental health and wellbeing.

# data[].attributes.body
Stormbreak works with trusted adults in education, health and social care to support primary aged children's mental health and emotional wellbeing through movement. Our approach is universal prevention at scale but we also support children with early emerging need in areas such as anxiety. focus and attention, relationships, resilience, hope and optimish, self-care and self-worth.

# data[].attributes.attachment_link.readable_text
Total stormbreaks completed

Happy, healthy humans

When the storm rages we teach children to create light, calm and change through movement.

Mentally healthy movement

Embedding mentally healthy movement for every child, everyday

Lifelong healthy habits

Equipping children with sustainable skills and coping strategies to thrive throughout life.

Hope and optimism helps us to see that things can change and we can believe in our potential now and in the future.

# data[].attributes.attachment_link.description
We aim to improve children's mental health through movement, equipping them with sustainable, transferable skills and coping strategies to thrive during the complex demands of growth into adult life.

# data[].attributes.headline
I made this for staff CPD post covid...I feel that it is still relevant  now and plan to re give it to staff.

# data[].attributes.subject
I made this for staff CPD post covid...I feel that it is still relevant  now and plan to re give it to staff.

# data[].attributes.headline
Cathy Creswell ACAMH 'Ask the Expert' free recorded webinar re Anxiety

# data[].attributes.subject
Cathy Creswell ACAMH 'Ask the Expert' free recorded webinar re Anxiety

# data[].attributes.attachment_link.readable_text
This session was exclusively for teachers, and the third in our 'Ask the Expert series'. Professor Cathy Creswell and Helen Manley discussed 'Anxiety - Cues, Clues & Support for Young People in School'.

Slides from the session

Cathy is a highly respected Professor of Clinical Psychology at University of Oxford, her research focuses on the development, maintenance and treatment of anxiety disorders in children and young people. She will be joined by Helen, who spent 11 years as a Primary school teacher before embarking on a DPhil in the Department of Psychiatry at Oxford, she is currently conducting research into the role of primary school teachers in supporting and managing anxiety in children.

About the 'Ask the Expert' sessions

This FREE 'Ask the Expert' online event is exclusively for Teachers, and offers insights into the latest evidence-base around anxiety in children & adolescents. They are brought to you as part of an exciting new partnership between The Association for Child and Adolescent Mental Health (ACAMH) and Coram Life Education (CLE), two charities who are dedicated to making a difference to the mental wellbeing of children and young people.

We are trialling these sessions events in order to help close the knowledge gap in a range of topics that now form part of the statutory Relationship, Sex and Health Education (RSHE) curriculum, we think it is important to help equip teachers with knowledge in areas that may be less familiar to them, which is grounded in academic rigour.

These trial 'Ask the Expert' sessions are primarily aimed at knowledge building, we will be working on other initiatives to help evolve pedagogical approaches based on the evidence we share with you at the trial events, with more details to follow.

About the event

Anxiety is a part of life and some anxiety is essential because it helps us to act to protect ourselves and ensure our safety. However, anxiety can become problematic when it is out of proportion to the threat in the environment, causes distress and interferes' with children and young people's everyday lives. When this occurs it is often considered to be an 'anxiety disorder'.

Anxiety disorders are extremely common and often start in childhood or adolescence. They can have a significant and ongoing impact on mental health and well-being. Anxiety disorders can affect family, school and social life, leisure activities and educational achievement and they often occur alongside other mental health problems.

As teachers, it is important to look for the cues and clues that children and young people with anxiety may present and to understand the impact this may have on their learning, in order to adequately support them at school.

