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Updated EBSNA (EBSA) guidance

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Teaching for neurodiversity: guide for educators : Mentally Healthy Schools

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Guidance for educators on different forms of neurodiversity and how they may present in the classroom.

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More than one in three children and young people are exposed to at least one potentially traumatic event by age 18.¹ The right support can make a substantial difference to the extent that traumatic events impact on their lives.

The UK Trauma Council (UKTC) creates evidence-based resources to improve professionals and carers' understanding of the nature and impact of trauma. We aim to better equip all those supporting children and young people exposed to trauma.

¹Reference: Lewis, S. J., Arseneault, L., Caspi, A., Fisher, H. L., Matthews, T., Moffitt, T. E., Odgers, C. L., Stahl, D., Teng, J. Y., & Danese, A. (2019). The epidemiology of trauma and post-traumatic stress disorder in a representative cohort of young people in England and Wales. The Lancet Psychiatry, 6(3), 247-256.

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The UK Trauma Council’s mission is to radically improve the help children and young people receive across the UK following traumatic events and experiences.

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10 Things you need to know about the Teen Brain

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What is ARC?

The Attachment, Regulation and Competency (ARC) Framework is a flexible, components-based intervention developed for children and adolescents who have experienced complex trauma, along with their caregiving systems. ARC's foundation is built upon four key areas of study: normative childhood development, traumatic stress, attachment, and risk and resilience. Drawing from these areas, ARC identifies important childhood skills and competencies which are routinely shown to be negatively affected by traumatic stress and by attachment disruptions, and which - when addressed - predict resilient outcome.

ARC is designed as both an individual level clinical intervention, to be used in treatment settings for youth and families, and as an organizational framework, to be used in service systems to support trauma-informed care. The concepts identified by ARC may be applied to individuals from birth through young adulthood, and have been effectively used with youth with a range of developmental and cognitive functioning levels, and with a wide range of symptom presentations. Caregiver goals are designed to translate across many different types of caregiving systems, including primary (i.e., biological, kin, and foster parents), milieu (i.e., residential, group home), and organizational (i.e., teachers, youth program providers) systems of care.

The ARC Domains and Targets

ARC is organized around three primary domains of intervention, and identifies 8 key treatment targets. These domains and targets are briefly described below.

The framework focuses on strengthening the caregiving system surrounding children through enhancing supports, skills, and relational resources for adult caregivers. In many families and systems we work with, caregivers as well as children have been exposed to multiple stressors and traumatic experiences. Even in caregiving systems that have experienced little or no prior adversity, the effect of a child's relational trauma is likely to impact ongoing attachment relationships. Caregiver supports and the caregiver-child relationship are addressed through an emphasis on three primary targets:

(1) Supporting caregivers in recognizing, understanding, accepting, and managing their own emotional and physiological responses, particularly as relates to and impacts parenting or child-care;

(2) Enhancing rhythm and reciprocity in the caregiver-child relationship, and helping caregivers deepen their understanding of child behavior; and

(3) Building effective, trauma-informed responses to child and adolescent behavior

Regulation. Many young people who experience trauma are referred for treatment services or struggle in settings like school as a result of difficult behaviors, out of control emotions, and impulsive or disorganized bodies. Underlying these challenges is often a difficulty with regulation - of feelings, of thoughts, and of physical experience. Treatment emphasizes cultivating youth awareness and skill in identifying, understanding, tolerating, and managing internal experience. Regulation is addressed through

(1) Supporting youth in developing an awareness and understanding of feelings, body states, and associated thoughts and behaviors;

(2) Helping youth develop increased capacity to tolerate and manage physiological and emotional experience; and

(3) Enhancing tolerance for and skill in building relational connection.

The framework addresses key factors associated with resilience in stress-impacted populations. A goal of intervention utilizing ARC is to go beyond pathology reduction, and to increase positive / resilient outcomes among youth receiving intervention. Competency goals include

(1) Increasing opportunity for choice and empowerment, and skill in recognizing choice points and in effective decision-making; and

(2) Identification and exploration of a range of aspects of self and identity, and building coherence through development of narrative around key life experiences, including traumatic exposures.

Woven throughout the ARC approach is an emphasis on (why does this goal matter?), (why are we doing this?), and (what can I expect?).

