# data[].attributes.headline
Mental Health Advice for Young Muslims -  Young Minds

# data[].attributes.subject
Mental Health Advice for Young Muslims -  Young Minds

# data[].attributes.attachment_link.readable_text
Young British Muslims talk mental health

As a Muslim, your faith can help you cope with life's pressures. But being a young Muslim in the UK isn't always easy. You might face challenges related to your religion or cultural identity, which can impact your mental health. But you don't have to face this alone.

We know that mental health advice that doesn't take into account your faith, or cultural background, might not be as helpful as you need. And if you're struggling, it can feel especially difficult to talk about what you're going through if you're worried you'll be misunderstood.

We're not experts in Islam. And we can't change society and mental health services to be more religiously and culturally aware overnight, even though we'd like to. But we believe you deserve the right support for you. That's why we've partnered with Muslim Youth Helpline, and worked with lots of young Muslims from across the UK to create information and advice that's designed with young British Muslims in mind.

Self-care for young Muslims

Everyone struggles with how they feel sometimes, and that's okay. The first step is realising that your feelings are valid. If you're struggling, practising self-care is something you can try to help.

Our self-care guide for young Muslims gives faith-friendly advice and tips to help you take positive steps towards looking after yourself. The guide is shaped by young Muslim voices, and looks at self-care in the context of Islamic faith and culture.

What are self-care and self-love?

Self-care

Self-love

Putting yourself first

To look after yourself, sometimes you need to put your needs first. But putting yourself first isn't always easy.

We spoke to a group of young British Muslims, who told us that it can sometimes feel like, to be a good person, you need to put everybody else first.

You might feel pressure from people around you to act in a way that meets their expectations, sometimes at the cost of your own wellbeing. This pressure might also come from within, which can be just as difficult to deal with.

But if you only ever do things for others and never for you, this can impact your own wellbeing. That's why putting yourself first is not a luxury or selfish thing to do, but a necessity.

When you find a balance between helping yourself and helping others, it can be easier for you to make sure that you don't neglect your own needs.

For more tips on prioritising your mental health, take a look at our guest blogger's story on how Maryam's story in the Qur'an inspired them to look after their mental health.

To me self-care is about doing what I need to do in order to fulfil the potential God gave me and not waste it.

Shayan, 18

Here are some of the reasons why the young Muslims we spoke to struggled to put themselves first, and things that helped them:

It's important to find a balance between looking after yourself, and what you do for or because of other people. There's no one right way to do this. But a good place to start is knowing that how you feel matters.

Setting boundaries

Why are boundaries important?

Putting boundaries in place can help you to look after your mental health when you're dealing with pressure - this might be from friends, family, or other people in your life. Or it might even be pressure you put on yourself.

Setting boundaries is about working out what you need for your wellbeing, and taking the steps to get there.

If you're thinking about setting boundaries, below are a few things that might help.

Show/hide caption

Image by @thelanterninitiative on Instagram. Text reads: "Healthy boundaries... #1 Not tolerating disrespectful behaviour from others. #2 Saying "no" to something that compromises your emotions, values or wellbeing. #3 Knowing who you are and not letting another person's toxic comments affect or change this. #4 Accepting kindness and consideration from others like you give to others."

Working out what boundaries will help you can be tricky. It might be helpful to talk to someone you trust about it, for example, a friend, family member, a school or university counsellor, a colleague, or a faith leader. This might also be something you'd like to talk to a mental health professional about.

Talking about your feelings

Talking about your feelings isn't always easy. And when it's hard to open up to the people around you, you might feel like you need to ignore your feelings or keep them hidden. But remember, how you feel matters - and talking to someone can really help.

A good place to start is thinking about who you can speak to. You might want to talk to your parents, or another member of your family, like a cousin or sibling. Or you might feel more comfortable talking to a friend or an adult who you trust, like a teacher, lecturer, sports coach or colleague. If you're not sure who to turn to, or how to start a conversation, take a look at our advice on how to ask for help.

You can also read Shah's story on what opening up about his mental health taught him as a young Muslim man.

Don't make the same mistake as me and think it's going to be difficult to open up. When I found the right person to talk to, I couldn't stop speaking - and speaking things into existence not only validates how you feel but helps you figure things out yourself too.

Talking about how you feel is often the first step to feeling better. But opening up can feel hard when you're worried about how the person or people will react. This can be even harder if the person we're opening up to isn't used to talking about mental health - particularly if they feel some kind of cultural stigma about it.

It can also feel difficult opening up about your mental health to someone who doesn't share the same cultural or religious background as you, especially when you're talking about things that relate to your culture or religion. You might be worried that they will misunderstand you, or judge you.

Working out who you're most comfortable talking to is important. But even when you know who you want to speak to, you may still worry about their reaction - this is entirely normal.

Show/hide caption

Image by @blairimani on Instagram. Text reads: "A guide for tough conversations by Blair Imani. 1. Start from a place of mutual respect. 2. Speak to share, not to change minds. 3. Be present and listen with intention. 4. Set boundaries and respect boundaries. 5. Speak from your personal experience, not on behalf of others. Be open to credible sources when discussing information that is not personal. 6. Be patient with yourself and others. Conversations do not need to be won."

Remember, it's okay if they're not able to be the support you need right now. Some things take time, and right now, there will be other people you can open up to.

Getting professional help

Getting professional help can feel scary, especially when you don't know what to expect. But sometimes getting the right professional support is what you need to start to feel better.

There are lots of different types of professional help, like therapists, psychologists and GPs. There are also free helpline and listening services available through charities and other organisations, where you can call and talk to trained advisers. It can be helpful to understand what support is available to you, so you can choose what works for you.

Whether you're seeing your GP, a therapist, or any other service, it's important to remember that everyone's experience is different.

Here are just some of the ways that professional support can help:

Finding the right support

While mental health professionals are trained to be non-judgmental and open-minded, every individual therapist, doctor or other professional is different. Some will be excellent at supporting you and making you feel comfortable and understood. But others might not have the level of awareness, skill or ability to relate to you and understand you in the way that you need. Remember, you deserve the best treatment possible for you, so if something's not working for you, talk to someone about it. And if one thing doesn't work for you, remember there are always other options, and you will find something that does help.

If you're not happy with the support you're receiving, we talk about the steps you can take in our guides to counselling and therapy and how to speak to your GP.

Find out more about getting professional help and support in our advice guides.

Cultural and faith sensitive support

We know that support and advice that doesn't take into account your faith and culture can be unhelpful. You deserve professional help that is culturally-informed and religiously aware, so you can feel truly understood and get the right support for you.

Unfortunately, you don't often get much choice when it comes to who you are offered to speak to on the NHS. But that doesn't mean that this route won't work for you, or that the support on offer won't be the exact thing you need right now.

If you are seeing a mental health professional who doesn't share your cultural background or faith, and you feel this is having an impact on how they can support you, it's okay to talk to them about how this makes you feel. It can feel uncomfortable at times, but there may be things they can do to show better cultural sensitivity and understanding. However, it's important to remember that it's not your responsibility to teach them about your faith, culture or background. And it's okay for you to say that you want to speak to someone who might better understand you and your experiences or to look for another support option.

You might find it helpful to get professional support through an organisation that offers culturally and faith specific support for young Muslims.

Muslim Youth Helpline offers faith and culturally sensitive support by phone, live chat, WhatsApp or email.

It's important not to blame yourself for struggling with how you feel. There are lots of different things that can impact your mental health, which are outside of your immediate control and aren't your fault. These might be things in your personal world, like peer pressure or family issues, or things in the wider world like racism, Islamophobia, sexism, or homophobia. Sometimes these things can overlap as well. For example, you might have friends who are pressuring you in a discriminatory way. Going through this might make you feel frustrated, angry, powerless, upset, and lots of other feelings.
Remember, you're not alone in how you feel - there are others who will share your experiences and feel the same as you.
Read this real story on the ups and downs of being a modern Muslimah.