Key Takeaways

Find out about the latest evidence-base on anxiety in children and young people (including what we know about the impact of the pandemic)

Build knowledge around what anxiety feels like for children and young people, how it can present itself in school settings, and the impact it has on young people's capacity to learn

Provide an overview of the principles to support children and young people who have difficulties with anxiety

About the Speakers

Professor of Developmental Clinical Psychology at Oxford University. Cathy's research mainly focuses on the development, maintenance and treatment of anxiety disorders in children and young people. Her team in The Oxford Psychological Interventions for Children and adolescents (TOPIC) research group apply a broad range of methods (including experimental, longitudinal, clinical trial and qualitative methods and systematic reviews) with children, young people and families in both community and clinical settings, with the ultimate aim of improving access to and outcomes from psychological treatments for these common conditions.

Helen Manley received a BA (Hons) in Modern Languages from the University of Oxford in 2001 before working in Communications for an international organisation supporting children at risk for 7 years. After completing a PGCE in 2009, she began working as a primary school teacher in Oxford where she spent 11 years teaching across the primary age range. In 2017, she was awarded an MA in Education from Oxford Brookes University. Her final dissertation focused on the effectiveness of school-based counselling interventions in reducing anxiety in primary school children. She is currently a DPhil student in the Department of Psychiatry, supervised by Professor Cathy Creswell and Dr. Tessa Reardon.

Professor Barry Carpenter has been appointed to the ACAMH Board with special responsibility for disseminating our work to schools, teachers, and others involved in the education of children and young people. Barry is the UK's first Chair of Mental Health in Education, at Oxford Brookes University

In a career spanning more than 40 years, Barry has held the leadership positions of Headteacher, Principal, Academic Director, Chief Executive, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. Since completing that research, Barry has overseen the development of a national project developing online 'Training materials for teachers of children with severe, profound and complex learning disabilities' www.complexneeds.org.uk

Full bio on ACAMH Board page.

Coram Life Education is the leading provider of relationships, health, wellbeing, and drugs education to almost half a million children across the UK, delivered under the strapline 'Helping Children Make Healthy Choices'. Trained Educators use evidence-based, interactive, creative methods and resources to stimulate curiosity and imagination amongst children in 1 in 10 English and Scottish primary schools (2,041 schools).

Our memorable life skills sessions are currently delivered as 'Life Base' in school or as 'SCARF Live Online' sessions via Zoom. Coram Life Education takes a three strand approach addressing children's knowledge, skills and attitudes, and programmes are aligned with the National Curriculum (Citizenship, PSHE Education), covering all Key Stages. Coram Life Education helps schools meet their statutory requirements for Relationships and Health Education, children's Spiritual, Moral, Social and Cultural development, and Ofsted inspection criteria for personal development, behaviour and welfare. Coram Life Education's programmes are also aligned with Scotland's Curriculum for Excellence. Recognising the role of the community and home life in influencing children's choices, we design our programme with schools and deliver special sessions and assemblies for parents and carers to amplify our effectiveness.

# data[].attributes.attachment_link.title
Anxiety; Cues, Clues & Support for Young People in School - Ask the Expert recording - ACAMH

# data[].attributes.attachment_link.description
Professor Cathy Creswell and Helen Manley join us for the third in the series of sessions exclusively for Teachers. This FREE online event is an exciting new partnership between ACAMH and Coram Life Education (CLE) exclusively for Teachers. It offers insights into the latest evidence-base, together with practical advice to help you help your pupils, and your own children.

# data[].attributes.attachment_link.readable_text
What is a Well School?

A Well School places just as much emphasis on wellbeing as it does on academic performance. It understands that children and young people are more effective learners when they are happy and well and that they must take care of their staff and their pupils wellbeing to create a culture that allows everyone to reach their potential.

Why Well Schools?

Wellbeing impacts on student's self-belief, aspirations and learning

Teachers wellbeing underpins great teaching

Wellbeing in schools can be a reaction to poor wellbeing rather than the promotion of positive wellbeing

Environmental and social changes affecting young people's physical and mental development demand different approaches to education

The changing world demands broader education outcomes.

# data[].attributes.attachment_link.description
Well Schools aims to help improve education outcomes by placing wellbeing at its very heart to support school staff, senior leaders and young people. It isn't a programme, quality mark or intervention; it's all of us coming together to drive change, share challenges and solutions and help find support.