ARC's ultimate goal is support children, adolescents, and caregivers in effective engagement in the world, in a manner that is and future-oriented , rather than focused on survival.

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What is ARC? The Attachment, Regulation and Competency (ARC) Framework is a flexible, components-based intervention developed for children and adolescents who have experienced complex trauma, along with their caregiving systems. ARC's foundation is built upon four key areas of study: normative childhood development, traumatic stress, attachment, and risk and resilience.

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EEF: Metacognition & Self-regulated learning

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This animation aims to cut through the complexity that surrounds metacognition by providing a clear example of what it looks like in practice. It could be used to start colleague conversations, build staff knowledge when designing and delivering Effective Professional Development on metacognition.

https://youtu.be/sAik_RQY_Dg

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evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well. however

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while the potential impact of these approaches is very high

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less is known about how to apply them effectively in the classroom.  this guidance report reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils’ metacognitive skills and knowledge. the report has recommendations in seven areas and ‘myth busts’ common misconceptions teachers have about metacognition.  for example

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some teachers think they need to teach metacognitive approaches in ‘learning to learn’ or ‘thinking skills’ sessions. but the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.

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Apply metacognitive strategies in the classroom.

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DSPL4 SEND Lead ADHD Presentation

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Free training on SEND - but you must sign up.  But it's painless!  Lots of different subjects.

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The Whole School SEND Consortium is hosted by nasen and delivers the Department for Education SEND Schools' Workforce Support Contract and a randomised control trial funded by the Education Endowment Fund. It brings together schools, organisations and individuals who are committed to ensuring that every child and young person with SEND can maximise their potential.

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The Whole School SEND Consortium is hosted by nasen and delivers the Department for Education SEND Schools' Workforce Support Contract and a randomised control trial funded by the Education Endowment Fund. It brings together schools, organisations and individuals who are committed to ensuring that every child and young person with SEND can maximise their potential.

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Welcome to the Flex Team's  SEND Information Hub.

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Welcome to the Flex Team's  SEND Information Hub.

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If you have any information/sites you would like featured please email mitchellj@haileyburyturnford.com.
Thanks
Jo

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Complete the MS Forms document - this will send a received 'flag' to Jo Mitchell.

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Ordinarily available provision guidance

In Hertfordshire we have a wide range of resources and support systems for parents, schools, and professionals; however, you have told us that it is not always clear where to start to find this support or what role everyone plays. We have refreshed our current guidance and developed this Ordinarily Available Provision guidance.

'Ordinarily available provision' is a phrase, first used in 2023 by the DfE to describe the provision that a local authority expects to be made available for children and young people with SEND in early years settings, mainstream schools, and colleges. Our guidance gives examples of adaptations and reasonable adjustments that are part and parcel of everyday high-quality inclusive mainstream provision.

This is the first version of Section One: approaches to teaching, adaptations to the curriculum and learning environment - provision that responds to the strengths and needs of all learners including those with SEND.

The draft version of Section Two is due to follow in June 2025. We are anticipating the finalised Ordinarily Available Provision guidance will be ready in September 2025.

If you would like to comment on any aspect of this draft document, please email: sendstrategy@hertfordshire.gov.uk.

We would like to thank the headteachers, SENCOs, members of Hertfordshire Parent Carers Forum (HPCI), and other professionals who have contributed to the development of this guidance so far.

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In Hertfordshire we have a wide range of resources and support systems for parents, schools, and professionals; however, you have told us that it is not always clear where to start to find this support or what role everyone plays. We have refreshed our current guidance and developed this Ordinarily Available Provision guidance.

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Teacher Handbook SEND - August 2024 071024

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What is Autism & link to the Autism Education Trust website

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What is Autism & link to the Autism Education Trust website

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What is Autism? Autism is different way of being rather than as a 'deficient' or 'disordered' way of being. Discover our three main areas of difference.

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How to find out information about Students with SEN

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How to find out information about Students with SEN

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EBSA - Sunday Monday Plans

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from the book Understanding & Supporting CYP with ESBA

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Special Educational Needs in Mainstream Schools

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Create a positive learning environment for pupils with SEN.