Show/hide caption

Artwork by @spiritual.psychologist on Instagram. Text reads: "Your mental health does not exist in a vacuum. Racism. Islamophobia. Hate crime. Body image. Colourism. Sexism. Poverty. Casteism. Homophobia. Peer pressure. Family issues. Relationships."

I have experience of people treating me differently because of the colour of my skin. This can range from micro-aggressions from calling me the same name as someone else in class, to making blatant insensitive comments. This has taken a toll on my health and also how I view and trust my school.

Campaigning for change

Last year, thousands of young people told us the changes that need to happen to make the world a better place for their mental health. We've listened, and now the Government needs to do the same. We're calling for:

quicker and easier access to NHS mental health services

better mental health support in schools

early support hubs in every community

These early support hubs are typically more culturally-relevant to the communities they serve.

If you want to add your voice and take action, join our campaign to #EndTheWait.

Where to get further help

If you're struggling with your mental health, you don't have to face this alone. Here are some organisations and helpline services that can support you.

# data[].attributes.attachment_link.description
Young British Muslims talk mental health As a Muslim, your faith can help you cope with life's pressures. But being a young Muslim in the UK isn't always easy. You might face challenges related to your religion or cultural identity, which can impact your mental health. But you don't have to face this alone.

# data[].attributes.headline
Yearly Mental Health Calendar - Anna Freud

# data[].attributes.subject
Yearly Mental Health Calendar - Anna Freud

# data[].attributes.headline
Place2Be World Mental Health Day Secondary Toolkit

# data[].attributes.subject
Place2Be World Mental Health Day Secondary Toolkit

# data[].attributes.attachment_link.readable_text
Place2Be, 175 St John St, Clerkenwell, London EC1V 4LW

Place2Be is a charity registered in England and Wales (1040756) and Scotland (SC038649), a Company limited by guarantee registered in England and Wales (02876150), registered office: 175 St. John Street, London, England, EC1V 4LW.

# data[].attributes.attachment_link.title
Secondary Age Activities - Children's Mental Health Week

# data[].attributes.attachment_link.description
Discover our Children's Mental Health Week 2024 resources for secondary age children. Resources include assembly guides and class activities around our theme, My Voice Matters.

# data[].attributes.headline
Place2Be Children's Mental Health Day Primary Toolkit

# data[].attributes.subject
Place2Be Children's Mental Health Day Primary Toolkit

# data[].attributes.attachment_link.readable_text
Place2Be, 175 St John St, Clerkenwell, London EC1V 4LW

Place2Be is a charity registered in England and Wales (1040756) and Scotland (SC038649), a Company limited by guarantee registered in England and Wales (02876150), registered office: 175 St. John Street, London, England, EC1V 4LW.

# data[].attributes.attachment_link.title
Primary age activities - Children's Mental Health Week

# data[].attributes.attachment_link.description
Discover our Children's Mental Health Week 2024 resources for primary age children. Resources include assembly guides and class activities around our theme, My Voice Matters.

# data[].attributes.headline
Helping children stay on track with a visual timetable

# data[].attributes.subject
Helping children stay on track with a visual timetable

# data[].attributes.headline
Parenting following Separation or Divorce - Digital Resources

# data[].attributes.subject
Parenting following Separation or Divorce - Digital Resources

# data[].attributes.headline
Self care videos for young people  - Every Mind Matters

# data[].attributes.subject
Self care videos for young people  - Every Mind Matters

# data[].attributes.attachment_link.readable_text
Get more support

If you're struggling with your mental health, or you're worried about one of your friends, there are lots of organisations and charities that offer help specifically for young people.

Support from charities for young people

The Mix has a free, confidential telephone helpline and online service that aims to find you the best help, whatever the problem.

Shout 85258 provides free, confidential, 24/7 text message support in the UK for anyone struggling to cope. They can help with issues including suicidal thoughts, depression, anxiety, panic attacks, abuse, self-harm, relationship problems and bullying. Text "Shout" to 85258 to speak to an empathetic, trained volunteer who will listen and work with you to solve problems.

Young Minds offers support and advice including practical tips and advice from young people, as well as information on where to get support.

If you're under 19, you can also call Childline on 0800 1111 to talk. The number will not appear on your phone bill.

Support from the NHS

You can find more information about NHS children and young people's mental health services (CYPMHS) on the NHS website. You can also look at your local Clinical Commissioning Group website.

Alternatively, most services also have their own website with information about access, referrals (including whether you can "self-refer") and contact details - try searching in your area for "CYPMHS" or "CAMHS" (children and adolescent mental health services, an older term used for some CYPMHS).

You can also talk to an adult you trust - for example a parent, carer, teacher, social worker or GP - and they can look into this for you.

Support for different groups

There are lots of organisations and networks who provide advice and support for specific groups. It can help to connect with other young people and supporters who understand where you are coming from:

Support for learnig disabilities and autism

# data[].attributes.attachment_link.title
Self-care tips videos for young people - Every Mind Matters

# data[].attributes.attachment_link.description
Mental health self-care has never been more important - watch our videos for loads of advice and techniques to help you cope with stress and anxiety, and boost your mental wellbeing

# data[].attributes.body
Know before you go: guide to navigating university life

A detailed guide for young people about what to expect from university life.

# data[].attributes.body
The tools to help you support young people in crisis.

Improve your confidence, knowledge and skills in supporting young people in crisis. Created by young people working in partnership with mental health experts. Short, accessible video guides and text resources. All for free.

# data[].attributes.attachment_link.readable_text
Improve your confidence, knowledge and skills in supporting young people in crisis. Created by young people working in partnership with mental health experts. Short, accessible video guides and text resources. All for free.

Get started for free

Supported and co-produced by

Unique, co-produced learning guides to increase knowledge and confidence for anyone supporting young people in a mental health crisis. Crisis Tools is relevant to anyone who may find themselves supporting a young person in crisis including parents, carers and professionals.

The Crisis Tools website features a resource sharing hub and bite-sized learning guides aimed at improving your knowledge and understanding of young people's experiences when getting help in crisis.

Get started for free

Some of the benefits of signing up to Crisis Tools

Free learning guides co-produced by young people and mental health professionals.

Find useful resources from your peers, and share your own!

Save your favourite resources and training material for quick access when you need it most

Certificates and CPD evidence for completing our learning guides

# data[].attributes.attachment_link.description
Improve your confidence, knowledge and skills in supporting young people in crisis. Created by young people working in partnership with mental health experts. Short, accessible video guides and text resources. All for free. Get started for free Supported and co-produced by Unique, co-produced learning guides to increase knowledge and confidence for anyone supporting young people in a mental health crisis.

# data[].attributes.body
How does alcohol affect children and young people's mental health?

# data[].attributes.attachment_link.readable_text
As part of Children's Mental Health Week, Sue Taylor, Head of Alcohol Policy at Balance, highlights the impact alcohol can have on children and young people's mental health.
It's Children's Mental Health Week (7-13 February 2022) and this year's theme is Growing Together. It's encouraging children and adults to consider how they have grown and how they can help others to develop further in the future.

It comes as a time when some experts have warned of a crisis in children's mental health. For many of us, the Covid-19 pandemic put our mental health under more pressure and scrutiny than ever before. Just like adults, children and young people are vulnerable to the pressures of anxiety, depression and stress, in a time of their lives when exams, social lives, relationships and future aspirations have all been thrown into turmoil. And just like adults, many children and young people have looked for coping mechanisms to help them deal with these anxieties.

Whilst we know that the number of adult 'risky drinkers' has spiralled during the pandemic, we know less about drinking patterns amongst children and young people since March 2020. On the surface of it, although socialising outside the home became much more difficult for many people, statistics show that drinking increased significantly within domestic environments - and it's possible that some children were introduced to alcohol because of that. Similarly, it has been suggested that many young people enjoyed their first taste of freedom - and alcohol - after lockdown lifted in the summer months of 2020 and 2021. Whatever the case, alcohol was certainly portrayed as a key 'coping mechanism' for dealing with the pressures we've all suffered over the past two years.