# data[].attributes.headline
Promoting Relational Practice Across the School

# data[].attributes.subject
Promoting Relational Practice Across the School

# data[].attributes.body
When The Adults Change promotes self-regulation for the staff so that they can respond appropriately to children who are distressed and/or presenting connection seeking behaviours.

# data[].attributes.attachment_link.readable_text
Our training team is steeped in relational practice. Many have worked with Paul for more than 10 years. However you blend your training - books, online courses, coaching, training or keynotes - the values of the team ripple through everything. WTAC Trainers are committed to practice that addresses the poverty attainment gap. Their work is inspiring. They seek to develop cultures where wellbeing is distributed evenly and where relational connection leads to engagement in learning.

When you learn with us, you will find behaviour advice that is trauma educated, attachment aware & nurture driven. Everything begins with Paul's best selling books, 'When the Adults Change, Everything Changes' & 'After the Adults Change, Achievable Behaviour Nirvana', the principles of which sit at the core of our online learning programmes and at the heart of our practice.

# data[].attributes.attachment_link.description
When the Adults Change is founded by Paul Dix - a behaviour specialist, author, education reformer and advisor.

# data[].attributes.attachment_link.title
Supporting pupil mental health: Addiction and substance use : My College

# data[].attributes.attachment_link.description
This bitesize CPD collection is part of a series of online micro learning units for teachers and school leaders on supporting pupil mental health and wellbeing in practice. The units offer insights into best practice in supporting children and young people, building on the latest evidence base.

# data[].attributes.headline
PSHE Association guidance and lessons on mental health and wellbeing

# data[].attributes.subject
PSHE Association guidance and lessons on mental health and wellbeing

# data[].attributes.attachment_link.title
Mental health and emotional wellbeing pack

# data[].attributes.attachment_link.description
Coram Campus, 41 Brunswick Square, London WC1N 1AZ. The PSHE Association is a registered charity and a company limited by guarantee. Charity number: 1127056 Company number: 6551975 © Copyright 2022 PSHE Association All Rights Reserved.

# data[].attributes.headline
Supporting pupil mental health: Self-harm

# data[].attributes.subject
Supporting pupil mental health: Self-harm

# data[].attributes.attachment_link.title
Supporting pupil mental health: Self-harm : My College

# data[].attributes.attachment_link.description
This bitesize CPD collection is part of a series of online micro learning units for teachers and school leaders on supporting pupil mental health and wellbeing in practice. The units offer insights into best practice in supporting children and young people, building on the latest evidence base.

# data[].attributes.headline
Supporting pupil mental health: Eating disorders 

# data[].attributes.subject
Supporting pupil mental health: Eating disorders 

# data[].attributes.attachment_link.title
Supporting pupil mental health: Eating disorders : My College

# data[].attributes.attachment_link.description
Introduction This bitesize CPD collection is part of a series of online micro learning units for teachers and school leaders on supporting pupil mental health and wellbeing in practice. The units offer insights into best practice in supporting children and young people, building on the latest evidence base.

# data[].attributes.body
https://www.amazon.co.uk/Toolbox-Wellbeing-strategies-activities-children/dp/1912112558/ref=mp_s_a_1_1?crid=KTC06GUG0OGX&keywords=tina+rae+toolbox+of+wellbeing&qid=1683646367&sprefix=tina+rae+toolbox+of+wellbeing%2Caps%2C79&sr=8-1

# data[].attributes.attachment_link.readable_text
Select Your Cookie Preferences

We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

# data[].attributes.attachment_link.title
A Toolbox of Wellbeing: Helpful strategies & activities for children, teens, their carers & teachers

# data[].attributes.attachment_link.description
Buy A Toolbox of Wellbeing: Helpful strategies & activities for children, teens, their carers & teachers by Tina Rae (ISBN: 9781912112555) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.body
When I was a primary AHT in North London, we had a great leadership programme by Singing Schools to support primary pupils in their playtime relationships. It's called Singing Playgrounds.

