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A simple tool to be used with children and young people to measure how they feel on a scale of 1-10

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ROCKET peer resilience programme for primary schools

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ROCKET peer resilience programme for primary schools

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ROAR Whole School Approach supports senior mental health leads to develop a co-ordinated and evidence-based approach to access and implement the WSA model in their school setting.

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ROAR Whole School Approach - Roar Response

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ROAR Whole School Approach to mental health and emotional wellbeing

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ROAR Whole School Approach

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Members of the Liverpool CAMHS Partnership design and deliver an ongoing programme of training opportunities.

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Children and Young People's Mental Health

1 in 6 children in the UK have a diagnosed mental health illness, with many more struggling with un-diagnosed issues

Childhood should be a carefree, fun time, but sometimes children and young people face emotional and even traumatic experiences that may be related to school and educational situations.

Being expected to deal with problems and challenges life presents can become quite overwhelming for some, leading to anxiety, stress and even depression. We can't control life's situations, but being able to thrive despite these challenges comes from having strong skills of resilience.

What is the ROAR Response Programme?

The ROAR Response to Mental Health in Primary Schools was the first in the series of ROAR programmes. The programme was initially developed in response to a whole-school approach to a mental health report. The report highlighted that school staff needed more support when working with children and young people struggling with their mental health. How do they, as professionals, upskill and expand their knowledge to understand how to respond to this on a practical level, using evidence-based resources.

From the success of ROAR Primary, the ROAR family has grown. We now have a ROAR offer aimed at different settings and each with a different focus - these are all listed below under our ROAR Family.

The ethos of ROAR is underpinned within each course. This is focused on equipping staff to identify the main signs and symptoms of a child, young person, or staff member experiencing mental distress (depending on the ROAR course they attend), and to understand what they can do in school to support them.

As well as a range of printed materials through the ROAR manual, anyone completing the programme will have access to our online ROAR resources portal. Here they can access the practical and useful tools when working with children, young people, or staff, along with other self-care strategies.

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1 in 6 children in the UK have a diagnosed mental health illness, with many more struggling with un-diagnosed issues Childhood should be a carefree, fun time, but sometimes children and young people face emotional and even traumatic experiences that may be related to school and educational situations.

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Children and Young People's Mental Health

1 in 6 children in the UK have a diagnosed mental health illness, with many more struggling with un-diagnosed issues

Childhood should be a carefree, fun time, but sometimes children and young people face emotional and even traumatic experiences that may be related to school and educational situations.

Being expected to deal with problems and challenges life presents can become quite overwhelming for some, leading to anxiety, stress and even depression. We can't control life's situations, but being able to thrive despite these challenges comes from having strong skills of resilience.

What is the ROAR Response Programme?

The ROAR Response to Mental Health in Primary Schools was the first in the series of ROAR programmes. The programme was initially developed in response to a whole-school approach to a mental health report. The report highlighted that school staff needed more support when working with children and young people struggling with their mental health. How do they, as professionals, upskill and expand their knowledge to understand how to respond to this on a practical level, using evidence-based resources.

From the success of ROAR Primary, the ROAR family has grown. We now have a ROAR offer aimed at different settings and each with a different focus - these are all listed below under our ROAR Family.

The ethos of ROAR is underpinned within each course. This is focused on equipping staff to identify the main signs and symptoms of a child, young person, or staff member experiencing mental distress (depending on the ROAR course they attend), and to understand what they can do in school to support them.

As well as a range of printed materials through the ROAR manual, anyone completing the programme will have access to our online ROAR resources portal. Here they can access the practical and useful tools when working with children, young people, or staff, along with other self-care strategies.

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1 in 6 children in the UK have a diagnosed mental health illness, with many more struggling with un-diagnosed issues Childhood should be a carefree, fun time, but sometimes children and young people face emotional and even traumatic experiences that may be related to school and educational situations.

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GYRO are award-winning LGBTQ+ groups for young people aged 12-25 who identify as Lesbian, Gay, Bisexual, Transgender or are Questioning their sexuality or gender identity. 1 to 1 appointments are available with a worker with an LGBTQ+ specialism for confidential support if you feel groups aren't right for you.

Note: We use LGBTQ+ to encompass and include all identities across the spectrums of sexuality and gender.

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Wellbeing Services - Young Person's Advisory Service

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GYRO are award-winning LGBTQ+ groups for young people aged 12-25 who identify as Lesbian, Gay, Bisexual, Transgender or are Questioning their sexuality or gender identity. 1 to 1 appointments are available with a worker with an LGBTQ+ specialism for confidential support if you feel groups aren't right for you.

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The Rainbow Flag Award is a national quality assurance framework for primary schools, secondary schools, SEND schools and colleges. The award focuses on positive LGBT+, (lesbian, gay, bisexual, trans, plus other related identities), inclusion and visibility.

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Welcome

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It aims to make mental health everyone's business in Liverpool schools and other education establishments.

The Liverpool Whole School Approach CAMHS pathway is delivered by a range of services working in partnership to support children, young people, families and staff in education.

To facilitate a coordinated approach service teams are working into three Education Mental Health Teams ) across the city. All schools/education establishments are being aligned to one of the three EMHTs - North, Central and South.

EMHTs consist of a range of providers/services that deliver across the pathway, some working within targeted levels and others across levels of need.

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The Liverpool Whole School Approach CAMHS pathway is delivered by a range of services working in partnership to support children, young people, families and staff in education. To facilitate a coordinated approach service teams are working into three Education Mental Health Teams ) across the city.

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WSA consultation request form (Primary Schools)

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WSA consultation request form (Primary Schools)

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WSA consultation request form (Secondary Schools)

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WSA consultation request form (Secondary Schools)

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Liverpool MHST & Fresh CAMHS referral form

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Liverpool MHST & Fresh CAMHS referral form

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Discover how we can support you - make a service referral - receive advice

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Mental wellbeing is all about feeling good and functioning well. This evidence-based tool provides practical ideas to boost resilience.

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Youth Connect 5 is a free course that gives parents and carers across Cheshire and Merseyside the knowledge, skills and understanding to help children develop strong emotional wellbeing through resilience-building techniques.

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"She promised me she wouldn't share the photo, now the whole school's seen it." Zac

"I think she's having too many bad days and not enough good ones - I'm not sure how I can help her." Mum

What is the Youth Connect 5 Programme?

Childhood should be a carefree, fun time, but sometimes children and young people face emotional and even traumatic experiences that may be related to family, relationship, health or even school situations.

Being expected to deal with problems and challenges life presents can become quite overwhelming for some, leading to anxiety, stress and even depression. We can't control life's situations, but being able to thrive despite these challenges comes from having strong skills of resilience.

Learning about resilience, and conversations we can have has helped me talk in a better way to my son, I understand some of the pressures he was going through!

Youth Connect 5 is a free course that gives parents and carers across Cheshire and Merseyside the knowledge, skills and understanding to help children develop strong emotional wellbeing through resilience-building techniques.

These techniques will strengthen your child's ability to adapt well to adversity, trauma, tragedy, threats or even stress, skills that will remain with them into adulthood. We like to think of it as being able to bounce back from difficult experiences.
Find out more

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"She promised me she wouldn't share the photo, now the whole school's seen it." Zac "I think she's having too many bad days and not enough good ones - I'm not sure how I can help her."

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Parent Conduct support is recommended and most successful for parents of children aged 5 – 10 years old. This intervention works primarily with the parent/s to support their child. The Parent Conduct programme is a targeted programme directed at children with behaviour or conduct difficulties. It is about working collaboratively with the parent/s throughout the intervention

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This film was developed to support staff training around spotting the mental health needs of those young people who may slip under the radar.

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This film is based on the performance 'My Teacher Thought I Was, So I Am' by pupils from Archbishop Blanch school, which won the overall NOW Festival award in 2018. This video can be shared as part of staff CPD.