So this is where it becomes relevant from a mental health perspective - whilst alcohol might not be the cause of children's mental health problems, it is clear that some young people have turned to alcohol as a means of trying to deal with their worries. But as with adults, whatever issues they are facing, we know that alcohol is harmful to mental health. As a depressant, alcohol is known to lower mood and it is strongly associated with a range of mental health conditions, from anxiety to dementia. Any parent knows how challenging teenage emotions can be - and alcohol destabilises these. In addition, alcohol use at a young age is associated with a raft of risky behaviours, such as smoking, illegal drug use, truancy from school and unprotected sex - all of which, in turn, can impact on mental health and well-being. So whilst it's easy to assume that alcohol is a 'rite of passage' and a relatively harmless substance for our kids, all of the evidence shows that the best way we can protect our children's mental and physical health, is to delay the onset of alcohol use for as long as possible.

Since 2017, Balance has run the Alcohol Free Childhood programme of work aimed at giving every child in the North East the chance to grow up free from the impact of alcohol, and to delay the moment of their introduction to alcohol. We have raised awareness through the "What's the Harm" campaign and sought parents' insight to discover more about the relationship between children and alcohol in homes.

So what have we learned? We know that while most parent will have "the conversation" about drugs or smoking, that doesn't always happen around alcohol. That, in part, is probably down to the fact far more parents drink and there's uncertainty about the right approach. Every parent wants to protect their child, and many will allow or encourage a sip in the belief that it's a protective factor - helping to take away the curiosity around alcohol. But there is now absolutely compelling evidence that the younger children are introduced to regular alcohol, the more likely they'll drink at risky levels as adults. In the words of one father, once children think that drinking is allowed, it opens a Pandora's box that can't be shut.

This means many children at a strikingly young age - 10 or younger are being offered an alcoholic drink, sometimes even if they're not bothered about drinking themselves. We all support the over-18 law in off licences and shops but national surveys show most of the alcohol children drink comes from the family home.

We have spoken to treatment service providers, teachers, family charities and doctors, children and parents who have been affected by alcohol. All have a story to tell. In particular the tragic story of North East mum Joanne Goode who lost her daughter aged 16 after drinking alcohol at a New Year's Eve party has been seen by partners and has appeared in the national media. Other young people have told how alcohol has led to situations where they felt in trouble or at risk

It is clear that parents have a right to know about the risks and an appetite to find out more, with thousands of downloads of our parents' guide and the What's the Harm campaign appealing everywhere from the radio and Facebook, to flyers, posters and toolkits being handed out in local communities by partners, from schools, to local authorities, to the police. So helping children to delay drinking for as long as possible is vital. But the solutions are much more complex than this.

Price is a key driver of adult and youth drinking. It is a scandal that in 2022, people can still buy a week's worth of alcohol for the price of a high street coffee. For this reason, we campaign on both minimum unit price and a reform of the alcohol duty laws which currently favour the type of cheap, high strength ciders often chosen by young people and street drinkers. We also need action on alcohol marketing, which numerous studies show makes children feel more positively towards alcohol. The Euro 2020 football tournament was a reminder of how alcohol companies will use sports and celebs as vehicles to promote drinking as normal and desirable.

Despite some evidence that children are drinking less than they did in the "noughties", it is clear that as with adults, alcohol harm is everywhere - and the impact can be felt across physical and mental health. Doctors warn they are seeing people with a raft of alcohol-related problems at a younger age and alcohol deaths hit record highs in the pandemic. With mental health in the spotlight more than ever before, we owe it to our children to look at solutions which protect them from alcohol harm and particularly the impact it can have on their mood and self-esteem

# data[].attributes.attachment_link.title
How does alcohol affect children and young people's mental health?

# data[].attributes.attachment_link.description
As part of Children's Mental Health Week, Sue Taylor, Head of Alcohol Policy at Balance, highlights the impact alcohol can have on children and young people's mental health. It's Children's Mental Health Week (7-13 February 2022) and this year's theme is Growing Together.

# data[].attributes.headline
Forming positive relationships lesson plan pack

# data[].attributes.subject
Forming positive relationships lesson plan pack

# data[].attributes.body
Examine with your students the nature of friendships, identify some of the challenges that can arise and think about how to provide effective peer support

# data[].attributes.attachment_link.readable_text
Curriculum

Supports the Relationships and Sex Education statutory guidance

Families

that there are different types of committed, stable relationships.
Respectful relationships, including friendships

the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship.

practical steps they can take in a range of different contexts to improve or support respectful relationships.

Intimate and sexual relationships, including sexual health

how to recognise the characteristics and positive aspects of healthy one-to-one intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex and friendship.
Supports the PSHE curriculum KS3 Core theme 2: Relationships

R1 - about different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them

R10 - the importance of trust in relationships and the behaviours that can undermine or build trust

KS4 Core theme 2: Relationships

R1 - the characteristics and benefits of strong, positive relationships, including mutual support, trust, respect and equality

R3 - to respond appropriately to indicators of unhealthy relationships, including seeking help where necessary

# data[].attributes.attachment_link.title
One-to-one relationships | PHE School Zone

# data[].attributes.attachment_link.description
Students explore the qualities and signs of positive relationships

# data[].attributes.body
Explore with students what body image is, how social media can influence it and how to reduce stress caused by online pressure

# data[].attributes.attachment_link.readable_text
Use this lesson plan, PowerPoint and accompanying videos to help students explore what body image is and how social media can influence it, and identify ways to reduce stress or anxiety caused by online pressure.

The accompanying videos are featured below.

Download includes:

Body image lesson plan PDF

PowerPoint for use in class

If you're viewing this on a mobile device, you'll need to have an app installed to enable you to view the Zip file.

# data[].attributes.attachment_link.title
Body image lesson plan pack | PHE School Zone

# data[].attributes.attachment_link.description
Explore with students what body image is, how social media can influence it and how to reduce stress caused by online pressure

# data[].attributes.body
Help students identify the signs and symptoms of exam stress, and develop stress management strategies.

# data[].attributes.attachment_link.title
Exam stress lesson plan pack | PHE School Zone

# data[].attributes.attachment_link.description
Help students identify the signs and symptoms of exam stress, and develop stress management strategies

# data[].attributes.body
Help your pupils identify the reasons why some young people choose to drink alcohol and the impact it can have on them.

# data[].attributes.attachment_link.title
Alcohol lesson plan pack | PHE School Zone

# data[].attributes.attachment_link.description
Help your pupils identify the reasons why some young people choose to drink alcohol and the impact it can have on them

# data[].attributes.body
Help your pupils explore online stress and the fear of missing out (FOMO)

# data[].attributes.attachment_link.readable_text
Curriculum

Supports the PSHE curriculum
KS3 Core theme 1: Health and wellbeing
Pupils should have the opportunity to learn:

H5 - the characteristics of mental and emotional health and strategies for managing it
Core theme 2: Relationships
Pupils should have the opportunity to learn:

R1 - the qualities and behaviours they should expect and exhibit in a wide variety of positive relationships (including teams, class, friendships etc.)

R8 - different types of relationships, including those within families, friendships and the factors that can affect these (including age, gender, power and interests)

# data[].attributes.attachment_link.title
Online stress and FOMO lesson plan pack | PHE School Zone

# data[].attributes.attachment_link.description
Help your pupils explore online stress and the fear of missing out (FOMO)

# data[].attributes.body
xplore the physical changes that occur during puberty and the effect these can have on an individual's emotions, identity and sexuality

# data[].attributes.attachment_link.readable_text
Use this lesson plan, PowerPoint and accompanying videos to explore with your class the physical changes that occur during puberty and the effect these can have on an individual's emotions, identity and sexuality.

Using peer-to-peer discussion, scenarios and videos, students will be encouraged to examine the impact of puberty and find ways in which they can seek support if they are finding puberty challenging.

The accompanying videos are featured below.