# data[].attributes.attachment_link.readable_text
In 2004 Rebecca Ledgard, from Ex Cathedra and Ula Weber , a teacher in a large primary school in Sandwell worked together to put singing at the heart of the school community. This was the beginning of Singing Playgrounds. Since then our team has expanded to include others who are passionate about our child-led project, bringing together their vast range of skills and experience in the education, performance and community music worlds.

We have implemented the project in over 1000 primary schools across the UK, and travelled to Singapore, Uganda, Thailand, New Zealand, Belgium and China. We have led many training events and conference presentations, as well as Singing Playgrounds celebration-performances. Highlights include 2000 children in a park in Derby, a performance at the Royal Albert Hall, and the global inaugural One Young Voice summit on stage with Desmond Tutu. Singing Playgrounds was the first flagship project for Sing Up and was awarded Best Musical Initiative by Music and Education Drama Awards 2014. Since 2020 we have expanded the resources for schools to include audio-visual materials available online. This supports schools in continuing the programme after our visits, and allows schools unable to afford to bring us in to benefit from the programme digitally.

20 years in, every new school visit continues to be exciting for us.. We have maintained the true essence of the project: children smiling, singing and playing together.

# data[].attributes.attachment_link.description
In 2004 Rebecca Ledgard, from Ex Cathedra and Ula Weber , a teacher in a large primary school in Sandwell worked together to put singing at the heart of the school community. This was the beginning of Singing Playgrounds.

# data[].attributes.body
https://ccea.org.uk/learning-resources/wellbeing-hub

# data[].attributes.attachment_link.title
Supporting pupil mental health: Trauma : My College

# data[].attributes.attachment_link.description
Introduction This bitesize CPD collection is part of a series of online micro learning units for teachers and school leaders on supporting pupil mental health and wellbeing in practice. The units offer insights into best practice in supporting children and young people, building on the latest evidence base.

# data[].attributes.attachment_link.readable_text
"The Warwick-Edinburgh Mental Wellbeing Scales were developed to enable the measuring of mental wellbeing in the general population and the evaluation of projects, programmes and policies which aim to improve mental wellbeing. The 14-item scale WEMWBS has 5 response categories, summed to provide a single score. The items are all worded positively and cover both feeling and functioning aspects of mental wellbeing, thereby making the concept more accessible. The scale has been widely used nationally and internationally for monitoring, evaluating projects and programmes and investigating the determinants of mental wellbeing."- Prof Sarah Stewart-Brown

Let us know you agree to cookies

# data[].attributes.attachment_link.keywords[]
short warwick-edinburgh mental wellbeing scale

# data[].attributes.attachment_link.title
The Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS)

# data[].attributes.attachment_link.description
Find out about the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS).

# data[].attributes.headline
Wellbeing and Attainment - research evidence base

# data[].attributes.subject
Wellbeing and Attainment - research evidence base

# data[].attributes.headline
Supporting pupil mental health: Bullying and loneliness 

# data[].attributes.subject
Supporting pupil mental health: Bullying and loneliness 

# data[].attributes.attachment_link.title
Supporting pupil mental health: Bullying and loneliness : My College

# data[].attributes.attachment_link.description
Introduction This bitesize CPD collection is part of a series of online micro learning units for teachers and school leaders on supporting pupil mental health and wellbeing in practice. The units offer insights into best practice in supporting children and young people, building on the latest evidence base.

# data[].attributes.headline
Mental Health Ambassadors - My Happy Space

# data[].attributes.subject
Mental Health Ambassadors - My Happy Space

# data[].attributes.attachment_link.description
Prevention is better than cure. Happy Space is the mental health charity protecting the minds of tomorrow. We inspire and empower young people nationwide.