Click here to download a session plan for staff meetings to accompany the 'Do You See Me?' film by pupils from Archbishop Blanch School- Session Plan Staff - Archbishop Blanch School

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This film is based on the performance 'My Teacher Thought I Was, So I Am' by pupils from Archbishop Blanch school, which won the overall NOW Festival award in 2018. This video can be shared as part of staff CPD. Click here to download a session plan for staff meetings to accompany the 'Do You See Me?'

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Can you see me film staff discussion points

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Can you see me film staff discussion points

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Reading and creative writing are both powerful tools to support mental health and emotional wellbeing. This padlet collection features book lists, lesson plans, useful articles and other useful resources.

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Schools can adapt this policy for their own use.

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A padlet curated by Liverpool Learning Partnership featuring resources and articles linked to the relationship between mental health and maths.

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This template can be used to generate an action plan following your WSA audit.

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The Department for Education (DfE) is offering a senior member of school or college staff the opportunity to get a grant for training to develop the knowledge and skills to implement an effective whole school or college approach to mental health and wellbeing in their setting.

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Find out how your school or college can apply for a grant and access training to help develop a whole school or college approach to mental health and wellbeing.

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Northern Ireland Commissioner for Children and Young People

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Each separate insert represents a key issue that pupils / teachers and other stakeholders have recognised as important in the development of pupil participation forums, and vital for ensuring a positive, meaningful and worthwhile experience for all involved.

Each insert identifies a particular guidance point, and explains why it is important. It then goes on to suggest how to implement the guidance and includes a simple checklist to help develop best practice.

You can view the pack by clicking on the links below:

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Northern Ireland Commissioner for Children and Young People

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Each separate insert represents a key issue that pupils / teachers and other stakeholders have recognised as important in the development of pupil participation forums, and vital for ensuring a positive, meaningful and worthwhile experience for all involved. Each insert identifies a particular guidance point, and explains why it is important.

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A whole-school approach means listening to the voices of everyone in the school community. This includes children and young people as well as parents and carers, and school staff.

Children and young people can offer unique perspectives on what it is like to be a pupil at their school; involving them in decision-making can create meaningful change and better academic outcomes, as well as facilitating a sense of empowerment and inclusion.

What is it and why is it important?

Pupil voice in schools means a whole-school commitment to listening to the views, wishes and experiences of all children and young people. It means placing value on what children and young people tell school staff about their experiences.

Children and young people need to be provided with meaningful opportunities to share their experiences, views and hopes about their school. Pupils need to know that it is safe and that it is important for them to express their views on what happens at school. They need to know that what they say is valued and will be listened to and considered.

Schools with a strong commitment to pupil voice have reported many positive outcomes. These include a reduction in exclusions, better behaviour, better relationships across the whole-school community, and improving attainment and attendance - all of which can also improve your school's rating by the school inspectorate.

What does it look like in practice and how can we work towards it?

There is no one way to promote the voice of children and young people in a school or further education setting; every setting is different with a unique cohort of pupils. Here are some ideas a school might use to get started:

Create regular opportunities for children and young people to share their views with each other and school staff.

Vary the ways in which pupils can participate; for example:

School councils can make useful contributions to shaping school life but only a small number of pupils can get involved and some may find this type of formal engagement challenging.

Holding a class or tutor group meeting to discuss the agenda of the next school council meeting can be an effective way of encouraging all pupils to contribute in a non-threatening environment.

Assemblies too can provide opportunities to make sure pupils understand a school's commitment to knowing what children want and need.

A 'suggestion box' placed in the entrance hall or in each classroom, with the contents shared at the school council meetings can also be effective.

Many schools have a 'family group' system where the school is divided into manageable groups which meet each week and discuss a range of themes and issues; often health and wellbeing-related. Decisions and comments can then be passed onto the school council, staff, senior management team or head teacher. These family groups can also encourage older pupils to care for younger pupils and to become role models.

Consider how to ensure that all children and young people are being heard, across each age group. How will you overcome language barriers? How will you make sure that the younger or more vulnerable and/or quieter pupils are listened to? What about those pupils who don't enjoy being at school or those who don't attend regularly? Make sure that it isn't only school council members who get their voices heard.

Make sure consultation is varied and includes many different aspects of school life. For example: the curriculum, how pupils like to learn, facilities and the physical environment of the school, break times, after-school clubs, uniform, welfare and bullying. Consultation must have clear, published actions, otherwise there is a danger of pupils feeling that school staff are just going through the motions.

Make sure the values and ethos of the school reflect the commitment to pupil voice. Is it included in school statements, school action planning, the website, classrooms and any other publications that talks about whole-school values?

Embed children and young people's participation into all aspects of school life rather than just seeing it as an add-on. Ask pupils the best way to promote participation and ensure their voices are heard within the school and wider community. They will have great ideas. Trust them!

Review regularly; something that worked once might not be working now. For example, involve pupils in reviewing the anti-bullying policy. Does it work? What needs to change?

Trust parents/carers and involve them in decision-making. For example, introduce a 'parents/carers' forum', where issues can be discussed and views can be sought.

Top tips

Secure commitment

Secure commitment from the governing body or parent council, the senior leadership team and all staff so that pupils know their voice is important.

Manage expectations

Make sure children and young people understand the scope of their participation, and what is and isn't possible to achieve.

Provide feedback

Give regular feedback to pupils. If they have put time into contributing they need to know the outcomes.

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A whole-school approach means listening to the voices of everyone in the school community. This includes children and young people as well as parents and carers, and school staff. Children and young people can offer unique perspectives on what it is like to be a pupil at their school; involving them in decision-making can create meaningful change and better academic outcomes, as well as facilitating a sense of empowerment and inclusion.

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10 tips for school leaders

There are a number of ways that school leaders can approach supporting children and young people's mental health and wellbeing. But here are our top 10 tips for making mental health a whole-school priority.

1. Provide clear leadership, vision, strategy and plans for improvement

School leaders should develop a clear vision for how to embed good mental health and wellbeing throughout their school community. Leaders should work with the senior leadership team (SLT) and any mental health leads, as well as governors, parent councils or trustees, to do this.

By auditing what is already in place, the SLT can identify priority areas for improvement and convert this into a strategic plan to help drive whole-school change. An essential part of this audit will be speaking with pupils, parents and carers to highlight areas for improvement.
Recommended resources:
2. Develop a school policy for mental health and wellbeing

It is helpful to develop a mental health and wellbeing policy and review it regularly so that it responds to evolving needs and changes within your school. The policy should be concise, well promoted and accessible, and provide guidance on supporting staff mental health and wellbeing.

Wider school policies should also be reviewed to make sure they support the wellbeing of staff and pupils - these include policies relating to bullying, discrimination, behaviour management and school exclusion.

Recommended resources:

3. Create a safe and supportive environment

Children and young people should feel that they belong at school; that they are supported and can develop trusting relationships with school staff. School leaders have a vital role to play in creating this ethos across the school and should model best practice, for example by using positive, inclusive and respectful language, celebrating pupils' successes, and engaging with parents and carers.
Recommended resources:
4. Create a culture where mental health can be talked about openly

School leaders can encourage a culture in which mental health and wellbeing is talked about openly and where pupils, parents, carers and staff understand the importance of, and links between, good mental and physical health.

It's important to help staff understand that every child and young person is different and may cope with challenging situations differently. Pupils and staff should know who to talk to if they need support - clear signposting within the school is a good way to promote a sense of openness about seeking support or advice.
Recommended resources (primary): Recommended resources (secondary):
5. Provide high quality health and wellbeing education lessons

Health and wellbeing education lessons (RSHE in England, Personal Development and Mutual Understanding/Learning for Life and Work in Northern Ireland, and Health and Wellbeing in Scotland and Wales) are a very important way of educating children and young people about their mental health and how to look after it. These lessons should be prioritised and delivered as part of the school curriculum.