# data[].attributes.attachment_link.title
Puberty lesson plan pack | PHE School Zone

# data[].attributes.attachment_link.description
Explore the physical changes that occur during puberty and the effect these can have on an individual's emotions, identity and sexuality

# data[].attributes.body
Explore the nature of change and identify some strategies to help deal with changing situations and relationships

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships and Sex Education (RSE) and Health Education statutory guidance Mental wellbeing

how to talk about their emotions accurately and sensitively, using appropriate vocabulary

that happiness is linked to being connected to others

the benefits and importance of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness

Supports the PSHE curriculum: Core Theme 1 (Health and wellbeing) KS3

H2 - to understand what can affect wellbeing and resilience (e.g. life changes, relationships, achievements and employment)

H10 - a range of healthy coping strategies and ways to promote wellbeing and boost mood

KS4

H2 - how self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this

H7 - a broad range of strategies - cognitive and practical - for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns

H6 - about change and its impact on mental health and wellbeing and to recognise the need for emotional support during life changes and/or difficult experiences

# data[].attributes.attachment_link.title
Dealing with change lesson plan pack | PHE School Zone

# data[].attributes.attachment_link.description
Explore the nature of change and identify some strategies to help deal with changing situations and relationships

# data[].attributes.body
Explore the benefits of good quality sleep and learn strategies for better quality sleep

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships and Sex Education (RSE) and Health Education statutory guidance Health and prevention

know the importance of sufficient good quality sleep for good health and how a lack of sleep can affect weight, mood, mental health and ability to learn
Supports the PSHE curriculum: Core Theme 1 (Health and wellbeing) KS3

H15 - the importance of sleep and strategies to maintain good quality sleep
KS4

H11 - to make informed lifestyle choices regarding sleep, diet and exercise

# data[].attributes.attachment_link.title
Sleep - KS3 and KS4 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Explore the benefits of good quality sleep and learn strategies for better quality sleep

# data[].attributes.body
Pupils explore the benefits of good quality sleep and learn strategies for better sleep

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships Education and Health Education statutory guidance Physical health and mental wellbeing

the benefits and importance of daily exercise, good nutrition and sufficient sleep
Mental health and wellbeing

the importance of simple self-care techniques, including the importance of rest
Health and prevention

know the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and the ability to learn
Supports the PSHE curriculum: Core Theme 1 (Health and wellbeing)

H8 - about how sleep contributes to a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behaviour and ability to learn

H16 - about strategies and behaviours that support mental health - including how good quality sleep, physical exercise/time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing
Supports the Science curriculum Animals including humans

recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

# data[].attributes.attachment_link.title
Sleep - Year 6 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Pupils explore the benefits of good quality sleep and learn strategies for better sleep

# data[].attributes.body
Students explore the topic of social media, and learn actions a person can take to look after their wellbeing online and offline.

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships and Sex Education (RSE) and Health Education statutory guidance Respectful relationships including friendships

Students should know the characteristics of positive and healthy friendships (in all contexts, including online).
Mental wellbeing

Students should know how to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others' mental health.
Build on primary knowledge of internet safety and harms

Students should know that for most people the Internet is an integral part of life and has many benefits.

They should know about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical wellbeing.

They should also know that the Internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.

Supports the PSHE curriculum Core Theme 1 (Health and wellbeing) KS3

H2 - to understand what can affect wellbeing and resilience

H10 - a range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support

H13 - the importance of, and strategies for, maintaining a balance between school, work, leisure, exercise, and online activities

KS4

H2 - how self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this

H7 - a broad range of strategies - cognitive and practical - for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns

H12 - the benefits of having a balanced approach to spending time online

Core Theme 3 (Living in the wider world) KS3

L22 - the benefits and positive use of social media, including how it can offer opportunities to engage with a wide variety of views on different issues

# data[].attributes.attachment_link.title
Social media - KS3 and KS4 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Students explore the topic of social media, and learn actions a person can take to look after their wellbeing online and offline.

# data[].attributes.body
Support students to explore the topic of social media and learn actions a person can take to look after their wellbeing online and offline.

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships Education and Health Education statutory guidance Mental health and wellbeing

that mental wellbeing is a normal part of daily life, in the same way as physical health

simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests

Internet safety and harms

that for most people the internet is an integral part of life and has many benefits

about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical wellbeing

Supports the PSHE curriculum Core Theme 1 (Health and wellbeing)

H2 - about the elements of a balanced, healthy lifestyle

H13 - about the benefits of the internet; the importance of balancing time online with other activities; strategies for managing time online

H16 - about strategies and behaviours that support mental health - including how good quality sleep, physical exercise/time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing

H37 - reasons for following and complying with regulations and restrictions (including age restrictions); how they promote personal safety and wellbeing with reference to social media, television programmes, films, games and online gaming

Core Theme 3 (Living in the wider world)

L11 - recognise ways in which the internet and social media can be used both positively and negatively

# data[].attributes.attachment_link.title
Social media - Year 6 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Pupils explore the topic of social media and learn actions a person can take to look after their wellbeing online and offline

# data[].attributes.body
Students learn about the worry tree as a tool to combat worries

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships Education and Health Education (RSHE) statutory guidance Mental wellbeing
Students should have the opportunity to learn:

how to talk about their emotions accurately and sensitively, using appropriate vocabulary

how to recognise the early signs of mental wellbeing concerns

the positive associations between physical activity and promotion of mental wellbeing, including as an approach to deal with stress

that there is a normal range and scale of emotions (happiness, sadness, anger, fear, surprise and nervousness, for example) that all humans experience in relation to different experiences and situations

Supports the PSHE curriculum Core Theme 1 (Health and wellbeing) KS3

H7 - the characteristics of mental and emotional health and strategies for managing these

H10 - a range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support

KS4

H7 - a broad range of strategies - cognitive and practical - for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns

H8 - to recognise warning signs of common mental and emotional health concerns (including stress, anxiety and depression), what might trigger them and what help or treatment is available

# data[].attributes.attachment_link.title
The worry tree - KS3 and KS4 activities | PHE School Zone

# data[].attributes.attachment_link.description
Students learn about the worry tree as a tool to combat worries

# data[].attributes.headline
What to do about worry – Year 6 lesson plan.

# data[].attributes.subject
What to do about worry – Year 6 lesson plan.

# data[].attributes.attachment_link.title
What to do about worry – Year 6 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Help pupils to identify worry and actions they can take if they feel worried

# data[].attributes.headline
Building connections - Year 6 lesson plan

# data[].attributes.subject
Building connections - Year 6 lesson plan

# data[].attributes.body
Pupils explore the meaning of loneliness and connection

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships Education and Health Education statutory guidance Mental wellbeing
Pupils should have the opportunity to learn:

isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support

that there is a normal range of emotions (for example happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations

the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness

simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests

Supports the PSHE curriculum Core Theme 1 (Health and wellbeing)

H15 - that mental health, just like physical health, is part of daily life - the importance of taking care of mental health

H16 - about strategies and behaviours that support mental health, including how good quality sleep, physical exercise/time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing

H24 - problem-solving strategies for dealing with emotions, challenges and change, including the transition to new schools

Core Theme 2 (Relationships)

R13 - the importance of seeking support if feeling lonely or excluded

R14 - that healthy friendships make people feel included, recognise when others may feel lonely or excluded, strategies for how to include them

# data[].attributes.attachment_link.title
Building connections - Year 6 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Pupils explore the meaning of loneliness and connection

# data[].attributes.headline
Unhelpful thoughts – KS3 and KS4 activities

# data[].attributes.subject
Unhelpful thoughts – KS3 and KS4 activities

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships Education and Health Education (RSHE) statutory guidance Mental wellbeing
Students should have the opportunity to learn:

how to talk about their emotions accurately and sensitively, using appropriate vocabulary

how to recognise the early signs of mental wellbeing concerns

the positive associations between physical activity and promotion of mental wellbeing, including as an approach to handle stress

that there is a normal range and scale of emotions (for example happiness, sadness, anger, fear, surprise and nervousness) that all humans experience in relation to different experiences and situations

Supports the PSHE curriculum Core Theme 1 (Health and wellbeing) KS3

H7 - the characteristics of mental and emotional health and strategies for managing these

H10 - a range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support

KS4

H7 - a broad range of strategies - cognitive and practical - for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns.

