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Gateway Panel Dates September 2026 - July 2027

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Strength-based approaches in SEMH work - BTA SEMH Outreach Discussion Forum Summer 2026

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Strength-based approaches in SEMH work - BTA SEMH Outreach Discussion Forum Summer 2026

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Providing support to young people with OCD and related conditions through forums, an e-helpline, meet ups and more!

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Emotional Resilience Leads Network Meeting 08.07.26

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Emotional Resilience Leads Network Meeting 08.07.26

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Bromley Reconnect - practical tools for managing conflict, building positive relationships

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Bromley Reconnect - practical tools for managing conflict, building positive relationships

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RECONNECT Bromley | Calm. Connect. Choose.

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Empowering young people with practical tools for managing conflict, building positive relationships, and making informed choices.

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AV1 robots in Bromley schools - Personalised Education Service

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AV1 robots in Bromley schools - Personalised Education Service

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AV1 robots for pupils who cannot attend lessons

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Emotional Resilience Network Meeting 12.03.26

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Emotional Resilience Network Meeting 12.03.26

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Helpful and unhelpful language in response to challenging behaviour

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Helpful and unhelpful language in response to challenging behaviour

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Bromley Mentoring Service - information for schools

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Bromley Mentoring Service - information for schools

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Bromley Changes drug and alcohol services

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Bromley Changes drug and alcohol services

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Bromley Mental Health Hub for 18+ year-olds

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Bromley Mental Health Hub for 18+ year-olds

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Bromley Emotional Resilience Network 12.03.26

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Bromley Emotional Resilience Network 12.03.26

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SPOT - Online Training for Schools - Beat

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Struggling with an eating disorder? Caring for someone who is? We’re here to support you.

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EBSA initial risks and indicators spreadsheet for a class/group

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EBSA initial risks and indicators spreadsheet for a class/group

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Copy of Sheet 1- initial indicators sheet (Tab version)

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Discussion Forum Child Development - Nov 25

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Importance of developing a sense of belonging in schools.

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Importance of developing a sense of belonging in schools.

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Why Belonging?

A sense of crisis?

A decline in attendance, an increase in fixed term and permanent exclusions, high rates of children and young people experiencing poor mental health, an increase in EBSA and children being taking out of school to be home-educated... and C&YP reporting lower levels of safety, engagement and sense of belonging in school.

All of this is magnified if a child is disabled, has special educational needs, from some ethnic groups, identify as LGBTQ , in receipt of pupil premium or living in poverty.

And, of course, it is not just about pupils...

Staff workload etc. impacting mental health and well-being and leading to challenging r ecruitment and retention.

Since Covid it is said that unwritten social contract between schools and parents has broken down for some families with some schools struggling to engage with parents...

Belonging matters

Belonging is a fundamental human need, innate in all of us and based in evolution. An absence of belonging deeply impacts our health and wellbeing.

Felt safety and a sense of belonging in school are crucial for attendance, engagement, learning, attainment and achievement, as well as for self-esteem, mental health and overall wellbeing.

A growing body of evidence indicates that when belonging is a school's guiding principle...

More young people experience a sense of connectedness and friendship, perform better academically and come to believe in themselves.

Their teachers also feel more professionally fulfilled.

Their families more accepted.

Addressing a sense of school belonging has been found to close the achievement gap by between 50- 60% and has benefits that stretch into adulthood. The presence of school belonging in adolescence is also linked to positive long-term outcomes for adult mental health and the likelihood of future education and employment opportunities.

...school is somewhere that our children need to feel safe, to feel unconditionally accepted for who they are and to feel successful, and to know that they matter.

If they don't get that sense of belonging with us, children and young people will find that sense of belonging somewhere else.

Jarlath O'Brien

Belonging is a fundamental human need, innate in all of us and based in evolution. An absence of belonging deeply impacts our health and wellbeing.

To date it could be argued that belonging has been ignored - Professor Kathryn Riley has described it as ... "...I've come to the conclusion that many of our children and young people have been let down by policymakers in three spectacular ways":

1. Evidence about the benefits to young people of feeling a sense of belonging in school has been largely ignored

2. The impact of exclusion and a sense of not belonging on individuals and society has not been recognised

3. In a climate of shrinking funding and increasing demand teachers and school leaders are being driven by performance targets, not by the needs of young people

More recently and post Covid, the growing realisation that many of our chiildren and young people do not feel a sense of belonging (now approaching 1 in 3) has focused attention.