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© 2020 ADHD Foundation Registered Charity Number 1120898 (England and Wales) 3rd Floor, 54 St James Street, Liverpool L1 0AB

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How Is ADD Diagnosed?

A diagnosis of ADD is a clinical diagnosis where the clinician is satisfied that there is excessive difficulty with the majority of the inattentive ADD criteria. These criteria need to be problematic at both home and school on an ongoing basis, to be significant and causing impairment, and there needs to be no other better explanation for the child or adult's inattentiveness.
The diagnostic criteria:

1. Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.

2. Often has trouble keeping attention on tasks or play activities.

3. Often does not seem to listen when spoken to directly.

4. Often has trouble organizing activities.

5. Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).

6. Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).

7. Often does not follow instructions and fails to finish schoolwork,

8. Is often easily distracted.

9. Is often forgetful in daily activities.

One of the key features of the inattentive group is daydreaming. This is distractibility into one's own thoughts. It must be differentiated from petit mal epilepsy although this is usually very clinically obvious.

To make a diagnosis, feedback must be obtained from the school, from previous school reports, and from clinical observation and a careful history from the family.

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How Is ADD Diagnosed? A diagnosis of ADD is a clinical diagnosis where the clinician is satisfied that there is excessive difficulty with the majority of the inattentive ADD criteria. These criteria need to be problematic at both home and school on an ongoing basis, to be significant and causing impairment, and there needs to be no other better explanation for the child or adult's inattentiveness.

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What is OCD?

Obsessive compulsive disorder (OCD) is a type of anxiety disorder. It can be serious, but it is treatable.

People with OCD have repeating thoughts, images or feelings that are distressing. These are sometimes known as 'obsessions' or 'obsessive thoughts'. Sometimes when our mind is filled with very upsetting thoughts, we can try to take actions that will bring us relief and make the thoughts go away. We might start to believe that these actions will get rid of our anxiety or make these thoughts go away. Sometimes having rituals that calm us down can be really helpful. But sometimes these rituals or habits become 'compulsions', meaning that we think we have to do them. We might start to believe that if we don't do them, something bad will happen to us, or to the people around us.

It's important to realise that with OCD, often our compulsive habits or rituals end up making us feel worse. This is because once the ritual is finished, anxious thoughts come rushing back again, sometimes even more extreme. This is how some people get trapped in a cycle of doing the same action again and again, feeling unable to stop.

OCD rituals can be obvious to other people (like checking if doors are locked) or they can happen inside your head (like counting things, or trying to counteract negative thoughts with positive ones).

OCD is not just about being tidy

There is a misconception that 'being OCD' is just about being tidy and ordered. This is not true.

OCD thoughts can come in all shapes and sizes and involve lots of different types of habits and rituals. They often revolve around things like danger, dirt and contamination, or worries around sexuality or religion.

Some people feel guilty, or even ashamed of their thoughts. But it is common to have thoughts like these, and there is nothing to be ashamed of.

The symptoms of OCD

Common symptoms of OCD include feeling:

like your mind is being 'invaded' by horrible thoughts repeatedly

scared, disgusted, guilty, tearful, doubtful or depressed

a powerful urge to do something to stop the feelings

temporary relief after rituals

a need to ask for reassurance or get people to check things for you

Just because you experience one or more of these symptoms, it doesn't mean you're definitely affected by OCD. It's important to talk to your GP to get more help.

Things that can help with OCD

It is important to recognise when your behaviour is making you feel worse. Knowing that what you are doing is increasing your anxiety, rather than helping it, is the first step to overcoming it.

Talking about how you feel is the first step towards getting better. It might be difficult to explain, but people who care about you will want to support you. You could try talking to a relative, teacher, friend, counsellor or helpline.

Let the people know what you find helpful. Whether you just want someone to listen, or you need someone to help distract you when you're feeling anxious, it's ok to say what you need.

If you're not sure who to talk to, take a look at our guide to support and the organisations listed at the end of this page.

Your guide to support

Whenever you feel like you are getting anxious, or about to do something you don't want to do, find a distraction. You could try:

listening to music

texting a friend

going for a walk

It's important not to try and manage OCD alone, as it normally needs treatment to get better. Your doctor will be able to help you get that treatment. They may offer to refer you to Child and Adolescent Mental Health Services (CAMHS), an expert or a psychiatrist who can help you.