H8 - to recognise warning signs of common mental and emotional health concerns (including stress, anxiety and depression), what might trigger them and what help or treatment is available.

# data[].attributes.attachment_link.title
Unhelpful thoughts - KS3 and KS4 activities | PHE School Zone

# data[].attributes.attachment_link.description
Students learn examples of unhelpful thoughts and how to tackle them

# data[].attributes.headline
Physical and mental wellbeing – KS3 and KS4 lesson plan

# data[].attributes.subject
Physical and mental wellbeing – KS3 and KS4 lesson plan

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships Education and Health Education statutory guidance Mental wellbeing

know there is a relationship between good physical health and good mental wellbeing and that this can also influence their ability to learn

the benefits and importance of physical exercise, time outdoors, community participation, and voluntary and service-based activities on mental wellbeing and happiness

Physical health and fitness

the positive associations between physical activity and promotion of mental wellbeing, including as an approach to combat stress
Health and prevention

the importance of sufficient good quality sleep for good health and how a lack of sleep can affect weight, mood and ability to learn
Supports the PSHE curriculum Core Theme 1 (Health and wellbeing) KS3

H2 - to understand what can affect wellbeing and resilience (for example, life changes, relationships, achievements and employment)

H5 - to recognise and manage internal and external influences on decisions which affect health and wellbeing

H10 - a range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support

H12 - how to recognise when they or others need help with their mental health and wellbeing; sources of help and support and strategies for accessing what they need

H14 - the benefits of physical activity and exercise for physical and mental health and wellbeing

KS4

H7 - a broad range of strategies - cognitive and practical - for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns

H10 - how to recognise when they or others need help with their mental health and wellbeing; strategies and skills to provide basic support and identify and access the most appropriate sources of help

H11 - to make informed lifestyle choices regarding sleep, diet and exercise

# data[].attributes.attachment_link.title
Physical and mental wellbeing - KS3 and KS4 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Students explore the link between physical and mental wellbeing

# data[].attributes.headline
Physical and mental wellbeing – Year 6 lesson plan

# data[].attributes.subject
Physical and mental wellbeing – Year 6 lesson plan

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships Education and Health Education statutory guidance Mental wellbeing

the benefits and importance of daily exercise, good nutrition and sufficient sleep

that mental wellbeing is a normal part of daily life, in the same way as physical health

the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness

simple self-care techniques, including the importance of rest, time spent with friends and family, and the benefits of hobbies and interests

where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else's mental wellbeing or ability to control their emotions (including issues arising online)

Physical health and fitness

the characteristics and mental and physical benefits of an active lifestyle

the importance of building regular exercise into daily and weekly routines and how to achieve this - for example, walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise

Healthy eating

what constitutes a healthy diet
Supports the PSHE curriculum Core Theme 1 (Health and wellbeing)

H2 - about the elements of a balanced, healthy lifestyle

H3 - about choices that support a healthy lifestyle, and recognise what might influence these

H6 - about what constitutes a healthy diet; how to plan healthy meals; benefits to health and wellbeing of eating nutritionally rich foods

H7 - how regular (daily and weekly) exercise benefits mental and physical health (for example, walking or cycling to school, daily active mile); recognise opportunities to be physically active and some of the risks associated with an inactive lifestyle

H8 - about how sleep contributes to a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behaviour and ability to learn

H15 - that mental health, just like physical health, is part of daily life, and the importance of taking care of mental health

H16 - about strategies and behaviours that support mental health - including how good quality sleep, physical exercise and time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing

# data[].attributes.attachment_link.title
Physical and mental wellbeing - Year 6 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Pupils explore the link between physical and mental wellbeing

# data[].attributes.headline
Self-care – KS3 and KS4 form time activities

# data[].attributes.subject
Self-care – KS3 and KS4 form time activities

# data[].attributes.attachment_link.title
Self-care – KS3 and KS4 form time activities | PHE School Zone

# data[].attributes.attachment_link.description
Students explore a variety of self-care activities

# data[].attributes.headline
Bullying and cyberbullying — KS3 and KS4 lesson plan

# data[].attributes.subject
Bullying and cyberbullying — KS3 and KS4 lesson plan

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships Education and Health Education statutory guidance Respectful relationships

about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help
Online and media

about online risks, including how sharing material with others can increase the risk of it being shared online, and the difficulty of removing potentially compromising material placed online

not to provide material to others that they would not want shared further and not to share personal material which is sent to them

what to do and where to get support to report material or manage issues online

Supports the PSHE curriculum KS3 Core theme 1: Health and wellbeing

H30 - how to identify risk and manage personal safety in increasingly independent situations, including online
Core theme 2: Relationships

R38 - to recognise bullying, and its impact, in all its forms; the skills and strategies to manage being targeted or witnessing others being bullied

R37 - the characteristics of abusive behaviours, such as grooming, sexual harassment, sexual and emotional abuse, violence and exploitation; to recognise warning signs, including online; how to report abusive behaviours or access support for themselves or others

R43 - the role peers can play in supporting each other to resist pressure and influence, challenge harmful social norms and access appropriate support

KS4
Core Theme 1: Health and Wellbeing

H22 - ways to identify risk and manage personal safety in new social settings, workplaces, and environments, including online
Core theme 2: Relationships

R15 - the legal and ethical responsibilities people have in relation to online aspects of relationships

R16 - to recognise unwanted attention (such as harassment and stalking including online), ways to respond and how to seek help

R31 - the skills and strategies to respond to exploitation, bullying, harassment and control in relationships

# data[].attributes.attachment_link.title
Bullying and cyberbullying - KS3 and KS4 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Students explore the meaning and impact of bullying and cyberbullying

# data[].attributes.body
Self-care - Year 6 short activities | PHE School Zone

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships Education and Health Education statutory guidance Mental wellbeing

that mental wellbeing is a normal part of daily life, in the same way as physical health

the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness

simple self-care techniques, including the importance of rest, time spent with friends and family, and the benefits of hobbies and interests

Supports the PSHE curriculum Core Theme 1 (Health and wellbeing)

H4 - how to recognise that habits can have both positive and negative effects on a healthy lifestyle

H15 - that mental health, just like physical health, is part of daily life, and the importance of taking care of mental health

H16 - about strategies and behaviours that support mental health - including how good quality sleep, physical exercise and time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing

# data[].attributes.attachment_link.title
Self-care - Year 6 short activities | PHE School Zone

# data[].attributes.attachment_link.description
Pupils explore a variety of self-care activities

# data[].attributes.headline
Building connections – KS3 and KS4 lesson plan

# data[].attributes.subject
Building connections – KS3 and KS4 lesson plan

# data[].attributes.body
Students explore the meaning of loneliness and connection

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships and Sex Education (RSE) and Health Education statutory guidance Mental wellbeing
Students should have the opportunity to learn:

that happiness is linked to being connected to others

how to talk about their emotions accurately and sensitively, using appropriate vocabulary

the benefits and importance of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness

Supports the PSHE curriculum Core Theme 1 (Health and wellbeing) KS3

H5 - to recognise and manage internal and external influences on decisions which affect health and wellbeing

H10 - a range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support

KS4

H2 - how self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this

H7 - a broad range of strategies - cognitive and practical - for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns

Core Theme 2 (Relationships) KS3

R2 - indicators of positive, healthy relationships and unhealthy relationships, including online
KS4

R1 - the characteristics and benefits of strong, positive relationships, including mutual support, trust, respect and equality

# data[].attributes.attachment_link.title
Building connections - KS3 and KS4 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Students explore the meaning of loneliness and connection

# data[].attributes.headline
Bullying & Cyberbullying - Year 6 Lesson Plan

# data[].attributes.subject
Bullying & Cyberbullying - Year 6 Lesson Plan

# data[].attributes.attachment_link.readable_text
Curriculum
Supports the Relationships Education and Health Education statutory guidance Respectful relationships

about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help
Online relationships

that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous

the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them

Mental wellbeing

that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing

Internet safety and harms

that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health

how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private

Supports the PSHE curriculum KS2
Core theme 1: Health and Wellbeing

H20 - strategies to respond to feelings, including intense or conflicting feelings; how to manage and respond to feelings appropriately and proportionately in different situations