# data[].attributes.headline
Supporting pupils with sleep and screen time 

# data[].attributes.subject
Supporting pupils with sleep and screen time 

# data[].attributes.body
Includes 'pedagogy in practice' webinar on this topic and further resources

# data[].attributes.attachment_link.title
Supporting pupil mental health: Sleep and screen time : My College

# data[].attributes.attachment_link.description
Introduction This bitesize CPD collection is part of a series of online micro learning units for teachers and school leaders on supporting pupil mental health and wellbeing in practice. The units offer insights into best practice in supporting children and young people, building on the latest evidence base.

# data[].attributes.attachment_link.readable_text
Vic Cook, Education and Research Project Specialist, Chartered College of Teaching

Anxiety can be a normal, temporary and productive reaction to things we find stressful. Research suggests that from a young age, children commonly experience certain fears at different ages, such as a fear of ghosts at the age of six (Seven, 2008). However, when anxiety is constant, overwhelming or out of proportion it shouldn't be ignored.

Anxiety disorders are the most common mental health disorders experienced across the lifespan (Kessler et al., 2005) and the most common mental health disorder in children and adolescents (Packer and Pruitt, 2010). Furthermore, several studies have demonstrated the impact of COVID-19 on feelings of anxiety amongst young people, with young people with pre-existing mental health difficulties, special educational needs, and neurodevelopmental disorders particularly affected (Waite et al., 2022) . Children with anxiety disorders are more likely than their peers to experience ongoing anxiety problems and other serious mental health disorders and have reduced educational and employment opportunities (Copeland et al., 2013).

Teachers have a role to play in supporting children and adolescents to understand anxiety as part of the new Relationship, Sex and Health Education (RSHE) curriculum. It is also important that teachers feel confident that they can recognise the impact it may have on the students they work with. This research review contains practical suggestions on how to recognise signs of mental health concerns, and strategies for coping with anxiety.

What is anxiety?

Anxiety can be described by using a simple formula: 'Add up all the things that cause us stress, and then subtract all of our abilities to cope. The net result is our anxiety level' (Cohen, 2013, p. 2). Anxiety is typically associated with a range of cognitive, physiological and behavioural symptoms ( Table 1).

Table 1: Symptoms of anxiety (Moran, 2016, p. 29)

Anxiety is both a very normal and useful emotion. It is our body's natural reaction to perceived danger, focusing our attention and giving us a rush of adrenaline to react. This is sometimes called the 'fight or flight' response. A certain amount of anxiety may also have a beneficial impact on academic performance. Test anxiety, in the form of emotional apprehension or tension but without intrusive cognitive worries, has been found to have a positive influence on test performance (Chin et al., 2017). However, when anxiety becomes constant, overwhelming or out of proportion, it may be classified as an anxiety disorder.

There are different anxiety disorders that share many characteristics (APA, 2013). The two most frequent anxiety disorders in middle childhood and adolescence are generalised anxiety disorder (GAD) and social anxiety disorder (Packer and Pruitt, 2010). 'GAD manifests itself as a hard-to-control, excessive worry, about many different aspects in students' lives' (Moran, 2016 p. 28). These students tend to be perfectionists, doubt their abilities, and seek outside approval (Packer & Pruitt, 2010). Social anxiety disorder can best be described as a 'Marked fear or anxiety about one or more social situations in which the individual is exposed to possible scrutiny by others' (APA, 2013, p. 202). Students with social anxiety tend to appear shy, withdrawn, and avoid eye contact (Keeley and Storch, 2009).