Guide to CAMHS

Real stories about OCD

Our bloggers share their experience of OCD to help you find ways of coping.

Treating OCD

You might be offered cognitive behavioural therapy (CBT) using a technique called exposure response prevention (ERP), which helps you feel less upset by your thoughts.

You might also be offered other types of psychological therapy such as counselling or family therapy, and you might be given support from specialist Mental Health Nurses, Occupational Therapists and Art Therapists working in CAMHS.

There are medications that can help too, e.g. antidepressants.

With the correct combination of professional treatment and support, people with OCD can improve their condition and recover.

When times are tough, know that whatever you are going through right now, it isn't permanent. You have reserves of strength you don't even know about.

More information and support

Get help now

OCD can be really hard to cope with, so please don't struggle alone. Here are some services that can help and support you.

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Obsessive Compulsive Disorder | OCD Symptoms & Support

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What is OCD? Obsessive compulsive disorder (OCD) is a type of anxiety disorder. It can be serious, but it is treatable. People with OCD have repeating thoughts, images or feelings that are distressing. These are sometimes known as 'obsessions' or 'obsessive thoughts'.

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ODD is a behaviour disorder. It is used to refer to children who constantly argue ('oppose') and disobey ('defy') those looking after them, much more than would normally be expected. Often they have trouble at home with parents and siblings, in school with teachers, and usually struggle to make and keep friends. The defining characteristic is a fight against being controlled.

ODD can affect around 1 in 20 children, mostly boys. Children with ODD often have other mental health and behavioural problems, particularly Attention Deficit Hyperactivity Disorder (ADHD), depression, anxiety, and learning and communication disorders.

What's the difference between ODD and Conduct Disorder (CD)?

If a child with ODD is not treated properly, it may lead to further behavioural problems known as Conduct Disorder.

' Children with conduct disorders are different. It's not a bit of tantruming or getting into trouble now and then. It's picking up the 14in TV and throwing it through the window,' says Prof Steven Pilling, National Collaborating Centre for Mental Health

ODD refers to younger children and teenagers who fight against being controlled. In general, they:

are angry and irritable

often lose their temper

argue with authority and refuse to comply with requests or rules

often deliberately annoy people and blame others for mistakes

are spiteful or vindictive

CD refers to older children or adolescents who will fight not only against being controlled, but will attempt to control others as well. They may:

become highly aggressive towards people and animals

steal or damage property

lie

fight

violate rules

fail at school or college

misuse drugs and alcohol

What's the difference between ODD and Pathological Demand Disorder (PDA)?

ODD is sometimes confused with Pathological Demand Disorder. PDA is characterised by an extreme avoidance of everyday demands. The difference is that it is an anxiety-driven need to be in control. Unlike ODD, children with PDA share many of the social communication, social interaction and sensory difficulties seen within the autism spectrum. (See our feature on PDA here.)

'I think for me the difference I found was that when I was told he was ODD I got tougher with him....but it still wasn't helping, and was in fact exacerbating the problems. It was only after getting the PDA diagnosis that I began to notice whilst he was refusing to do things it was more so in relation to something that was causing anxiety, for example going into shops, school etc. Then I began to also notice that he was displaying the behaviours to avoid demands.' Parent of child misdiagnosed.

Dr Laura Cockburn, an educational psychologist at the National Autistic Society, says: 'It is possible for a child with an autistic spectrum disorder to be given one of these diagnoses [ODD or CD] if a proper history is not taken and the proper psychological investigations are not carried out. If this happens the needs of the child concerned and their family are likely to be misjudged, with disastrous results.' She recommends that parents ask to be referred to someone who specialises in the field of autistic spectrum disorders if they are concerned about misdiagnosis.

Causes of ODD

This is unknown but a combination of environmental and biological factors can contribute:

parenting issues including inconsistent or harsh discipline, or a lack of supervision

parental mental health problems eg depression and substance misuse

abuse or neglect

other family problems, like a marriage break-up

poverty

under-achievement

a child's natural disposition or temperament

the presence of other mental health problems

inherited genetics

Treatment of ODD

Early intervention is vital. About half of children with antisocial behaviour miss out on education, end up unemployed, often get involved in crime and go onto have serious mental health issues such as antisocial personality disorder.