H42 - about the importance of keeping personal information private; strategies for keeping safe online, including how to manage requests for personal information or images of themselves and others; what to do if frightened or worried by something seen or read online and how to report concerns, inappropriate content and contact

Core theme 2: Relationships

R18 - to recognise if a friendship (online or offline) is making them feel unsafe or uncomfortable; how to manage this and ask for support if necessary

R19 - about the impact of bullying, including offline and online, and the consequences of hurtful behaviour

R20 - strategies to respond to hurtful behaviour experienced or witnessed, offline and online (including teasing, name-calling, bullying, trolling, harassment or the deliberate excluding of others); how to report concerns and get support

R21 - about discrimination: what it means and how to challenge it

R22 - about privacy and personal boundaries; what is appropriate in friendships and wider relationships (including online)

R23 - about why someone may behave differently online, including pretending to be someone they are not; strategies for recognising risks, harmful content and contact; how to report concerns

R30 - that personal behaviour can affect other people; to recognise and model respectful behaviour online

Core Theme 3: Living in the wider world

L11 - recognise ways in which the internet and social media can be used both positively and negatively

L15 - recognise things appropriate to share and things that should not be shared on social media; rules surrounding distribution of images

# data[].attributes.attachment_link.title
Bullying and cyberbullying - Year 6 lesson plan | PHE School Zone

# data[].attributes.attachment_link.description
Pupils explore the meaning and impact of bullying and cyberbullying

# data[].attributes.headline
Self-Care Tips - Videos for young people from Every Mind Matters

# data[].attributes.subject
Self-Care Tips - Videos for young people from Every Mind Matters

# data[].attributes.attachment_link.readable_text
Get more support

If you're struggling with your mental health, or you're worried about one of your friends, there are lots of organisations and charities that offer help specifically for young people.

Support from charities for young people

The Mix has a free, confidential telephone helpline and online service that aims to find you the best help, whatever the problem.

Shout 85258 provides free, confidential, 24/7 text message support in the UK for anyone struggling to cope. They can help with issues including suicidal thoughts, depression, anxiety, panic attacks, abuse, self-harm, relationship problems and bullying. Text "Shout" to 85258 to speak to an empathetic, trained volunteer who will listen and work with you to solve problems.

Young Minds offers support and advice including practical tips and advice from young people, as well as information on where to get support.

If you're under 19, you can also call Childline on 0800 1111 to talk. The number will not appear on your phone bill.

Support from the NHS

You can find more information about NHS children and young people's mental health services (CYPMHS) on the NHS website. You can also look at your local Clinical Commissioning Group website.

Alternatively, most services also have their own website with information about access, referrals (including whether you can "self-refer") and contact details - try searching in your area for "CYPMHS" or "CAMHS" (children and adolescent mental health services, an older term used for some CYPMHS).

You can also talk to an adult you trust - for example a parent, carer, teacher, social worker or GP - and they can look into this for you.

Support for different groups

There are lots of organisations and networks who provide advice and support for specific groups. It can help to connect with other young people and supporters who understand where you are coming from:

Support for learnig disabilities and autism

# data[].attributes.attachment_link.title
Self-care tips videos for young people - Every Mind Matters

# data[].attributes.attachment_link.description
Mental health self-care has never been more important - watch our videos for loads of advice and techniques to help you cope with stress and anxiety, and boost your mental wellbeing

# data[].attributes.headline
Growing together: Children's Mental Health Week 2022 toolkit

# data[].attributes.subject
Growing together: Children's Mental Health Week 2022 toolkit

# data[].attributes.headline
Growing together: Children’s Mental Health Week 2022 toolkit

# data[].attributes.subject
Growing together: Children’s Mental Health Week 2022 toolkit

# data[].attributes.headline
KOOTH - Top tips on how to talk to your child about their feelings

# data[].attributes.subject
KOOTH - Top tips on how to talk to your child about their feelings

# data[].attributes.headline
Qwell - Positive Male Mental Health Support

# data[].attributes.subject
Qwell - Positive Male Mental Health Support

# data[].attributes.headline
Secondary Anti-Bullying Week Toolkit  - 'One Kind Word'

# data[].attributes.subject
Secondary Anti-Bullying Week Toolkit  - 'One Kind Word'

# data[].attributes.headline
Talking about disassociation - free webinar

# data[].attributes.subject
Talking about disassociation - free webinar

# data[].attributes.body
This session will look at the different ways that someone who is dissociated may present, as well as ways to identify and help someone when experiencing the fight, flight, freeze response. You will hear directly from young people with lived experience, and learn some techniques to support us when this happens.

# data[].attributes.attachment_link.description
Eventbrite - Crisis Tools presents Talking about Dissociation - Wednesday, 17 November 2021 - Find event and ticket information.

# data[].attributes.headline
Mental Health and Wellbeing Resources for Teachers and Teaching Staff

# data[].attributes.subject
Mental Health and Wellbeing Resources for Teachers and Teaching Staff

# data[].attributes.headline
Public Health England - Free Training Course (Psychological First Aid)

# data[].attributes.subject
Public Health England - Free Training Course (Psychological First Aid)

# data[].attributes.attachment_link.title
CYP Psychological First Aid online course - FutureLearn

# data[].attributes.attachment_link.description
Get Psychological First Aid training to support children and young people’’s mental health during emergencies with this 2-week course from Public Health England.

# data[].attributes.attachment_link.title
Children’s mental health - Every Mind Matters

# data[].attributes.attachment_link.description
See tips and advice for parents and carers on how to support children and young people’s mental wellbeing, and give them the best chance to stay healthy.

# data[].attributes.attachment_link.readable_text
Place2Be is a children and young people's mental health charity with almost 30 years' experience working with pupils, families and staff in UK schools.

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

Why it's important

1 in 5

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

50%

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

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

Find out more about our work

How we help

Mental health support in schools

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

Our mental health services in schools

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

Counselling training and placements

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

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

Glyn Ellis - Headteacher, Haslingden Primary School

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

Parent

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

Eight-year-old girl

Your support makes it possible

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

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

Make a donation

How you can help

Fundraise for us

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

Get fundraising inspiration

Take part in an event

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

Take on an event

Partner with us

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

Find out more

Our impact

In the last school year

6,901

pupils were supported through one-to-one counselling.

33,327

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

After one-to-one counselling with Place2Be

76%

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

64%

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

75%

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

Place2Be: mental health support in schools

Hear from children and teachers about the impact of Place2Be.

News & blogs

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

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

Read more

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

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

Read more

The BAFTA Roadshow with Place2Be arrives in North-West London

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

Read more

Sign up to our newsletter

# data[].attributes.attachment_link.title
Improving children's and young people's mental health - Place2Be

# data[].attributes.attachment_link.description
Place2Be provides mental health counselling support and training to schools to improve the emotional wellbeing of children, young people, families, teachers and staff.

# data[].attributes.body
On My Mind (On My Mind (annafreud.org) aims to empower young people to make informed choices about their health and wellbeing. Visit the website for information on crisis support across the UK, a local wellbeing directory, self care advice, understanding the referral process and much more.