Where possible, schools should also have a strategy for how to develop children and young people's social and emotional skills throughout the rest of the curriculum.
Recommended resources:
6. Develop strategies to support at-risk children and young people

Some children and young people are more likely than others to develop mental health problems. This can be because they have faced multiple challenging situations over time. School leaders need to make sure that staff can recognise children and young people who are more at risk, and that staff have strategies in place to support those children.

The school leadership team will also need to work in partnership with local commissioners to make sure there is a clear roadmap of local support services.
Recommended resources:
7. Guide staff on referring a student

There should be clear guidance on how staff can best support students who may have mental health problems. Whilst staff are not expected to be mental health experts, they should be aware of how to identify the signs that a student may be struggling, the types of mental health issues that a child or young person may have, and what school staff can do to support these children.

Leaders can direct staff to the mental health needs section of Mentally Healthy Schools which can help staff make sense of any changes they are seeing in a child or young person's behaviour, and guide them on what support the student may need. Staff can use this section as part of their continuing professional development (CPD). Staff will also need to know when and how to refer children and young people for specialist support within or outside of school.
Recommended resources:
8. Work with families and communities

Families are often the key to helping support a child or young person who is struggling. School leaders should encourage staff to work with pupils, parents or carers; raise awareness about mental health and wellbeing, alongside attempting to destigmatise it, where necessary.

When working with families, senior leaders and school staff should emphasise that we all have mental health, that it is something we can strengthen and look after through learning positive strategies to help us cope with difficulties. But that it is also something that we might sometimes need help with - and early support can help people recover more quickly.
Recommend resources:
9. Protect children and young people from harm and neglect

All children and young people should feel safe at school, be able to learn and know that they can speak out if anything is worrying them. School leaders can make a difference by creating an inclusive and welcoming environment that supports children and young people when they're experiencing challenges both inside and outside the school setting.
Recommended resources:
10. Support staff mental health and wellbeing

Teaching is a challenging job. School staff juggle a multitude of different tasks and demands, it is important that all staff are given the right emotional and practical support so that they can, in turn, support their pupils. Positive staff wellbeing can increase productivity and engagement, and also improve job satisfaction. Research shows that this will also help to reduce absence from work - both short and long term.
Recommended resource:

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Getting started - school leaders : Mentally Healthy Schools

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There are a number of ways that school leaders can approach supporting children and young people's mental health and wellbeing. But here are our top 10 tips for making mental health a whole-school priority. School leaders should develop a clear vision for how to embed good mental health and wellbeing throughout their school community.

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More about the Make it Count campaign

With more and more schoolchildren struggling to cope with their mental health, we have launched a new campaign: 'Make it Count'. We are campaigning to ensure every child in the UK receives an education with mental health at its heart.

We know there is no one single way for schools to provide such an environment. To make them mentally healthy places for all who attend and work in them, we need to pursue a "whole-school" approach to prevention.

Teachers, leadership, the curriculum, children, and access to support all contribute to creating a mentally healthy, nurturing environment for children and young people. We are calling on the government and schools to address all these elements to deliver effective change.

Our top five asks
Peer education
Let's help young people support one another and break down the stigma often associated with mental health by introducing a peer-led mental health programme in every school.
Training
Let's give teachers the knowledge and confidence to make schools mentally healthy places by guaranteeing at least one day's training a year on learning about children's mental health.
Education
Let's guarantee all school children a minimum of one hour a week of the new Health Education curriculum focused on how to stay mentally well and seek help, delivered by well-trained teachers.
Expert support
Let's provide independent counsellors in every school to help give pupils the timely support they need.
Measurement
Let's help school leaders understand what works by introducing a mental wellbeing measure in schools
Read our policy briefing for the campaign
Why now?

Young people are facing unprecedented pressures in their lives, which are contributing to mental health problems including anxiety, depression, self-harm and eating disorders.

The Department for Education is currently consulting on the new Health Education curriculum for schools and we believe that now is the time to prevent a growing crisis in children's mental health.

Key facts

More than 1 in 10 children aged 10-15 say they have no one to talk to or wouldn't talk to anyone in school if they feel worried or sad. This is the same proportion of children who have a diagnosable mental health problem.

Research shows that 50% of mental health problems are established by the age of 14 and 75% are established by age 24.

Young people in the UK are dealing with high levels of stress. This is largely due to pressure to succeed, body image and exams.

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Mental health in schools: Make it Count | Mental Health Foundation

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With more and more schoolchildren struggling to cope with their mental health, we have launched a new campaign: 'Make it Count'. We are campaigning to ensure every child in the UK receives an education with mental health at its heart. We know there is no one single way for schools to provide such an environment.

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Do you want to join the increasing number of schools and colleges who have committed to making their school a safe, nurturing, welcoming and exciting place, in which all learners with ADHD can achieve their academic potential?
If your answer is yes, then why not become an ADHD Friendly School?
To achieve the award, Schools and Colleges work in partnership with the ADHD Foundation, the largest provider of ADHD training for parents and professionals in the UK and agree to work together to achieve the 6 ADHD Friendly School Pledges.
The 6 ADHD Friendly

1. We pledge to work with the ADHD Foundation to provide a training session for our staff team.

2. We pledge to provide regular opportunities for all learners with ADHD to have access to physical activity and exercise during the school day.

3. We pledge to provide opportunities for all learners with ADHD to learn self-calming strategies such as breathing, progressive muscle relaxation or mindfulness.

4. We pledge to provide tactile resources in every classroom.

5. We pledge to produce a display for the whole school and hold one assembly to celebrate the achievements of people living with ADHD.

6. We pledge to provide information and support for parents and carers of children and young people with ADHD.

School Pledges

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ADHD Friendly Schools Award - ADHD Foundation

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Do you want to join the increasing number of schools and colleges who have committed to making their school a safe, nurturing, welcoming and exciting place, in which all learners with ADHD can achieve their academic potential? If your answer is yes, then why not become an ADHD Friendly School?

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Date/Time

20/01/2022 10:00 am - 10:30 am

How can we be more trauma-informed?

As we are preparing for our children to return back to school, it has been highlighted that vulnerable children will have been even more at risk whilst at home during the lockdown.

This bitesize training is to equip anyone caring for, or looking after children and young people with the knowledge on how to have the confidence to practice trauma-informed approaches in regards to Adverse Childhood Experiences (ACEs). ACEs are stressful or traumatic experiences that can have a huge impact on children and young people throughout their lives.

Merseyside Youth Association has developed a training course that will build upon schools' understanding of resilience and person-centred approaches and reflect on how they currently foster a nurturing, environment for all children.

**This bite-size course will be delivered via Zoom. You will receive confirmation of the Zoom call via email two days prior to the course start date**
Please contact SophieW@mya.org.uk if you have any questions about this course.

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ACEs and Trauma-Informed Practice - Bite-size via ZOOM

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20/01/2022 @ 10:00 am - 10:30 am - How can we be more trauma-informed? As we are preparing for our children to return back to school, it has been highlighted that vulnerable children will have been even more at risk whilst at home during the lockdown.

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What is Thrive?

Thrive offers a trauma-informed, whole school or setting approach to improving the mental health and wellbeing of children and young people.

We do this by giving you access to DfE-accredited training and an award-winning profiling and action planning tool, Thrive-Online (TOL). Thrive's training courses and TOL help you to better understand the needs of your pupils, provide targeted support, and measure (then report on) your impact.

Ready to join the 75,000+ senior leaders and classroom staff boosting young people's self-awareness and resilience every day? You're in the right place.

Who we work with

Transitions are being managed effectively and children are settling quickly at Cullompton pre-school in Devon.

A complete non-attender is now accessing full time, mainstream education and choosing GCSE options at Birmingham's Fortis Academy.

Across all 3 key stages, Leed's Elland Academy has seen an 80% reduction in exclusions and an increase in attendance.

31 schools across Delta Trust are reaping the benefits of teaching social and emotional skills to children and young people.

Surrey County Council has committed to supporting its early y ears providers to give children the best possible start in education.

10 schools in Australasia have adopted Thrive to improve learning engagement and boost staff retention.