Firstly the environment in which the child lives will be assessed; a stable home is essential. Schools or colleges and social services will often be involved in the assessment and care of these children. Improving relationships, particularly at home is key, and parent training along with family therapy is highly effective. For the children, psychological therapies plus social skills training is recommended.

Medications alone generally aren't used for ODD unless another disorder co-exists.

Some ADHD medication can make some of the ODD symptoms appear worse as the drugs help children become more focused, which in turn can make things like irritability more focused too.

How can parents manage ODD?

'Firmness and saying "No" is not the solution for these children. We need to get parents to switch the focus from being controlling and punitive to encouraging positive behaviour," says Prof Peter Fonagy, one of the authors of the NICE guidance for the NHS.

Parenting programmes run by health and social care professionals can be useful to help parents not only improve their children's behaviour, but also learn how to manage it. Parents are advised to:

Create a structured environment, set house rules, routines and expectations

Be consistent, be clear

Use a calm voice

Pick your battles and avoid power struggles

Learn to play with your child, spend time together

Celebrate successes and praise good behaviour

Assign a weekly household chore

Persevere - expect behaviour to get worse before it starts getting better

How can schools help a child with ODD?

Work in partnership with parents and/or carers.

Identify what triggers the child's behaviour.

Develop classroom rules and a daily schedule so the student knows what to expect.

Provide structure, even during free time or break times.

Communicate clearly the consequences for the behaviours you will not accept.

Be positive; give praise and positive reinforcement. Children with ODD are highly motivated by rewards. Reward effort as much as achievement.

Do not provide opportunities to argue.

Avoid raising your voice, be neutral and speak calmly.

Put the child near a good role model.

Assign additional responsibilities so they get used to carrying out small and reasonable requests.

Minimise distractions.

Useful publications:

The Defiant Child: A Parent's Guide to Oppositional Defiant Disorder by Douglas A Riley

The Boy from Hell by Alison Thompson

Need help? Perhaps you suspect your child has some learning difficulty and you would like advice on what you should do. Or perhaps it is becoming clear that your child's current school is not working for him or her, and you need help to find a mainstream school which has better SEN provision, or to find a special school which will best cater for your child's area of need. Our SEN consultancy team advises on both special schools, and the mainstream schools with good SEN support, from reception through to the specialist colleges for 19+. Special Educational Needs Index

The British guide to great universities from Harvard to Hong Kong. We tell you how to choose, how to apply, how to pay.

As proud parents, we all know our children are unique. They're smarter than anyone else's, funnier, certainly more attractive, better behaved and above all bursting with the kind of talent that would leave Daniel Radcliffe or Charlotte Church standing. And sometimes, just sometimes, parental pride is justified.

There are currently around 163 state funded grammar schools located in 36 English local authorities, with around 167,000 pupils between them. There are a further 69 grammar schools in Northern Ireland, but none in Wales or Scotland. Almost half of these are in what are considered 'selective authorities' (eg Kent and Buckinghamshire), where around one in five local children are selected for grammar school entry based on ability. The others are areas such as Barnet or Kingston, with only a few grammar schools. How to find a state grammar school Word of warning: not all selective grammar schools have...

Corona Virus As a result of the coronavirus outbreak, The Good Schools Guide International offers the following guidance: Determine the global situation and that of individual countries on government mandated school closures by accessing the UNESCO information on this link: https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures. For updates on the medical situation, go to the World Health Organisation website at https://www.who.int/emergencies/diseases/novel-coronavirus-2019/situation-reports. If you wish to contact one of our GSGI listed schools to discover their current status or any plans for alternate learning strategies, please go to our database to find email and phone numbers for each school https://www.goodschoolsguide.co.uk/international-search. If your company makes you brexit, The GSGI should be your first...

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Oppositional Defiant Disorder (ODD) | The Good Schools Guide

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ODD is a behaviour disorder. It is used to refer to children who constantly argue ('oppose') and disobey ('defy') those looking after them, much more than would normally be expected. Often they have trouble at home with parents and siblings, in school with teachers, and usually struggle to make and keep friends.