# data[].attributes.headline
Parent & Carer Peer Support Group - Event Details.

# data[].attributes.subject
Parent & Carer Peer Support Group - Event Details.

# data[].attributes.headline
Women's Health in South Tyneside (WHiST).

# data[].attributes.subject
Women's Health in South Tyneside (WHiST).

# data[].attributes.headline
Healthy Minds Team - Who We Are and What We Do

# data[].attributes.subject
Healthy Minds Team - Who We Are and What We Do

# data[].attributes.attachment_link.authors[].name
South Tyneside and Sunderland NHS Foundation Trust

# data[].attributes.attachment_link.title
Healthy Minds Team - who we are and what we do

# data[].attributes.headline
Children's Guide - Parents supporting children to understand and reduce worries.

# data[].attributes.subject
Children's Guide - Parents supporting children to understand and reduce worries.

# data[].attributes.body
Mindfulness-based tools and resources for emotional health, social connection and a positive future. They offer 'Connected Parents': 8-week Zoom Course for emotional health at home

# data[].attributes.attachment_link.description
Connected Connected Teachers Connected with Myself Connected with Others Contact Us

# data[].attributes.headline
Parent Support & Advice - Action for Children 

# data[].attributes.subject
Parent Support & Advice - Action for Children 

# data[].attributes.body
Parent Talk offers free, down-to-earth advice for parents of children aged 0-19 in the UK. All our content is written or curated by Action for Children’s parenting coaches. It’s based on their experiences working with children, young people and their families.

Parent Talk - Support for Parents from Action For Children

# data[].attributes.headline
Relationships Matter - Service Information for Parents & Carers.

# data[].attributes.subject
Relationships Matter - Service Information for Parents & Carers.

# data[].attributes.body
The Separated Parents Information Programme (SPIP) is a short duration session designed to help parents, or those who have responsibility for children, to communicate in a way that promotes understanding and meets needs.  For more information or to find out about the service contact Impact Services on telephone: 0191 4567577

# data[].attributes.headline
Working together as a family to help children cope with difficult feelings (AFT)

# data[].attributes.subject
Working together as a family to help children cope with difficult feelings (AFT)

# data[].attributes.attachment_link.description
Animation made by Hannah Greenwood at the University of Brighton for The Association for Family Therapy (AFT). Hannah used feedback from a young person who'd experienced systemic family therapy as the basis for this short film

# data[].attributes.headline
What is Family Therapy? A leaflet for Parents, Carers and Young People.

# data[].attributes.subject
What is Family Therapy? A leaflet for Parents, Carers and Young People.

# data[].attributes.headline
What is Family Therapy & Systemic Family Practice?

# data[].attributes.subject
What is Family Therapy & Systemic Family Practice?

# data[].attributes.body
The Healthy Minds Team are delighted to be able to offer Family Based Approaches to Mental Health Treatment for Children & Young People within South Tyneside.

Family & Systemic Psychotherapy - also known as Family Therapy can help those in close relationships to better understand and support each other.

Here is a short animated clip explaining how families can work together to solve problems, build solutions and discuss their individual and family needs.

For more information contact Samantha Hogan, Systemic Practitioner at the Healthy Minds Team 0191 2832937.

# data[].attributes.attachment_link.title
Family Therapy - an animated introduction

# data[].attributes.headline
MIndED - Loss and Bereavement – Bite size advice for Supporting Children and Young People

# data[].attributes.subject
MIndED - Loss and Bereavement – Bite size advice for Supporting Children and Young People

# data[].attributes.attachment_link.readable_text
Sadly, loss and bereavement are normal but can be very difficult events in life. They have become more complicated during the coronavirus pandemic.

Losses without death
Children and young people can suffer loss without death due to the interference of the coronavirus pandemic on their normal life, impacting on:

Family: relationships, safety and financial security

Seeing friends

Their possessions

School: trust in adults and what they say

Sports and activities

Loss of hoped-for futures and opportunities

Bereavement
Bereavement has been made more complex and difficult as some children and young people have been unable to say goodbye to loved ones and grieve in the normal way. People are often grieving without the support that they would normally have from extended family and friends. If you are unsure whether a child or family have had a bereavement or not, it is wise to ask an adult in the family.

For both bereavement and other losses

Loss and grief are individual. Everyone will react differently and at different speeds. There is no right or wrong way to react

Provide opportunities to talk over time

Support them to remember and make sense of what has happened

Put the child or young person's feelings above your own. If they won't engage with you, don't take it personally. Make sure they are safe and then give them some space. Be available for whenever they do want to do so

Use language they will understand and check out what they have understood

To contain a child's emotional needs you need to be able to manage your own emotions. This includes any emotional responses evoked in you

It is important to create a 'reflective space' in your mind to do this. You may need to seek advice from peers or supervisors to help yourself achieve this

More for bereavement and other losses

With loss or bereavement, children and young people can feel very lonely and isolated from their peers

Help them to keep in touch with their peers if at all possible

Encourage physical and creative activities - they can provide an outlet for feelings; they help emotional regulation and support a sense of agency and self-esteem

Understand the usual range of moods, thoughts and feelings that can come with grief

Be prepared to give explanation and reassurance about this to the child or young person

If the young person is at serious risk of self-harm or debilitating anxiety or depression, ensure they get appropriate support

Be aware of the increased risk of complex grief, of possible anxiety and depression, including suicidal thoughts

Bereavement is complicated by the pandemic

Bereavement has become complicated by the coronavirus pandemic.

Children may have been impacted by the decisions of adults about the care of sick relatives. For example:

The stress of caring for relatives who are not, or who choose not to be admitted to a hospice/hospital at the end of their life. The whole family may have to shield etc.

Someone may have died at home, especially if this was unexpected

Children, young people and parents may have lost loved ones without the opportunity of spending time with them before and as they died

The pain of not being able to visit someone dying in hospital/hospice

Fears about what happened to their relative when they were dying

Family beliefs, traditions and religious rituals are likely to be very important for the whole family

This includes children and can affect their grieving

Families may not be able to follow their expected rituals and traditions. This can add to the burden

Not being able to say goodbye / view the body / attend a funeral and other cultural rituals all affect children as well as adults in families

The reality of death

A child or young person may feel guilt, anger or that a death is very unfair

They often feel that they somehow contributed to or caused the person to die. It can be distressing for the child and those listening to the child's concerns

They may feel anger that someone else could have acted differently to prevent the death

Encourage parents to include children in the funeral, other rituals or a memorial service

Remember, grief is a difficult journey; it takes time. It does not follow simple rules and it is individual

Check with the family how they have explained the death to the child. You will want your narrative to be consistent with theirs. Parents sometimes use half-truths to protect their children. You need to negotiate an explanation that the child will accept with the parents.

If a child wants to talk about death and dying, be honest and don't avoid the topic

When you talk, use clear and simple age-appropriate language that they can easily understand

Remember, parents and carers are probably feeling vulnerable too

Show compassion

Younger children may not realise the permanence of death. This is not a reason to avoid talking about it

Active listening is essential to understand other people

Listen very carefully

Summarise

Reflect back what you think you heard

Check you have it right

Defer judgement

Expand with open questions e.g. "Is there anything else you want to talk about?"

Respond appropriately - beware of leaping into premature action, be open to working out a collaborative plan

More suggestions

Find ways of remembering the good things

Help the child to find a place in mind for the person who has died; that's part of the bereavement process

Help the child to understand that it takes time for life to grow around grief

With time, help them notice that they may have grown in some way as a result of the painful experience

If the relationship had positive elements, that can be the best memorial. Help the child to notice this

Remember important dates with the child or young person, such as birthdays and anniversaries

Remember, parents and carers are probably feeling vulnerable too

Remember

Many people cope well and recover with ordinary community and family supports

In schools and colleges, peer networks and mentoring are part of the 'social scaffold' for pupils, staff and parents/carers alike. Think about whether there are parallel networks in other organisations

Memory making is important for the bereaved

Teenagers have an adult concept of death - they may challenge other people's beliefs and explanations

Children aged 5-7 years gradually develop the understanding that death is permanent

Do not press a child or young person to say any more than they want

Think about what you can do for all children and young people. Be attuned to those who are vulnerable

Encourage children to play out their feelings and create opportunities and spaces for this. Sometimes, young people need to do this through art, writing, music, exercise etc; sometimes they want to talk to a person of their choosing

Remember and use the 5 R's:

Some people (a smaller number) will need additional professional support

Identify and monitor children who may be at higher risk from losses during the coronavirus and not recovering well

Notice those who may need additional support; know when to consult someone else about any concerns you have, and when to refer. Remember to use community resources if they are available to you, such as peer networks and mentoring, groups and clubs

If your school/college experiences death of a pupil or staff member, seek specialist help

Children's behaviours and moods may change. They may

Become excessively worried or anxious

Be more likely to push away those who could be supportive

Be withdrawn or show difficult behaviour. Be prepared for both

Be irritable, have tantrums or have difficulty concentrating

Become inappropriately boisterous; this is unlikely to reflect enjoyment, rather, distress

Be depressed with a low mood, be withdrawn and have problems concentrating

Show regression in behaviour, like a younger child (thumb-sucking, bedwetting, baby talk, etc.)