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The Thrive Approach to social and emotional wellbeing | The Thrive Approach

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Thrive® promotes positive mental health and emotional wellbeing in children and young people. We provide you with the tools and training so you know what to do and how to be with children and young people.

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This section of the site will help education staff learn more about mental health, and get started on the path to becoming a mentally healthy school.

Primary

While rates of mental ill health do increase as children get older, early intervention is key to giving young people the best start in life.

Find out more

Secondary and further education

Secondary schools and further education settings have a vital role to play in supporting young people's mental health.

Find out more

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Getting started : Mentally Healthy Schools

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This section of the site will help education staff learn more about mental health, and get started on the path to becoming a mentally healthy school. While rates of mental ill health do increase as children get older, early intervention is key to giving young people the best start in life.

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Welcome to The Whole School Approach to Mental Health and Emotional Wellbeing in Education Self-Assessment Tool

Developed by The Liverpool Learning Partnership and Merseyside Youth Association, this self-assessment toolkit is designed to enable staff in education settings to recognise and reflect on areas in which they are adopting a Whole School Approach to student, family and staff emotional wellbeing, whilst identifying areas for improvement.

How does it work?

Exploring the Whole School Approach model - based on PHE's whole school review tool to promote children and young people's emotional health and wellbeing - staff will explore and review a range of aspects of school approaches, policies and systems in relation to (click on the segments to reveal further information):

Leadership & management

Pupil voice

Enabling student voices to influence decisions around the WSA to mental health and emotional wellbeing.

Schools need to allow their pupils to shape their WSA.

A variety of participation methods can be applied to allow pupils to have their voices heard.

Schools should consider whether their WSA is culturally sensitive, age-appropriate and accessible to all pupils.

Parents & carers

Working with parents/carers to support their mental health and emotional wellbeing.

Schools have a role to play with parents and carers to support their emotional wellbeing.

They also need to recognise the role parents and carers have in supporting their own child's mental health.

Schools should consider how their engagement with parents supports those experiencing mental health difficulties.

"My parents get lots of support from my school relating to my mental health and wellbeing."

Targeted support

Targeted support for mental health and making appropriate referrals.

Schools need to be aware of the internal and external support and services available to them to support their pupils' mental health.

Liverpool's WSA graduated approach shows the range of support available as part of the CAMHS offer to all schools.

It is helpful for schools to develop their graduated approach to include any internal support offered and the points at which it would be appropriate to engage with each level of support.

"If we need support for our mental health, there is a clear pathway for us to follow."

Training

A range of training opportunities is available free of charge to schools. One of these is the ROAR training programme, offering a WSA to mental health in primary, secondary, early years, and special schools.

Courses are advertised on the Liverpool CAMHS website: www.liverpoolcamhs.com/professionals/training/

Parental Support

The CAMHS partnership offers support for parents/carers across the graduated approach.

These include coffee mornings, parenting courses, drop-in sessions and 1:1 support, information, advice and guidance.

Mental Health Promotion

In schools, mental health promotion is supported by the Liverpool CAMHS vision to 'make mental health everyone's business' across the city.

Schools can benefit from a range of training, activities, assemblies, resources and city-wide/national campaigns to develop awareness around mental health in schools.

Implementation of the ROAR programme, thrive, and other WSA initiatives can help establish a wellbeing culture within schools.

The WSA partnership uses key awareness days and events throughout the school year to develop this in schools.

On completion of the assessment, a bespoke evaluation report will outline suggested opportunities to implement new approaches, using tools, training and resources available to Liverpool-based education settings. This report can be viewed within your dashboard or downloaded as a PDF.

Get started

To begin your assessment, you need to create a profile by registering (see left).

You can save your assessment at any stage of the process and continue by logging back into your dashboard anytime. Your progress will be saved automatically.

There is no limit to the number of assessments you can complete for your setting. Once you have completed an initial assessment you can carry out a new one at any time and compare the results of previous versions to review progress and improvements.

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Developed by The Liverpool Learning Partnership and Merseyside Youth Association, this self-assessment toolkit is designed to enable staff in education settings to recognise and reflect on areas in which they are adopting a Whole School Approach to student, family and staff emotional wellbeing, whilst identifying areas for improvement.

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Apply

We are now accepting applications for new lead schools and multi-academy trusts ( MATs) to join the behaviour hubs programme.

Prospective partner schools and MATs can apply to the behaviour hubs programme at any time. New cohorts start at the beginning of each term so schools do not need to wait until the start of the academic year.

Overview

The Department for Education ( DfE) is funding a 3-year programme to improve pupil behaviour.

The programme pairs schools and MATs with exemplary behaviour practices, called lead schools or MATs, with partner schools or MATs who want and need to improve pupil behaviour.

The programme is flexible with a tailored offer of support depending on partner schools' circumstances but all partner schools can expect to get support with:

diagnosing specific areas of improvement

designing and developing new approaches to addressing poor behaviour

developing clear, sustainable behaviour cultures for all pupils

The programme is based on creating a culture: how school leaders can optimise behaviour. Good behaviour, routines and structures in schools support all pupils' engagement in education, and their mental health and wellbeing. Schools will work together to apply these principles to the individual context of the school.

Download the behaviour hubs programme brochure for an overview of support available.

Criteria

Partner school and MAT criteria

The following partner schools can apply:

primary schools

secondary schools

alternative provision schools

special schools

To be a partner school you must be rated 'good', 'requires improvement' or 'inadequate' by Ofsted. Applications are currently being accepted from schools of all provisions across England.

To be a partner MAT you should have at least one secondary school within your trust rated 'good', 'requires improvement' or 'inadequate' by Ofsted.

Partner schools will need to allocate around 20 to 30 days of engagement to the programme. This can be spread out among school staff including senior leaders.

Lead and partner schools on the programme will be expected to work with each other for one year but schools may be able to work together for 2 years if it is required after completion of the first year.

Lead school and MAT criteria

Following the success of our cohort 1 lead schools, we are now recruiting for additional primary, secondary and sixth form colleges to become lead schools. Lead schools must meet several criteria for their application form to be considered by the behaviour hubs programme team.

To be a lead school you must either be rated 'outstanding' by Ofsted or have an overall 'good' Ofsted rating with an 'outstanding' rating for 'behaviour and attitudes'. Schools that are rated 'good' may otherwise apply and will be considered where their application form and interview are exceptional. Minimum academic requirements based on your school phase will also apply.

To be a lead MAT you must have at least one eligible lead school within your trust. You must also be considered by the Education and Skills Funding Agency to be of sound financial health. As a minimum requirement, must not have an open financial notice to improve.

We are particularly interested in applications from schools and MATs operating in particularly challenging or disadvantaged contexts.

Download the lead school application guidance for a full list of eligibility criteria by phase.

The partner school support offer

There are 5 parts to the support offer that partner schools receive through the behaviour hubs programme.

1. One-to-one support

There are 3 possible streams.

Core support

This offer is for schools who want to work more independently. As a partner school, you will have access to:

an action planning session with the lead school to identify areas for change and establish a plan to implement and monitor that change

ongoing engagement with your lead school through hub networking events

a follow up meeting with the lead school in the third term to review progress and provide further advice

In total, partner schools under the core offer will be expected to dedicate 12 to 20 days to the programme and will receive £3,000 at the end of the programme to contribute to staff time and expenses.

Extended support

This offer is for schools who want more one-to-one support. The partner school will have access to 8 to 12 days of in-depth support from their lead school to:

co-diagnose key behaviour issues through site visits and data sharing.

identify areas for change and support to develop and implement an action plan, that will set out how to quickly improve and embed a whole school approach to behaviour management, including how to monitor the impact

co-deliver whole-school training to support the launch of new behaviour policies,

provide ongoing support, mentoring, coaching and monitoring to support leaders in implementing lasting change

In total, partner schools under the extended offer will be expected to dedicate 20 to 40 days to the programme and will receive £9,000 at the end of the programme to contribute to staff time and expenses.