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Supportive Classrooms Booklet 1 - Support for Learning

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A Brief Explanation of the Equality Act and Disabilities

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A Brief Explanation of the Equality Act and Disabilities

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The Equality Act & Disability - A Brief Summary

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Understanding Readability Scores in Word

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Students can look words up as they sound

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Williams Syndrome Explained - Williams Syndrome Foundation

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Williams Syndrome Explained

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There are several tools available that can be used to help give an indication of possible dyslexic difficulties. These screening tests and checklists can be a great help in order to ensure support is put in place quickly, but they can't provide a diagnosis.

Dyslexia can only be formally diagnosed through a Diagnostic Assessment carried out by a certified assessor.

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How is dyslexia diagnosed? - British Dyslexia Association

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There are several tools available that can be used to help give an indication of possible dyslexic difficulties. These screening tests and checklists can be a great help in order to ensure support is put in place quickly, but they can't provide a diagnosis.

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EEF: Making the best use of teaching assistants

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while the number of teachers in mainstream schools in england has remained relatively steady over the last decade or so

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the number of full-time equivalent tas has more than trebled since 2000: from 79

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700. teaching assistants comprise over a quarter of the workforce in mainstream schools in england: 35% of the primary workforce

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and 14% of the secondary school workforce. the number of full-time equivalent tas has more than trebled since 2000: from 79

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there are currently more tas in english nursery and primary schools than teachers: 273

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900.1 about 7% of tas in state-funded schools have higher-level teaching assistant (hlta) status. a key reason for increasing the number of tas was to help deal with problems with teacher workloads. in 2003

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the government introduced the national agreement to help raise pupil standards and tackle excessive teacher workload

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in large part via new and expanded support roles and responsibilities for tas and other support staff. the growth in the numbers of tas has also been driven by the push for greater inclusion of pupils with special educational needs and disabilities (send) into mainstream schools

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with tas often providing the key means by which inclusion is facilitated. given that sen pupils and low-attaining pupils are more likely to claim free school meals (fsm)1. tas also work more closely with pupils from low-income backgrounds. indeed

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expenditure on tas is one of the most common uses of the pupil premium in primary schools

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a government initiative that assigns funding to schools in proportion to the number of pupils on fsm. a combination of these factors means that schools now spend approximately £4.4 billion each year on tas

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corresponding to 13% of the education budget. this presents an excellent opportunity for improvements in practice

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with such a large and already committed resource in place. the recommendations in this guidance recognise the fact that schools are operating within already tight budgets; however

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noticeable improvements in pupil outcomes can be made through the thoughtful use of existing resources

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Guidance to help primary and secondary schools make the best use of TAs

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The Equality Act & Schools Guidance

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Resource Pack sent to parents to support home learning for students with literacy difficulties

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Resource Pack sent to parents to support home learning for students with literacy difficulties

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YoungMinds | Mental Health Charity For Children And Young People

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

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Place2Be is a children and young people's mental health charity with almost 30 years' experience working with pupils, families and staff in UK schools.

We provide mental health support in schools through one-to-one and group counselling using tried and tested methods backed by research. In addition, we also offer expert training and professional qualifications.

Why it's important

1 in 5

children and young people have a probable mental health condition, and many continue to have these problems into adulthood.

50%

of those with lifetime mental health problems first experience symptoms by the age of 14.

1 in 10
boys aged 5-19 with a mental health condition are suspended in some form from school.

Find out more about our work

How we help

Mental health support in schools

Our in-school mental health service supports the wellbeing of pupils, families and staff.
Find out more

Our mental health services in schools

We provide mental health services in schools that contribute to a whole-school approach to mental health.
Find out more

Counselling training and placements

Gain experience and skills with our child counselling training and placements.
Find out more

Place2Be is part of our school family. It is more than an office, more than a therapy room and more than a collection of counsellors.

Glyn Ellis - Headteacher, Haslingden Primary School

My daughter had become a different person - one we didn't recognise - but since counselling we see signs of our old loving daughter coming back.

Parent

If you have problems or worries you get a chance to talk to a person you trust. When I grow up I want to help children like Place2Be helps children.