As this written (in Summer 2025) there is a lot happening - Amongst others, The National Children's Bureau have been exploring Belonging in their Belonging Matters study with schools in London (reporting by the end of 2025); The ImpactEd group have been looking into attendance and school engagement.

Their recent publications have made for sober reading.

( click to download graphic (pdf))

Belonging and Attendance

Understanding Attendance. Findings on the drivers of pupil absence from over 30,000 young people in England, ImpactEd, January 2024

Ways forward to address attendance?

Understanding Attendance. Implementing strategies with impact: lessons from over 70,000 pupils on improving school absence, ImpactEd ,July 2024

Inclusion and belonging are closely linked. You cannot have one with out the other.

Inclusion - being present and supported

Inclusion is about ensuring every pupil can access the curriculum, participate in school life, and receive the support they need.
It focuses on removing barriers related to learning, identity, language, ability, or background.

Example: A pupil with SEND is supported to learn in the classroom alongside their peers.

Belonging - feeling valued and connected

Belonging is about how pupils feel-whether they experience school as a place where they are accepted, respected, and matter.
It's about the relationships, culture, and climate that make children feel safe to be themselves.

Example: A child says, "People here get me. I feel like I fit in."

Inclusion - focuses on access, is built through policy and practice and asks 'Are all pupils here and supported?'

Belonging - focuses on connection, is felt through relationships and culture and asks 'Do all pupils feel seen, safe and valued?'

Inclusion gets pupils through the door, belonging keeps them engaged, learning, and thriving.

We need both to help every child flourish.

About Belonging

Factors that influence belonging

Teacher / pupil relationships

Peer relationships / peer support

Parental support

Extracurricular opportunities

School climate and safety

Personal characeristics and demographics

Perhaps the most important factor is teacher / pupil relationships, particularly perceived empathy, availability and emotional support. But teachers face " challenges from competing policy agendas, workload pressures, a shrinking sense of professional autonomy and growing disenchantment" (Riley 2017). Alongside the significance of teacher / pupil relationships research is also very clear about the importnace of each child having someone to talk to at (an emotionally available adult).

Positive peer interactions and peer support are also hugely significant. Extra curricular opportunities are also important for belonging in part because they can foster good relationships and friendships. Children also report that taking part in after school clubs etc helps them feel that are have contributed something to school life.

The role of parent support for the child is a given and it is also important to ensure parents and carers are welcomed and engaged in school life.

School climate (aka ethos, environment) - with the fairness of policies / interactions between staff and pupils often cited. At. the heart of everything is the importnace of feeling safe (feeling safe, not just being safe). The importance of 'felt safety' - physical, emotional , social , cognitive - cannot be underestimated. "In order to belong you have to feel safe".

What works to support a sense of belonging

High standards / academic support

Fair and consistent policies

Parent / community engagement

For children to have someone to talk to (one emotionally available adult)

Support and CPD for teachers / school staff

Pupil voice / agency and children's rights

Social and Emotional Learning (SEL)

On going and intentional actions not one-offs.

What works is, not surprisingly, related to the factors that infuence a sense of belonging. It is also not a surprise to find that what works is very closely related to a Whole School Approach to wellbeing,. Success in creating and maintaining a sense of belonging for all in the school community is founded on safety, connection and relational approaches which are 'everybody's business'.

A sense of belonging is created by many people and many factors. It is about creating the 'we' (Jean Gross) or the 'tribal primary classroom' (Bethune). It is a dynamic process and is not just about tokens or slogans or branding. It can't be enforced and it can't be achieved through conformity.

Support in Cornwall

There are teams and colleagues across the council who can support best practice. E.g.

Questions to ask

Professor Kathryn Riley at UCL has done some outstanding work on belonging. In her contribution to the excellent 'Square Pegs: Inclusivity, compassion and fitting in. A guide for schools' (see resources / references below) she suggests three questions for schools to "think about to help understand the part they play in ensuring all children and young people experience a sense of physical and emotional safety - key aspects of belonging..." (p175)

What do you see?

What do you see of the life of children inside and out of school? Does the school understand what is going on in the community? Is the school connected to the local communities? Do young people see themselves represented within the school?

Do young people feel they are protected from bullying and harassment? Do they feel connected to the school? Do they experience the academic pressure as supportive?

What do you know?

What do you know about the decline in the sense of belonging for our young people in schools, including your own? Are you aware of the evidence for the benefits of a sense of belonging and the impacts of exclusion and not feeling you belong?

What do you do?