Multi-school support

This offer is for multi-academy trusts who would like to implement change across several schools within the trust. The partner MAT will have access to 5 to 7 days of in-depth support from the lead MAT exec team to:

co-diagnose key behaviour issues through site visits and data sharing and identify areas for change

consider, develop and implement a MAT-wide approach to behaviour management across their schools to create a sustained cultural change throughout the trust, including how to monitor impact

provide ongoing one-to-one support, mentoring, coaching and monitoring to support leaders in implementing lasting change

In total, partner MATs under the multi-school offer will be expected to dedicate 22 to 30 days to the programme and will receive £6,000 at the end of the programme to contribute to staff time and expenses. In addition, they will receive extended support for a 'requires improvement' school within the partner MAT.

2. Training

All partner schools, regardless of their support stream, will have access to training on specific issues, common problems and effective approaches led by expert advisers, that can be implemented in their school context. Training modules have been developed and reviewed by experts from across the school sector. The training includes:

induction training, providing an overview of the programme and its principles

specialist modules on the different challenges faced when managing behaviour in alternative provision, special schools and MATs

essential mandatory modules on leadership and management, creating systems and social norms, consequences, including sanctions and rewards, and SEND which covers how to ensure behaviour policies and practices are inclusive

additional modules on data monitoring and accountability, attendance and punctuality, high challenge behaviour in mainstream settings and using alternative provision effectively

3. Open days

Lead schools will hold open days 3 times a year. These days will be opportunities for partner schools and MATs to observe good systems and approaches in action, as well as reflect on any common themes and challenges.

4. Networking events

Hub networking events will take place once every term. Lead and partner schools and MATs will come together to share experiences and good practice. There will also be online forums to share learning hosted on the behaviour hubs portal.

5. Resources

Online resources developed by the expert advisers will be available for partner schools and MATs to equip and empower schools to implement changes in their settings. These will include programme handbooks, behaviour audit tools and good practice examples.

Schools will have access to the behaviour hubs portal, where they can book onto events, access resources and training materials and contribute to forums for school-to-school advice and support.

The role of lead schools and MATs

Lead schools and MATs provide tailored one-to-one support to a number of partner schools or MATs in their area, helping them to implement lasting whole school culture changes. They will be able to respond to the specific challenges that a partner school is facing, including those relating to special educational needs and disabilities ( SEND) or mental health issues, and their context.

A lead school will be comprised of a team of inspirational senior leaders with proven experience in implementing successful behaviour cultures within their schools. A lead MAT will have experienced executives that are able to support the development of effective trust-wide approaches to managing behaviour.

Lead schools and MATs will be required to dedicate approximately 30 to 50 days of senior and middle leadership time per academic year to support their partner schools or MATs and will receive financial reimbursement for the work they do. They will be guided by a team of behaviour advisers led by Tom Bennett who oversees the behaviour hubs programme.

Download the behaviour hubs lead school and MAT brochure for a more detailed overview of the roles and responsibilities of lead schools and MATs.

List of current lead schools and MATs

Lead schools and MATs are from across the school sector including primary, secondary, alternative provision, special and MATs. This provides partner schools and MATs with access to good practice across different types of provision, including specialist provision.

MAT hubs

Maiden Erlegh Trust and Maiden Erlegh School, Wokingham

Dixons Academy Trust and Dixons Trinity Academy, Bradford

Secondary hubs

Bedford Free School, Advantage Schools, Bedford

Saint Augustine's Catholic High School, Our Lady of Lourdes Catholic Multi-Academy Company, Worcestershire

Ashmole Academy, Ashmole Academy Trust Ltd, Barnet

Painsley Catholic College, The Painsley Catholic Academy, Staffordshire

St Gregory's Catholic Science College, All Saints' Trust, Brent

Carmel College, Bishop Hogarth Catholic Education Trust, Darlington

Sedgefield Community College, The Laidlaw Schools Trust, Durham

Glenmoor Academy, United Learning Trust, Bournemouth, Christchurch and Poole

Primary hubs

Evelyn Street Community Primary School, Warrington Primary Academy Trust, Warrington

Charles Dickens Primary School, The Charter Schools Educational Trust, Southwark

Lyons Hall Primary School, Learning Pathways Academy, Essex

Chepping View Primary Academy, Inspiring Futures Partnership Trust, Buckinghamshire

Polegate School, East Sussex

Throckley Primary School, Outer West Learning Trust, Newcastle Upon Tyne

Witham St Hughs Academy, L.E.A.D Academy Trust, Lincolnshire Local Authority

Alternative provision hubs

The Limes College, Alternative Learning Trust, Sutton

Perryfields Primary PRU, Worcestershire

Special school hubs

Tor View School, The Sea View Trust, Lancashire

Keyham Lodge School, Leicester City

Oak Bank School, Oak Bank School, Central Bedfordshire

Who is supporting the programme

Behaviour advisers

A team of behaviour advisers, led by Tom Bennett, will oversee the programme, deliver training and help support schools. The behaviour advisers bring experience from across the school sectors, including alternative provision and special schools, providing broad representation of all schools and their specific needs.

The current behaviour advisers are:

Tom Bennett, author of creating a culture: how school leaders can optimise behaviour and founder of researchED

Michelle Blanchard, Head of Junior Fulneck School. Former Executive Principal at Dixons Academy Trust and Principal of Dixons Music Primary in Bradford

John D'Abbro, founder of Dabbs Education ltd and former Head of the New Rush Hall Group

Mark Emmerson, Chief Executive Officer of City of London Academy Trust in London and formerly Principal of Stoke Newington School, The City Academy, Hackney and City of London Academy Islington

Marie Gentles, co-director of Magic Behaviour Management and former Principal of Hawkswood AP Primary in London

Jayne Lowe, Director of Bright Green Learning, education adviser, former PRU headteacher and currently supporting Ministry of Justice on 'Transforming Youth Custody'

Jenny Thompson, Principal of Dixons Trinity Academy in Bradford

Delivery centre

Education Development Trust ( EDT) has been appointed to:

manage the delivery of the programme

provide logistical and administrative support, including grant management, organising training, collecting monitoring information

be the central point of contact for lead schools, partner schools and the general public

For any queries relating to behaviour hubs, to find out more about the programme or to enquire about participation, email behaviourhubs@educationdevelopmenttrust.com.

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We are now accepting applications for new lead schools and multi-academy trusts ( MATs) to join the behaviour hubs programme. Prospective partner schools and MATs can apply to the behaviour hubs programme at any time. New cohorts start at the beginning of each term so schools do not need to wait until the start of the academic year.

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Respectful School Communities: Self Review and Signposting Tool

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Respectful School Communities: Self Review and Signposting Tool

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This tool has been designed to support schools to develop a whole-school approach which promotes respect and discipline, in order to combat bullying, harassment and abuse of any kind. It is intended for use by the senior leadership team within schools. Many of the interventions and support outlined will help any school wishing to create a more respectful school community. It builds on the recommendations in Tom Bennett’s independent review on behaviour in schools. It gives practical advice and examples of how schools can develop and implement their approach. It also links to case studies and further support.

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Guidance for schools on preventing and responding to bullying.

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How to use the toolkit

The resources in this toolkit have been produced by school leaders, teachers and other sector experts in conjunction with the Department for Education ( DfE), and have been tested with a range of schools across England.

You can use these resources to:

identify workload issues in your school

address workload issues in your school (such as feedback and marking)

evaluate the impact of workload reduction measures

You can adapt these resources to fit your school context. They can help you start to reduce workload, or can complement what you're already doing to reduce workload. They were designed for schools, but can also be used in colleges and other settings.

Some of the resources explain how schools have developed and maintained a culture of openness and trust which has removed traditional monitoring approaches such as classroom observations. You can use other resources as they are, perhaps as a basis for a training session, while the example policies can be adapted for your own context.

We recommend that you undertake a review of workload in your school as a starting point. The zip folder identify workload issues in your school contains a simple-to-use survey to stimulate discussion, which can be included in your school improvement cycle.