The importance of coping strategies

An individual may respond to stress by implementing different coping strategies (Brouzos et al., 2019). There are three major categories of coping strategies: active coping, passive coping and avoidance (Sahler and Carr, 2009). Coping strategies can be further differentiated as adaptive or maladaptive. Adaptive strategies decrease the perceived level of stress and increase functioning, whereas maladaptive strategies provide temporary relief from stress but decrease functioning. For example, if an adolescent with social anxiety chooses not to attend a party, their anxiety is reduced in the short term but in the long term such avoidance interferes with their ability to overcome their fear (Brouzos et al., 2019). Indeed, it is a common myth that it is helpful to avoid situations that make a child anxious, because although a child experiences relief in the short term, in the long term they don't get an opportunity to learn what happens if they go into that anxiety-provoking situation (Chessell, 2022). Passive and avoidance coping strategies are both maladaptive strategies.

Developing effective coping strategies with children

One study has investigated whether teaching adaptive coping strategies was associated with fewer social anxiety symptoms in adolescents transitioning into secondary school (Brouzos et al., 2019). The study involved 82 Year 6 (11-12 years of age) Greek students from two schools in north-western Greece. Fifty-six students participated in the intervention, which consisted of 45 minutes sessions over five consecutive weeks, and 26 students were in the no-intervention control group. In the intervention, students developed coping strategies to solve both academic and social problems and applied these skills to hypothetical vignettes. No further information on the specific coping strategies developed is given by the authors. The findings suggest that the intervention encouraged the use of active coping strategies and had a positive effect on participants' self‐reported social anxiety symptoms. Female participants with higher initial social anxiety symptoms benefitted the most, although the authors do not hypothesise why. While the intervention did not appear to significantly reduce the use of passive/avoidant coping, the authors speculate that habitual coping styles will gradually be replaced with more active coping strategies over time.

Children and adolescents can be taught coping skills to help develop effective strategies to minimise anxiety. Active coping strategies include listening to music, reading a book, drawing, talking to someone and apologising or telling the truth (Moran, 2016; Brouzos et al., 2019). Providing time in class for students to relax and practice these coping strategies is important. Highlighting the importance of positive self-talk, in particular how students talk about themselves and their abilities, can also be influential in reducing anxiety (Moran, 2016).

Interventions such as mindfulness, meditation and relaxation techniques are also becoming increasingly popular in schools. However, a recent A quantitative study design used to systematically assess th... meta-analysis More of mindfulness-based interventions (MBIs) on anxiety in children and adolescents suggests that the effect of such interventions may be limited, particularly amongst Western youth populations (Odgers et al., 2020). It is not clear why this is the case, although the authors suggest that MBIs may offer less opportunity for proactive exposure to feared external stimuli that is necessary to facilitate learning (Waters and Craske, 2016).

The Association for Child and Adolescent Mental Health has information on how to involve a child in creating a step-by-step plan to help them learn new information as they gradually face their fears (Chessell, 2022). The NHS website gives further tips for coping with anxiety, including understanding and challenging anxious thoughts.

Key takeaways

Anxiety can be a normal, temporary and productive reaction to things we find stressful.

Anxiety is typically associated with a range of cognitive, physiological and behavioural symptoms.

Children and adolescents can be taught coping skills to help develop effective strategies to minimise anxiety .

This research review has been developed as part of the 'Pedagogy in practice' series.

# data[].attributes.attachment_link.title
Anxiety: Supporting pupil mental health in practice : My College

# data[].attributes.attachment_link.description
Vic Cook, Education and Research Project Specialist, Chartered College of Teaching Anxiety can be a normal, temporary and productive reaction to things we find stressful. Research suggests that from a young age, children commonly experience certain fears at different ages, such as a fear of ghosts at the age of six (Seven, 2008).

# data[].attributes.body
To help students ground and focus on where they are in the moment. It is tactile, not going to disturb any one and has weight to it

# data[].attributes.headline
Happiness box - this is contained in our free Mental Wellbeing toolkit

# data[].attributes.subject
Happiness box - this is contained in our free Mental Wellbeing toolkit

# data[].attributes.attachment_link.readable_text
Originally created to support Children's Mental Health Week, 6-12th Feb 2023, this toolkit has a wide range of resources to meet your children's needs. You can use them at a time that best suits your school.