Where is your current practice? Is the school ethos and culture supportive of belonging? Are pupil / teacher relationships considered? are all children able to access the benefits of after school clubs, is bullying or inappropriate sexual behaviour happening? Do families feel welcome? Is staff wellbeing supported? Is belonging 'everybody's business'?

Explore a sense of belonging with C&YP

Ask

A conversation is a good starting point. These conversation cards from Kelly Ann Allen (another key leader in the field of belonging) are designed to explore belonging (KS2 up)

Professor Kathryn Riley's work has a rich seam of creating student (and staff) researchers to help explore belonging in schools. The book, 'Place, Belonging and School Leadership: Researching to make the difference' contains a description of, and results from research carried out in a number of schools involving students at the heart of the research. It also includes, 'Our Knowledge Quest' - materials for student-researchers that have been used with primary and secondary ages. (Appendix II).

Kyle Schwartz (known for the outstanding ' I Wish My Teacher Knew') in her book 'I Wish for Change: Unlealeashing the power of kids to make a difference' explores how to equip children and young people with the tools and resources to allow them have voice and agency, with an emphasis on recognising that 'it all starts with belonging' (Chapter 3).

How do adults know if we have effectively created the conditions for belonging?

Ask.

Schwartz suggests 'spark the conversation' question prompts. For belonging they include:

How do you know you belong?

How can you help others feel like like they belong?

How do you contribute to your community?

We have created a simple 'Exploring a Sense of Belonging' resource (Draft) to help open up conversations about belonging.

Explore a sense of belonging with C&YP

Tools/Scales
The (PSSM) scale consists of 18 items. Students rate the extent to which they agree or disagree with each item, on a scale ranging from 1 to 5, where 1 indicates Not at all true, and 5 indicates Completely true.
There are some well established, easily accessible tools used to measure belonging:

The Psychological Sense of School Membership (PSSM) created by Carol Goodenow (1993)
The Psychological Sense of School Membership Scale Primary (PSSM-P) is a modification of the original 18-item PSSM, which has been found to be a reliable and valid measure of school belonging for primary school children in the UK.
The scale measures YP perceptions of sense of school belonging investigating associations between the relational quality of educational contexts and motivational and achievement outcomes.
Another similar and quite frequently used scale is the School Connectedness Scale (SCS), see O'Brennan & Furlong (2010) and Loukas et al. (2012). This has 5 items, with a response scale of strongly disagree (1), disagree (2), neither disagree nor agree (3), agree (4), and strongly agree (5) More information / links / downloads
The Psychological Sense of School Membership Scale Primary (PSSM-P)

School Connectedness Scale

Recommended Reading

On school belonging

Compassionate Leadership for School Belonging by Kathryn Riley ( get a free download of the book)

Place Belonging and School Leadership: Researching to make a difference by Kathryn Riley

Boosting School Belonging: Practical strategies to help adolescents feel like they belong at schoo l by Kelly-Ann Allen and Peggy Kern

Belonging: A Relationship-Based Approach for Trauma-Informed Education by Sian PhillipsDeni Melim Daniel A. Hughes

Jean Gross (who is, for me, one of the most important thinkers and writers on belonging and social and emotional learning, and supporting disadvantaged children ) has written two excellent articles on belonging.

Square Pegs: Inclusivity, compassion and fitting in - a guide for schools by Fran Morgan with Ellie Costello and edited by Ian Gilbert

Voice and Agency for Children and Young People

I Wish for Change: Unleashing the Power of Kids to Make a Difference by Kyle Schwartz

More about belonging more generally

Belonging: Unlock your potential with the ancient code of togetherness by Owen Eastwood - about the Maori concept of Whakapapa (see below) - our universal need to belong. Has something to say about belonging in school.
Empathy Lab UK
Braving the Wilderness: The quest for true belonging and the courage to stand alone by Brene Brown - ' True belonging doesn't require you to change who you are; it requires you to be who you are'.

Useful Resources
20 things that teachers do
Belonging in School resources, Cambridge University

These free resources offer tools that schools and educators can use to revise or develop policies for educational inclusion, particularly as they pertain to learners with neurodevelopmental differences.

Children develop a sense of belonging through their needs being met, their thoughts and ideas being responded to and their identities being affirmed and acknowledged. Before anything else, children should feel as though they belong. It is the first and most important step on their learning journey. (NEU 2020)
Dr Carol Goodenow
Key researchers in school belonging

Carol Goodenow
Dr Kerry Ann Allen
Dr Goodenow provided the widely used definition of school belonging and developed the Psychological Sense of School Membership (PSSM) scale to measure it. Motivation and Achievement: Goodenow's research demonstrated a significant link between a sense of school belonging and higher academic motivation, greater effort, and improved academic performance, independent of the influence of friends' values.