You may wish to conduct a regular review, involving all staff. This will help you to identify the areas you need to prioritise. Schools which took part in a fully evaluated project using the toolkit made significant improvements in workload and wellbeing after focussing  on the issues they identified in their survey. In many cases, pupil outcomes also improved.

In the Wellbeing and workload folder you will find example wellbeing policies. These can be read alongside the Education staff wellbeing charter, which is a declaration of support and set of commitments to the wellbeing and mental health of everyone working in education.

You can find more information about how schools and colleges can sign up to the charter.

If you are a school leader, you can use this toolkit with teachers and staff in their directed time, for example:

as part of their INSET

in a staff or leadership team meeting

in a network session with other schools

as part of school improvement planning

Identify workload issues in your school

You can start by identifying what's causing the biggest workload issues, so you know what to prioritise. You may wish to conduct a regular review, involving all staff, to work alongside your school improvement review cycle.

For resources to help identify your school workload issues, download the zip file which contains:

an example of a staff workload survey

a practical tool - using software to conduct a workload survey (includes a link to an online survey you can duplicate to use in your school)

a workshop presentation - for staff to discuss the survey findings

a structured conversation template

an impact graph template

a workshop presentation - how to use an impact graph to identify workload issues

a practical example - using an INSET day to focus on 'what gets in the way of teaching'

You can run a workshop as a whole school activity or in teams to discuss your survey outcomes and actions.

Choose the resources you wish to use and adapt them for your school context. The folder contains options of tools to use so you don't have to use them all.

Wellbeing and workload

For resources to help with wellbeing and workload, download the zip file which contains examples of:

establishing a school wellbeing committee

a workload and wellbeing action plan

how to establish a school workload group

a programme of work to tackle workload and improve wellbeing

a whole school approach to wellbeing

an academy trust workload agreement

2 examples of staff wellbeing policies

an example staff wellbeing statement

You can choose the resources that you wish to use and adapt them for your school context.

Data management

For resources to help reduce data management workload, download the zip file which contains:

a workshop presentation - with facilitator notes

a summary sheet to accompany the workshop

an example of a data collection audit for use in the workshop

You can run the workshop as a whole school activity or in teams, and adapt the example for use in your school.

Feedback and marking

For resources to help reduce feedback and marking workload, download the zip file which contains:

a workshop presentation - with facilitator notes

a summary sheet to accompany the workshop

an example of an impact matrix to review and change current marking practice

an impact graph template

a workshop presentation - how to use an impact graph to identify workload issues

4 examples of feedback policies in primary and secondary schools

an example marking reflection exercise

You can run the workshop as a school activity or in teams, and adapt the examples for use in your school.

Curriculum planning and resources

For resources to help reduce curriculum planning workload, download the zip file which contains:

a workshop presentation on reviewing and streamlining lesson planning - with facilitator notes

a summary sheet to accompany the workshop

an impact graph template

a workshop presentation - how to use an impact graph to identify workload issues

an example of how to create a sustainable workload in a school

an example protocol for lesson observations

an example of how to support staff development through feedback

You can run the workshop as a whole school activity or in teams. You can choose the resources you wish to use and adapt them for your school context.

Behaviour management

For resources to help reduce behaviour management workload, download the zip file which contains:

a workshop presentation - with facilitator notes

a summary sheet to accompany the workshop

a discussion template

an example of a secondary school behaviour policy

an example of a secondary school central referral system for pupil behaviour

You can run the workshop as a whole school activity or in teams. and use the discussion template to help. You can adapt the examples for use in your school.

Communications

For resources to help reduce communications workload, download the zip file which contains:

a workshop presentation - with facilitator notes

a summary sheet to accompany the workshop

an impact graph template

a workshop presentation - how to use an impact graph to identify workload issues

an example of a secondary school communications policy for parental engagement

an example of a secondary school email protocol

an example protocol for parents' evenings

an example of how to streamline internal school communication with an email protocol

You can run the workshop as a whole school activity or in teams. You can choose the resources you want to use and adapt them for your school context.

Plan your yearly calendar

For resources to plan your yearly calendar, download the zip file which contains:

a calendar planning workshop presentation - with facilitator notes

a summary sheet to accompany the workshop

You can use the workshop with staff to help you plan your yearly calendar and avoid pinch points.

Support for governing boards and trustees

For resources to help governing boards and trustees reduce workload in their school, download the zip file which contains:

a workshop presentation - with facilitator notes

a summary sheet to accompany the workshop

a workshop discussion template

a practical example of a primary school governing board looking at reducing school workload

You can run the workshop during board meetings, as a whole school activity or in teams, using the discussion template to help, and adapt the example for use in your school.

Evaluate the impact

For resources to help evaluate the impact of workload reduction measures, download the zip file which contains:

a checklist - to help evaluate the impact of your actions to reduce workload

a template - to monitor action and impact

Background to the toolkit

This toolkit is part of DfE 's action to support schools to reduce workload and address the causes of excessive workload at a national level. It builds on the principles of:

DfE has also consulted and engaged with organisations to help reduce workload in schools, including:

Ofsted

the Association of School and College Leaders (ASCL)

Community, Education and Early Years (formerly Voice the Union)

the National Association of Head Teachers (NAHT)

NASUWT, The Teachers' Union

the National Education Union (NEU)

Acknowledgements

We would like to thank all the staff in the schools who contributed their time to write and share practical examples and case studies. The following people also helped to co-ordinate contributions in 2022:

Sarah Botchway, Associate Headteacher, Vauxhall Primary school

Dame Mo Brennan, CEO, Matrix Academy Trust

Sue Bull, Flying High TSA

Abby Deeks, Vice Principal, West Lakes Academy

Paul Goodman, Deputy CEO, Flying High TSA

Alison Gormally, Headteacher, Golborne High School

Lynn James, Executive Principal, Outwood Grange Academies Trust

Ryan Kelsall, Deputy CEO, Eastern Learning Alliance Trust

Jan Linsley, Teaching School Manager, Yorkshire Inclusive TSA

David Lowbridge-Ellis, Deputy Headteacher, Barr Beacon School

Jon Mason, NLE/Teaching School Head, Inspiring Futures Partnership Trust

Sarah McGill, Teaching School Co-ordinator, Morris Teaching School Alliance

Victoria Morris, Vice Principal, Chepping View Primary Academy

Diane Reynard, Principal, East SILC

Jill Sunter, English & Media Teacher, West Lakes Academy

Liz Whetham MBE, Executive Headteacher, Westminster Church of England Primary Academy

Alison Wilshaw, Director of Education, Bedfordshire School Trust

The Teaching School Hub Council and its Chair, Richard Gill, CEO, The Arthur Terry Learning Partnership

We would also like to acknowledge those who were involved in developing and testing the original toolkit:

We regularly review and update these resources, taking account of feedback.

Please tell us:

how you are using the toolkit

how you are managing workload

about any innovative and effective workload solutions you would like to see in the toolkit

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Practical resources for school leaders and teachers to help reduce workload, produced by school leaders, teachers and other sector experts together with DfE.

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We use necessary cookies to make our site work. We’d also like to set optional analytics to help us improve it. We won’t set optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.

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This page includes information about:

Context

Understanding the wellbeing and mental health needs of your pupils is at the heart of a whole school or college approach to mental health and wellbeing .

Gathering data from children and young people enables you to understand their needs, identify interventions, allocate resources and measure how responses change over time.

By measuring pupil wellbeing, t his will help you to understand whether the investment you're making in your pupils' mental health is led by the needs of your pupils.

It is good practice to identify where your interventions and approaches are making a difference, so that you can regularly review and develop next steps .

Using measurement tools can give you useful and informative data for your school or college community and can help you to understan d the following:
How do we measure pupil wellbeing?
Using researched or well-established questionnaires which have an evidence base which is valid and reliable ensures robust measurement.