To support Children's Mental Health Week we held our annual Wear Your Scarf to School day on Friday 10th Feb. These resources will remain available online for SCARF schools that choose a different date to celebrate the SCARF values.

There's a special Fundraising Ideas page with additional activities for the event - or just for fun!

Thanks to all of you who shared pictures of children wearing their scarves. It really was heart-warming to see these!

Non-SCARF schools - there are lots of useful activities and ideas in all the different sections of this toolkit and these are free to all schools; just choose whatever is most useful for your school.

SCARF-subscribing schools - you have automatic access to all the resources - just click on the boxes above to get started.

Non-SCARF schools - access to all resources is free. Just complete the sign-up, here and we'll set up your access.

© Coram Life Education 2014 - 2023. All material on this site is owned by Coram Life Education and cannot be replicated or used by unauthorised persons or agencies without prior consent.

Registered Charity number 800727. Registered in England & Wales 2328941.

# data[].attributes.attachment_link.description
Originally created to support Children's Mental Health Week, 6-12th Feb 2023, this toolkit has a wide range of resources to meet your children's needs. You can use them at a time that best suits your school. To support Children's Mental Health Week we held our annual Wear Your Scarf to School day on Friday 10th Feb.

# data[].attributes.headline
SCARF: Safety, Caring, Achievement, Resilience, Friendship

# data[].attributes.subject
SCARF: Safety, Caring, Achievement, Resilience, Friendship

# data[].attributes.attachment_link.readable_text
What is Whole-school SCARF?

Whole-school SCARF is a comprehensive toolkit to support PSHE leaders and SLTs in ensuring a whole-school approach to children's mental health and wellbeing.

Why Whole-school SCARF?

There's a clear link between children's mental and physical wellbeing, and their attainment. A whole-school approach to mental wellbeing, involving teachers, pupils and parents/carers working together can impact significantly on pupils' wellbeing, behaviour and learning. Further evidence of this link is provided by PHE in their publication Promoting children and young people's emotional health and wellbeing: A whole school and college approach.

"Such an approach moves beyond learning and teaching to pervade all aspects of the life of a school, and had been found to be effective in bringing about and sustaining health benefits." Promoting children and young people's emotional health and wellbeing, Public Health England

What's in Whole-school SCARF?

Whole-school SCARF builds on the SCARF values of Safety, Caring Achievement, Resilience and Friendship, with a new, comprehensive and flexible toolkit to help strengthen your school's approach to children's and staff's mental wellbeing. Whether you're new to SCARF or already using it, this toolkit will help you to ensure that children in your school are safe, mentally well, ready for learning and able to develop the skills needed to grow into caring, respectful citizens who can achieve their full potential.

How do I use Whole-school SCARF?

We've divided the many elements of creating a whole-school approach to wellbeing into four key sections. You can use these as an audit tool or checklist to help you make sure you're getting the most from your SCARF resources - and to help your school develop an effective whole-school approach to children's and teachers' emotional health and wellbeing.

Just click on each of the four sections below to start exploring the toolkit or start your audit and get any support you need. SCARF schools can also sign up for one of our free orientation webinars.

# data[].attributes.attachment_link.description
Whole-school SCARF is a comprehensive toolkit to support PSHE leaders and SLTs in ensuring a whole-school approach to children's mental health and wellbeing. There's a clear link between children's mental and physical wellbeing, and their attainment. A whole-school approach to mental wellbeing, involving teachers, pupils and parents/carers working together can impact significantly on pupils' wellbeing, behaviour and learning.

# data[].attributes.headline
Bitesize CPD on supporting pupil mental health

# data[].attributes.subject
Bitesize CPD on supporting pupil mental health

# data[].attributes.body
The archive includes previous webinars and case studies in the 'pedagogy in practice' series, including trauma, bereavement, sleep, social media and more.

# data[].attributes.attachment_link.description
Research-informed content to support your practice