Kerry Ann Allen

Dr Allen focuses on the practical application of belonging theory. While building on the foundational work of researchers like Carol Goodenow, Allen's research and publications are aimed at helping educators, practitioners, and leaders understand and foster a sense of belonging in school communities.

Her key contributions include:

Translating Research into Practice: Allen co-authored the book Boosting School Belonging: Practical Strategies to Help Adolescents Feel Like They Belong at School, which provides evidence-based activities and frameworks for teachers and psychologists.

Broadening the Scope: Her work extends beyond traditional academic belonging to examine how school belonging relates to student mental health, social connectedness, and long-term well-being.

The Power of Relationships: Allen emphasizes that relationships, particularly with teachers and peers, are a crucial element in a student's sense of belonging.

Socio-ecological Framework: She has used this framework to explore how different layers of a student's environment-from individual characteristics to broader school systems-influence their sense of belonging.

Kathryn Riley

Professor Kathryn Riley is an expert in urban education and her work on school belonging is centered on leadership and whole-school culture. She argues that belonging is not a passive feeling but a deliberate outcome of a school's ethos, policies, and practices.

Her key contributions include:

Leadership for Belonging: Riley's research introduces the concept of "compassionate leadership" as a vital component for cultivating a sense of belonging. She asserts that leaders must actively create a climate of welcome and inclusion for all members of the school community, including students, staff, and families.

The Prism of Place and Belonging: She developed this framework as a tool for schools to assess how daily life is experienced, identify who feels included or excluded, and create a roadmap for change.

Five Principles of Belonging: Her work outlines five key principles- Safety, Presence, Voice, Connectivity, and Agency -as the essential components that shape a sense of belonging for students.

Moving Beyond the Individual: While she acknowledges the benefits for individual students, Riley's work is distinct in its focus on how school-wide systems and leadership can address issues of alienation, exclusion, and social division.

Belonging and a sense of place - Myth makers

The Myth makers project, created by Jon Roberts in partnership with Cornwall Library Service was intended to build on the thinking behind My Brilliant Place to be ME!

We wanted to encourage children to explore and understand more about the places where they are living in Cornwall. Not only to find out about the myths and legends of their local area but to also to consider and create their own myths and make each place more connected to them and their families.

The project traveled the length and breath of the county enabling children and their parents and carers to focus on the their local area and share tales old and new.

The level of engagement of adults and children sharing local stories and highlighting opportunities for new stories based on their patch was delightful to see and demonstrated the potential of building belonging and a sense of place.

Our thanks to:

Jon - for creating such a brilliant idea and making it happen to such good effect.

Cornwall Library Service - for hosting the sessions and produding the booklet.

All the children and parents involved who created such a fabulous collection.
"When the signals are telling you, 'You are seen here, you are included in this, you belong here,' we are in a completely different hormonal state: anxiety reduces, oxytocin and dopamine - which are very important energising hormones - start to soar. Whether it's my work with the England football team or my daughter's school, it makes no difference: the humanity of this is the same."
In recent years there has been interest in understanding the concept of belonging in other cultures. Notably, Owen Eastwood, in his book - Belonging: The Ancient Code of Togetherness applies the Māori concept of Whakapapa as a powerful tool to foster a sense of belonging in his work with elite teams and help them perform at their best. He is also being asked to work more and more in education.

Ubuntu is an African philosophy, influencing community interactions, problem-solving, and decision-making. Nelson Mandela and Archbishop Desmond Tutu are associated with popularizing Ubuntu. Ubuntu can be used in the classroom to promote inclusivity and collaborative learning in classrooms based in celebrating diversity, positive positive relationships, and supportive environments.

Read more (pdf)

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Why Belonging? A decline in attendance, an increase in fixed term and permanent exclusions, high rates of children and young people experiencing poor mental health, an increase in EBSA and children being taking out of school to be home-educated... and C&YP reporting lower levels of safety, engagement and sense of belonging in school.