These questionnaires are widely used in research and mental health settings to measure many areas of mental wellbeing including :

A range of questionnaires are available which are suitable for different purposes , and groups of young people. These can be found on the

These questionnaires can be used for the following :

Measuring and monitoring children and young people's mental wellbeing: A toolkit for schools and colleges , which was developed by the Centre with the support of Public Health England , provides expert guidance to support the use of questionnaires .
Measuring the mental wellbeing of groups of pupils using cohort surveys
You can use the questionnaires from CORC as part of a survey . A combination of questionnaires can help you assess wellbeing and behavioural or emotional difficulties, as well as the presence and strength of protective factors such as support at school, home and in the community. They can also measure the child or young person's ability to deal with stress and manage emotions.

There's lots to consider when planning to survey a cohort of children or young people . Using 'tried and tested' resources can be very supportive and beneficial .

Our resource Using measurement tools to understand pupils' mental health needs: a guide for schools and colleges provides more detailed guidance on implementing cohort surveys .

If you'd like support with your cohort survey, Wellbeing Measurement for Schools provides an online survey , along with support covering consent, and data transfer , and analysis of your results . It also details a summary report including comparisons with other schools. There is a charge for this service to cover costs.

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Understanding the wellbeing and mental health needs of your pupils is at the heart of a whole school or college approach to mental health and wellbeing . Gathering data from children and young people enables you to understand their needs, identify interventions, allocate resources and measure how responses change over time.

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Information/resources about mental health for parents/carers

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Information/resources about mental health for parents/carers

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We have put together some useful links and sources of mental health support so that children and young people, parents, carers, and school and college staff can get the advice and help they need.

We have also added a new module to the   curriculum for   and   schools specifically designed to focus on mental health. This important addition will enable much-needed conversations about mental health to happen inside the classroom.

The list below is not exhaustive, and many other useful organisations and services exist, but it is hoped that these will help children, young people and adults navigate the key resources and get the support they deserve.
Seeking specialist support for children and young people
Local children and young people's mental health services (CYPMHS) are continuing to operate and in many cases are providing support remotely. Children and young people or their parents or carers can also contact their GP or refer to  NHS 111 online . Local CYPMH services will also have information on access on their websites: many offer self-referral or single points of access.

NHS trusts have established 24-hour urgent mental health helplines in most parts of England for people of all ages. If you have urgent concerns about a child or young person, you can find your local helpline  to discuss these with a mental health professional.

And remember to refer to your local children's services if you have any safeguarding concerns.

These resources are dedicated to children and young people 's general mental health and wellbeing, with a particular focus on mindfulness with developing coping skills in young people.

Student Space is here for students through coronavirus. However you're feeling, help and guidance is available. Explore a range of trusted information, services and tools to help you with the challenges of student life. You can use their search tool to find the services available at your university.

Sleepio is an online sleep improvement programme which is free for people living in Oxfordshire, Berkshire and Buckinghamshire.

Thrive helps you prevent and manage stress, anxiety and related conditions.

Students Against Depression is a w ebsite offering advice, information, guidance and resources to those affected by low mood, depression and suicidal thinking.

Mentally Healthy Schools :  an anxiety thermometer as a wellbeing measurement tool.

NHS IAPT : free online NHS adult psychological therapies, such as cognitive behavioural therapy (CBT), for common problems involving stress, anxiety and depression. IAPT services can be accessed either through a self-referral by contacting your   or via your GP.

Cruse Bereavement Care :  Coronavirus, Bereavement and Grief online information, advice and support. Helpline: 0808 808 1677 .

: *  Looking After Your Mental Health Resources aims to support everyone to feel more confident in taking action to look after their mental health and wellbeing by promoting a range of self-care actions.

For young people who feel particularly overwhelmed and troubled by Covid-19, these resources are helpful ways to manage anxiety around the pandemic, with helpful tools on homeschooling and self-care during lockdown.

The  Think Ninja  app educates 10-18-year-olds about mental health, emotional wellbeing and provide skills young people can use to build resilience and stay well. It has been adapted to Covid-19 to bring self-help knowledge and skills to those who may be experiencing increased anxiety and stress during the crisis.

The  Every Mind Matters  website aims to support everyone, including children and young people, to feel more confident in taking action to look after their mental health and wellbeing by promoting a range of self-care actions. It has been adapted to include advice and support about mental health issues that may have arisen because of the pandemic.

Keeping in mind that parents, carers and school staff can often be impacted by children's mental health, we have provided some select resources that can help adults better support children, and also find the help that they themselves might need.

Public Health England advice for parents and carers on looking after the mental health and wellbeing of children or young people during the Covid-19 outbreak.

Resources for managing anxiety and improving wellbeing

Dealing with the effects of lockdown

Resources for building resilience

Mental Health at Work : Resources, Toolkits and Case Studies. Supporting Staff Wellbeing in Schools with a rich repository of information and easily accessible resources including videos and posters.

Sometimes, children need specific and targeted resources to help with problems they are facing. Below we have outlined some support available for particular issues, including loneliness, suicide prevention, eating disorders and domestic abuse.

DfE have published  factsheets for care leavers , setting out the support they can access during Covid-19, including one on their wellbeing and where to access support for their mental health.

Resources from  University of Bath  and the  'Tell Me about Loneliness' project provide advice and tips about how to tackle loneliness and are thoroughly rooted in evidence of young people's experiences during loneliness.

Helpline: 0808 801 0677

Youthline: 0808 801 0711

Studentline: 0808 801 0811

Operation Encompass   Teachers' Helpline staffed by educational psychologists, to support staff working with children and young people at risk of or experiencing domestic abuse (0204 513 9990, weekdays during term-time, 8-11am).

Children and young people can access free confidential support anytime from Government-backed voluntary and community sector organisations by:

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Mental health resources for children, students, parents, carers and school/college staff

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We have put together some useful links and sources of mental health support so that children and young people, parents, carers, and school and college staff can get the advice and help they need. We have also added a new module ...

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Mental health and wellbeing resources for teachers

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Mental health and wellbeing resources for teachers

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Guidance on setting up counselling in schools

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Guidance on setting up counselling in schools

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The Mental Wellbeing resources below are drawn from our training programme. Altius would like to thank all primary and secondary colleagues who contributed to these resources, working in the exceptional circumstances during school closure.

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Curriculum planning for RHE in primary schools

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Curriculum planning for RHE in primary schools

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Curriculum planning for RHE in secondary schools

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Curriculum planning for RHE in secondary schools

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The course is for any professional working with children and young people wanting to gain a deeper understanding of how to support the mental health needs alongside any other additional needs a child or young person may have and to take a whole school or setting approach to brain difference or neuro-diversity.

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ROAR SEND Response to mental health for children and young people

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ROAR SEND

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Lessons about inclusion from autistic adolescent girls who stop attending school

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Lessons about inclusion from autistic adolescent girls who stop attending school

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Lessons about inclusion from autistic adolescent girls who stop attending school

A subtitled video of the webinar from May 2021 by Dr Ruth Moyse.

Children who stop attending school are often called truants or school refusers, placing the reason for their absence as a problem within the child. This session proposes a different way of interpreting their absence, by sharing lessons learnt from research with 10 autistic girls who stopped attending mainstream secondary schools.

It presents some of their experiences, strategies that helped and those that did not, and their recommendations for change. Their narratives are contextualised with findings from an analysis of secondary data retrieved from the Department for Education (DfE) and the autism assessment team of an NHS Trust.

Although focused on the views of autistic young people, the findings may be relevant for other young people with neurological differences who stop attending school, and for the staff working with them.
"Placing greater emphasis on sharing the CYP and parent voices with schools." "Have more conversations with schools around the agency that girls are actually showing and how we can use that as the basis for discussions around problem solving with girls."
Learning and recommendations will help support people to remain in school and at home and reduce the likelihood of admission to hospital, as part of a person-centred plan.

Attendees of the session commented on how the session will impact their practise:

And that it was "So refreshing to hear research being presented from the young person's perspective and using their voice."
@mum2aspergirl
Please share these resources with your teams and networks.