Eight-year-old girl

Your support makes it possible

Thousands of vulnerable children and families depend on our work every single day. We simply cannot reach them without your help. There are so many ways to lend your support.

Place2Be's counselling service in primary schools has the potential to return £8 to society by improving long-term outcomes for each child.

Make a donation

How you can help

Fundraise for us

Raise money to transform children and young people's mental health. Browse ideas, tips and advice.

Get fundraising inspiration

Take part in an event

Run, cycle, walk. Trek to great heights or tackle some muddy obstacles. Take a look at our fundraising events.

Take on an event

Partner with us

See how your organisation can help us to support more children, families and school staff across the UK.

Find out more

Our impact

In the last school year

6,901

pupils were supported through one-to-one counselling.

33,327

pupils booked their own appointments o speak to our mental health professional.

After one-to-one counselling with Place2Be

76%

of children with severe difficulties show an improvement in mental health, according to parents.

64%

of pupils whose difficulties impacted their learning in class improved, according to teachers.

75%

of children and young people found it easier to make and keep friends, according to parents and carers.

Place2Be: mental health support in schools

Hear from children and teachers about the impact of Place2Be.

News & blogs

Eating Disorders in Children and Young People: a major public health concern

Clara Faria and Professor Tamsin Ford reflect on the impact of eating disorders on children and young people's mental health.

Read more

New report from NHS England shows increase in children experiencing mental health difficulties

Published today, the report reveals that 1 in 5 children and young people now have a probable mental health condition.

Read more

The BAFTA Roadshow with Place2Be arrives in North-West London

BAFTA and Place2Be team up to bring the BAFTA Roadshow to North-West London.

Read more

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Improving children's and young people's mental health - Place2Be

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Place2Be provides mental health counselling support and training to schools to improve the emotional wellbeing of children, young people, families, teachers and staff.

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Copyright © 2023 Time To Change. Time to Change is led by Mind and Rethink Mental Illness.

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For over 10 years, we've been on a mission to help young people overcome the issues that affect them the most. Whether that's bullying, mental health, relationships, identity or the tough stuff in-between, we're here. We provide digital safe spaces, direct support, education, campaigns and world-class research.

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You can make a difference... Get a full rundown of our digital services for young people during the pandemic Find out more There's loads of ways you can help us make Scotland the best place to grow up for LGBTI young people Find out more

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"My daughter, who is six, just loves the journal and is excited to work in it. She's totally learning and talking about skills in a fun way and already making comments outside of journal time that show she's absorbing the growth mindset ideology. Love it!"
Diane C.

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Big Life Journal UK: Growth Mindset for Kids & Teens

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We create effective tools and resources to help kids and teens develop a growth mindset so they can face life's challenges with confidence and have every opportunity in life. Our products are based on the latest research, and that's what makes them so unique and effective.

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A growing number of children and young people have emotional and behavioural needs that go beyond the strategies we have learned through our training and experience. Whilst these children and young people can be hard to reach, they need our greatest nurturing and care.

Research indicates that an awareness of how to support children and young people's emotional needs and development can promote better learning and health outcomes. National policy and guidance, like the Marmot Review, confirms this.

There is a body of information and research available to specialist practitioners, like social care and mental health staff, that we want to share with the teachers and school support workers who make a difference every day in schools and early years settings.

So far we have brought together schools, other settings and their partner agencies with specialist trainers. Together, the aim of the work has been to create 'attachment aware' schools and communities in which all children and young people experience the nurturing environments they need to grow and achieve.

On this site, you'll find resources from our Attachment Aware Schools training programme. You will also find a list of trainers and organisations who are able to work with you to develop greater attachment awareness in your school. All the materials are informed by research and based on evidence from classroom practice.

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A growing number of children and young people have emotional and behavioural needs that go beyond the strategies we have learned through our training and experience. Whilst these children and young people can be hard to reach, they need our greatest nurturing and care.

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The Coventry Grid

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Subscriber email addresses are only used for our Newsletters. Your contact info is not shared and you can unsubscribe at any time.. More information

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To improve your experience, this website uses cookies to collect a small amount of geographical data, it will help me to think about what I can do in the future. There are no adverts on this website but If I ever decide to put ads on the site in future I will change this notice.