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Developing an attachment aware behaviour policy

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Developing an attachment aware behaviour policy

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Behaviour Regulation Policy Guidance - Sep 18_1

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Ethos and environment - including attachment aware behaviour policy guidance

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Ethos and environment - including attachment aware behaviour policy guidance

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WSA Ethos & Environment : Headstart Kernow

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An environment “filled with safety and belonging” that:

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My wellbeing profile - support transition

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My wellbeing profile - support transition

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Cards for connecting - questions to prompt conversations about belonging

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Cards for connecting - questions to prompt conversations about belonging

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'10 Keys to Happiness' review and planning

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'10 Keys to Happiness' review and planning

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Cognitive restructuring - thoughts, feelings and behaviours

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Cognitive restructuring - thoughts, feelings and behaviours

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Positive psychology prompt cards (gratitude and strengths)

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Positive psychology prompt cards (gratitude and strengths)

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London Youth Trusted Youth Allies Leaflet 1  rec3.3.25

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Key guidance for new school-based mentors working with pupils with SEMH needs

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Key guidance for new school-based mentors working with pupils with SEMH needs

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We’ve put together some resources for mentoring a young person to help you give your mentoring relationship the best chance of success.

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Supporting executive functioning in the classroom

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Supporting executive functioning in the classroom

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Home Page Bromley Y help for young people and children. Support for carers parents and schools

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Introduction to sensory processing differences

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Introduction to sensory processing differences

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ISAT CPD Introduction to sensory processing

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ISAT CPD Introduction to executive functioning

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Introduction to self-harm and suicidal ideation

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Introduction to self-harm and suicidal ideation

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ISAT CPD SSF Intro self-harm & suicidal ideation

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Introduction to less common mental health needs

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Introduction to less common mental health needs

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Introduction to behaviours that challenge

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Introduction to behaviours that challenge

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Awareness, understanding and identification for EBSA

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Awareness, understanding and identification for EBSA

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Awareness, identification and identification for anxiety

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Awareness, identification and identification for anxiety

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Awareness, understanding and identification for ADHD

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Awareness, understanding and identification for ADHD

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EBSA Essentials Videos - SEN Support Videos

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EBSA Essentials Videos - SEN Support Videos

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Bromley Y: Mental Health Support Team (MHST)

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Bromley Y: Mental Health Support Team (MHST)

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EBSA reference 15: Return to school plan template

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EBSA reference 15: Return to school plan template

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Feelings Helpbox - downloadable worksheets and activity books

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Feelings Helpbox - downloadable worksheets and activity books

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Workbooks, Videos, Worksheets, Guides, Booklets, Advice Sheets, Story Books, Downloads & Printables

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This work supports the Champs Suicide Prevention Strategy. The development work is coordinated by the Beyond program and Merseyside Youth Association's RAISE Team.

There is a dedicated work stream which meets regularly. Membership is open to any organisation that is delivering on its four main aims:

1. Promotion of safety plans

2. Training.

3. Evaluation and monitoring.

4. Social media campaigns.

To join this workstream, click here.

On this page, you'll find a range of useful films, practical tools and resources that can help a young person understand their thoughts of suicide and keep them safe.

Safety plans can also offer the opportunity for you and the young person you're supporting to plan how to communicate and check in with each other going forwards.

This film features a series of questions posed to five young people with different experiences. It gives an insight into how young people process feelings of suicide and the tools and techniques they use to keep themselves safe.

Click here to watch individual question film clips.

The questions

What is safety to you?

What can you do to keep yourself safe?

What are the things that make you feel unsafe?

Can you talk us through what happens to you?

How do you calm down when this happens?

Are there times when you feel better? If so, when?

Are there times when you don't feel safe?

How do you, or can you communicate with people?

Who can support you?

What or who inspires you?

What works for you, what is helping?

What or who is keeping you alive?

What do people who care about you say about you?

Why do you want to stay alive?

What can you do to make your environment safer?

What do you hope to get out of the sessions?

What strengths do you have?

What goals do you want to achieve?

What are the things you like to do?

A safety plan is a personal tool, so it's important to take time to consider individual circumstances when creating one. Below are links to a range of different safety plans; what works for one young person may not work for another, so take a look and find one that suits personal preferences.

It asks questions such as:
Serious Safety Plan Connecting With People Cheshire & Wirral Partnership Healthy Cornwall Papyrus - Staying Safe Plan
Two different safety plan options:
Papyrus Safety Plan Mersey Care Students Against Depression
Questions include:
Samaritans Safety Plan

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On this page you will find a selection of safety plans with brief descriptions.

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Anxiety Helpbox - free worksheets, activities, etc.

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Anxiety Helpbox - free worksheets, activities, etc.