Dr Ruth Moyse

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Lessons about inclusion from autistic adolescent girls who stop attending school A subtitled video of the webinar from May 2021 by Dr Ruth Moyse. Children who stop attending school are often called truants or school refusers, placing the reason for their absence as a problem within the child.

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Liverpool multi-agency self-harm guidance & toolkit

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Liverpool multi-agency self-harm guidance & toolkit

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Self-help sheets for children and young people

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Self-help sheets for children and young people

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The ADHD Foundation is the largest provider of training in ADHD and neurodevelopmental conditions for professionals in the UK.

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Support and information around ND conditions

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Support and information around ND conditions

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ADDvanced Solutions Community Network Office Hours: Monday - Friday 9.00am - 5.00pm

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Advice for staff around low-mood/depression

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Advice for staff around low-mood/depression

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How Serious is Serious?

Suicide prevention training for professionals working with young people

The 'How Serious is Serious' suicide prevention model has been developed by Merseyside Youth Association's RAISE team, working in partnership with Wirral CAMHS and YPAS.

The programme's content has been guided by parents of young people who have died by suicide, children and young people's participation groups and mental health professionals. Its development was funded by the Liverpool CDOP ( Child Death Overview Panel) in response to growing concerns about the number of children and young people who end up looking to suicide as the only answer to the difficulties they are facing.

Over 200 schoolchildren die through suicide every year in the UK. They leave behind parents, siblings, aunts, uncles, grandparents, friends and professionals who might ask themselves for the rest of their lives, "Is there something I could have done differently? Is there something I could have done?"

This training has been designed to help professionals working with children and young people to spot the signs of a young person at risk of suicide and, more importantly, to build confidence in professionals to talk openly with young people about suicide.

Interested?

If you are interested in hearing more about the SERIOUS programme in your area, please register your details here and you will be contacted when dates become available.

We will share this information with the designated workforce leads within your Local Authority to notify them that you would like to do this training.

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How Serious is Serious? The 'How Serious is Serious' suicide prevention model has been developed by Merseyside Youth Association's RAISE team, working in partnership with Wirral CAMHS and YPAS. The programme's content has been guided by parents of young people who have died by suicide, children and young people's participation groups and mental health professionals.

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For more information for current arrangements regarding Covid Liverpool (including schools that are open) please access:

Children, young people and families; contains a range of information, advice, activities and events for the whole family.

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For more information for current arrangements regarding Covid Liverpool (including schools that are open) please access: Children, young people and families; contains a range of information, advice, activities and events for the whole family.

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Information for young people about the wellbeing clinics in secondary schools

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Information for young people about the wellbeing clinics in secondary schools

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ROAR Staff Wellbeing and Supervision in Education 

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ROAR Staff Wellbeing and Supervision in Education 

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We recognise the demands placed on education staff and the growing demand of the role itself and the increasing need to support children and young people’s mental health. However, we also recognise the lack of support there is for education staff themselves. We know so many schools do great work around staff wellbeing, so this course is all about strengthening that offer and embracing a culture shift, in whereby schools recognise the importance of structured supervision within the education sector, and staff feel valued in having that protected time and staff to talk, explore the demands of their role, share good practice, and reflect on the impact of the role on their own wellbeing.

ROAR Staff - Roar Response

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What is the course all about?

We recognise the demands placed on education staff, the growing demand of the role itself, and the increasing need to support mental health children and young people. However, we also recognise the lack of support there is for education staff themselves. We know so many schools do great work around staff wellbeing, so this course is all about strengthening that offer and embracing a culture shift, in whereby schools recognise the importance of structured supervision within the education sector, and staff feel valued in having that protected time and staff to talk, explore the demands of their role, share good practice, and reflect on the impact of the role on their own wellbeing.

100% of those that attended the training said it enhanced their knowledge of supervision, 100% rated each module 5/5 and all said they would recommend it to a colleague.

The ROAR Response to Staff Wellbeing and Supervision in Education is all about better supporting our staff members who work within the education setting. Supervision is a term that is commonly associated with a clinical or health and social care setting.

However, the wellbeing of teachers and education staff needs to be a priority now more than ever, with research showing that 70% of staff within education stated that their job had adversely affected their mental health within the last 12 months, and 67% of staff considered leaving the profession altogether.

This course will equip delegates with an introduction to supervision in education, giving them the knowledge and reflective tools around supervision to enable them to feel more confident in taking the learning back to their school to start to look at how they can embed a supervision model in their setting. It is up to your school which staff you'd like to attend this course, but we recommend some members of SLT attend this course to make the culture shift needed within the school to offer in-house supervision. Each delegate will be provided with a ROAR resource and reflection manual to embed supervision within the school.

"I thoroughly enjoyed the course, both delivery and content were fantastic. Thanks so much for an enjoyable day Leigh, Kate and Julie. I look forward to seeing this rolled out across the city!"

Book here

Follow the links to register and book delegate places

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ROAR Staff Wellbeing and Supervision in Education This course is all about you, the staff that work within the education sector. It explores how staff wellbeing needs to be a priority and the importance of reflective practice, and how we can embed a culture of supervision within the education sector so that staff feel valued and have a safe [...]

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A low level intervention that will train staff up to deliver 5 workshops to a small group of pupils that are struggling with worry, anxiety or low mood. MYA RAISE Team will train up members of staff to be able to deliver this intervention. To be launched January 2022.

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EMPOWER has been developed to support young peoples mental health by covering topics around some of the top presenting issues to their mental health over the pandemic.

Empowering young peoples mental health by promoting resilience, observing signs and symptoms and strengthening wellbeing through empathy and resources.

The project aims to reduce the stigma around mental health, build young people’s resilience and offer practical tips to support their wellbeing. The project will run over 1 day with 5 carousel workshops focusing on:
1- Anxiety
2- Low mood
3- Body image
4- Suicide awareness
5- Self injury – behaviour is communication

If you would like the MYA RAISE Team to come into your school and deliver these sessions for free or would like further information please contact francescal@mya.org.uk

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The Girls' Network provide girls aged 14 - 19 with a female mentor for a year and access to a nationwide network of professional women for life. Our aim is to inspire and empower girls to pursue aspiration whilst building self-confidence and resilience. To find out more email amy.metcalfe@thegirlsnetwork.org.uk (£)

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The Girls' Network - Who we are, what we do

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Tools for supporting young people in crisis

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Tools for supporting young people in crisis

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Agree to terms and conditions

We use your data to improve the content that we create on this site. We only use aggregated data to understand trends and how helpful our content is, we never use individual data. You can find out more on our Privacy page.

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Agree to terms and conditions We use your data to improve the content that we create on this site. We only use aggregated data to understand trends and how helpful our content is, we never use individual data. You can find out more on our Privacy page.

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This padlet curated by Liverpool Learning Partnership contains pre-recorded sessions for year 6 pupils along with other resources to support wellbeing throughout transition to secondary school.

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Action Plan for managing separation anxiety

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Action Plan for managing separation anxiety

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££ Training from School Improvement Liverpool

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££ Training from School Improvement Liverpool

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* Managing  the health and wellbeing of  school staff
* Top tips for a mentally health School

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School Improvement Liverpool Toxteth Annexe Conference Centre Aigburth Road, Liverpool, L17 7BN 0151 233 3901

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££ The Liverpool Health and Wellbeing Award 

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££ The Liverpool Health and Wellbeing Award 

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The Liverpool Health and Wellbeing Award will help impact on the lives of children across  Liverpool, by supporting schools to improve the health and wellbeing of their whole school community.

The new award aims to provide an opportunity to celebrate current whole school good practice, whilst identifying areas for improvement that will make a difference and demonstrate impact.

The bronze review tool covers four main areas:

Emotional wellbeing and mental health

Healthy Eating

Physical Activity

PSHE

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The Liverpool Health and Wellbeing Award supports and encourages schools to develop a whole school approach to health and wellbeing and to deepen their focus on health and wellbeing which will suppor