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Free Anxiety Tools and Resources www.anxietyhelpbox.com

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Free Anxiety Tools and Resources www.anxietyhelpbox.com

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Worksheets, booklets, advice sheets, assessment templates and cheklists, story books, videos, guides and workbooks downloads

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My Safety Plan - website for young people

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My Safety Plan - website for young people

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If you find yourself struggling or feeling distressed with your thoughts and feelings, it can be helpful to create a plan to keep yourself safe.

It may help to print it off and look through it with your family, carers, and friends, who you would like to be aware of, and a part of, your plan. You can bring it to your appointments where we can work through it together and look at other things that would be helpful for you to include so it becomes your personal My Safety Plan.

We recognise children and young people have different needs, and so some of our services have a tailored version of the My Safety Plan. This helps to ensure we are meeting our children and young people's needs with a plan that best supports, and is most relevant to, them.

How to create your Safety Plan

If you sometimes struggle or feel distressed, it can be helpful to create a plan to keep yourself safe when your thoughts feel overwhelming. Here's what we suggest you include:

1. These things cause me distress:

2. When I am distressed, this is what you'll see:

3. When I am distressed, I will try these things (What would you tell a friend to do who was feeling this way?)

4. When I am distressed, this is how you can help me:

You can download a template here, or just create your own notes.

We've developed this video with the help from other young people who use the service, to help support you completing the My Safety Plan. You can do this yourself or with any trusted adults around you. This could be a parent or carer, teacher, someone from the Mindworks alliance or another professional.

Useful apps

Here are some apps young people have found helpful to support their Safety Plan:

Here are some other coping methods which young people tell us they find helpful

Talk to someone you feel comfortable with

You can ring or text one of our recommended helplines

Do something you enjoy eg drawing, writing, dancing or watching a film

Do some light exercise eg going for a walk

Listen to music

Do some relaxation/mindful techniques.

Useful helplines and websites

There's lots of helpful advice, information and resources elsewhere on this website.

Print this page

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If you find yourself struggling or feeling distressed with your thoughts and feelings, it can be helpful to create a plan to keep yourself safe. It may help to print it off and look through it with your family, carers, and friends, who you would like to be aware of, and a part of, your plan.

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Whole staff information about a pupil's safety plan - text which you can edit

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Whole staff information about a pupil's safety plan - text which you can edit

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Safety planning advice for staff - text which you can edit

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Safety planning advice for staff - text which you can edit

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Staying safe and boosting wellbeing record (RAG) template for use with pupil

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Staying safe and boosting wellbeing record (RAG) template for use with pupil

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EBSA reference 14: Support plan template

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EBSA reference 14: Support plan template

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We’ve put together these simple resources which we hope you’ll find helpful. There are specific resources for parents and carers, teachers, and adults in general, all designed to help build children up, not knock them down. We also have a guide for adults who have experienced childhood verbal abuse themselves. If you have any comments […]

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'What's the Score' professional guidance (Bromley Changes)

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'What's the Score' professional guidance (Bromley Changes)

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YP Screening Tool Guidance Booklet_print_ready

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Drug and alcohol use screening tool for use with young people - 'What's the Score'? (Bromley Changes)

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Drug and alcohol use screening tool for use with young people - 'What's the Score'? (Bromley Changes)

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Educational Psychology Service Hub - Attunement Principles

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Attunement is a responsive and harmonious process which describes how a person reacts to another’s emotional need, through the use of behaviour and language. Attunement is a desirable state for children’s and adults’ wellbeing, growth and learning as it supports adults to judge the amount and kind

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Minds Up - mental health workshops for secondary school pupils

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Minds Up - mental health workshops for secondary school pupils

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Minds-up is a service for secondary schools which enables young people to recognise and understand their mental health, take care of their wellbeing, and ask for help when needed.

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Suicide safety planning for pupils with SEND - Bromley guide

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Suicide safety planning for pupils with SEND - Bromley guide

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Suicide safety planning for pupils with SEND

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Planting the seed - wellbeing curriculum for primary schools

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Planting the seed - wellbeing curriculum for primary schools

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Guidance following a suicide or sudden death

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Guidance following a suicide or sudden death

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The OLLIE Foundation Resources - Guides, Videos and Information

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From engaging videos on our YouTube channel to in-depth PDF documents and step-by-step guides, The OLLIE Foundation resources cover a broad spectrum of topics.

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Suicide safety plans for pupils with SEND - editable content for school policies and procedures

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Suicide safety plans for pupils with SEND - editable content for school policies and procedures

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Mental Health & Wellbeing Leads Network Meeting 12.03.25

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Mental Health & Wellbeing Leads Network Meeting 12.03.25