Have difficulty sleeping

React with stomach aches or headaches - help them with words to express their thoughts and feelings

Struggle to "fit in" or know how to tell their friends what has happened

Persistence of changes over several weeks, or an intensification of difficulties should be alerting signs for signposting or seeking further more specialised advice and resources

Some warning signs that a child or young person may need extra help

Several weeks of sadness or depression, with a reduced interest in daily activities. This may very during the day; there may even be moments of pleasure and joy but the main mood is sadness

Withdraws from friends

Cannot sleep, loses their appetite, or develops a prolonged fear of being alone

A sharp drop in school/college performance

Refuses to attend school/college

Acts like a much younger child for a long time

Neglects themselves

Refuses to believe that the family member has died

Starts to imitate the dead person much of the time

Talks repeatedly about wanting to join the dead person. They may need urgent assessment in CAMHS

Difficulties become worse or new troubles persist after several weeks

Further Resources

Winston's Wish - free online bereavement training accessible without charge after registration Cruse- variety of leaflets which may be helpful Cruse - information for if a staff member dies Bereavement UK resources for Schools and Colleges Supporting Primary Schools Supporting Primary Schools - Fun resources to equip pupils with coping skills for bereavement, now and in later life Supporting Secondary Schools Supporting Further Education Anna Freud Centre - Bereavement and Loss MindEd Manchester Resilience Hub Young Minds - Grief and Loss Anna Freud Centre - A practical guide to support pupils and students to manage change during periods of disruption To find Bereavement Support near you Wellbeing for Education Return webinars:
E-learning for professionals including Teachers For Parents and Carers MindEd for Families - Death and Loss including pets MindEd for Families - Talking to much Child or Teenager Broader Mental Health Sources MindEd for Families Royal College of Psychiatrists - information about various mental health disorders with information for patients, carers, family and friends relating to mental health problems and disorders - with downloadable free leaflets Guidance for parents and carers on supporting children and young people's mental health and wellbeing during the coronavirus (COVID-19) pandemic Young Minds Charlie Waller Trust Anna Freud Centre
Broader mental health resources for parents
Broader mental health resources for parents
Broader mental health resources for parents
Webinar 1: https://www.minded.org.uk/Component/Details/662131 Describes whole School/College approaches, wellbeing and support of resilience building in the context of Covid-19

Webinar 2 https://www.minded.org.uk/Component/Details/662134 focuses on those who may need additional support with one or more of; Loss, Bereavement, Grief, Anxiety, Low Mood, Stress, Trauma in the context of Covid-19

Further support is available from NHS England.

Disclaimer

This document provides general information and discussions about health and related subjects. The information and other content provided in this document, or in any linked materials, are not intended and should not be construed as medical advice, nor is the information a substitute for professional medical expertise or treatment.

If you or any other person has a medical concern, you should consult with your healthcare provider or seek other professional medical treatment. Never disregard professional medical advice or delay in seeking it because of something that you have read in this document or in any linked materials. If you think you may have an emergency, call an appropriate source of help and support such as your doctor or emergency services immediately.

MindEd is created by a group of organisations and is funded by Health Education England, the Department of Health and Social Care and the Department for Education.

e-LfH is a Health Education England Programme in partnership with the NHS and Professional Bodies.

© 2021 MindEd / Royal College of Psychiatrists and Health Education England

# data[].attributes.attachment_link.title
Loss and Bereavement - Bite size advice for Supporting Children and Young People

# data[].attributes.attachment_link.description
Sadly, loss and bereavement are normal but can be very difficult events in life. They have become more complicated during the coronavirus pandemic.

# data[].attributes.body
(The Anna Freud Centre)

# data[].attributes.body
Helpful resources and practical information regarding behaviour that challenges

# data[].attributes.attachment_link.readable_text
During the Covid 19 restrictions we are unable to send out our DVD resources. However, we feel that it would be helpful during this difficult time to have practical information about behaviour that challenges. Our DVDs have therefore been published online and are free for anyone to watch.

There are 4 videos available:
An Introduction to Challenging Behaviour:
What is challenging behaviour? Why exactly does it happen? What can be done about it?
Self-Injurious Behaviour:
What causes self-injurious behaviour? What action should parents and carers take?

Challenging Behaviour and Supporting Behaviour Change:

In this 2-part video set meet Oliver, Dougie and Dominic and hear the functional assessment process explained.

Using interviews with two parent carers, and with specialist input from Peter McGill, this 40 minute video gives a basic introduction to challenging behaviour associated with severe learning disabilities.

Complementing our information sheet 'basic information about challenging behaviour', written by Peter McGill, the video has been produced for parents and carers of individuals with severe learning disabilities and behaviour described as challenging, or anyone wanting to understand what it can be like for the families involved.

Running time: 40 mins approx

Professors Chris Oliver and Glynis Murphy, the UK's leading authorities on self-injurious behaviour, join forces to offer clear and practical information and advice to families caring for individuals with severe learning disabilities. In this 45 minute video you will also meet Laura and Tobias, learn how their self-injurious behaviour has affected their lives and the lives of their families, and how some simple, straightforward steps can help to reduce self-injurious behaviour.

The video emphasizes understanding the causes and the function of the self injurious behaviour, and addresses issues such as the use of medication and protective devices. Produced primarily for family carers, this resource also provides a useful introduction to any professionals who may encounter self-injurious behaviour in individuals with severe learning disabilities
Please note: contains scenes which some viewers may find disturbing
Running time: 45 mins approx
"As soon as Dominic pulled somebody's hair it meant that he was either removed from the room or a person was removed from the room. So actually what Dominic was getting was an outcome for that hair pulling. He was indicating to us that he was uncomfortable. But he was having to pull hair to achieve that."
In this 2-part video set meet Oliver, Dougie and Dominic and hear Mark Addison (Psychologist) explain the functional assessment process. Interviews with family carers highlight the range of causes of challenging behaviour, and how a functional assessment can help put in place appropriate behaviour support strategies for individuals with severe learning disabilities.

Produced primarily for family carers, this resource also provides a useful introduction and refresher for professionals. The families' stories demonstrate the importance of a functional assessment and provide insight into positive ways to support families.

Running time: Part 1 : 33 minutes
Part 2 : 36 minutes

Part 1

Part 2

# data[].attributes.attachment_link.description
During the Covid 19 restrictions we are unable to send out our DVD resources. However, we feel that it would be helpful during this difficult time to have practical information about behaviour that challenges. Our DVDs have therefore been published online and are free for anyone to watch.

# data[].attributes.headline
Supporting Children & Adults with Severe Learning Disabilities During  Coronavirus

# data[].attributes.subject
Supporting Children & Adults with Severe Learning Disabilities During  Coronavirus

# data[].attributes.body
Visual supports are a communication tool that can be used with autistic people.  They can be used in most situations, are adaptable and portable.

# data[].attributes.attachment_link.readable_text
Visual supports can help to:

provide structure and routine

encourage independence

build confidence

improve understanding

avoid frustration and anxiety

provide opportunities to interact with others.

They can make communication physical and consistent, rather than fleeting and inconsistent like spoken words can be.

Types of visual support

A wide range of items can be used as visual supports. For example:

These can be real objects, printed images, or on a smartphone, tablet or computer.

Uses of visual supports

Visual supports can be used in a range of ways, for example:

as a single message, eg the person takes a yellow card from their pocket when they need to go to the toilet, or a puts purple card on the board when they're feeling stressed

in combination to create a daily timetable, schedule, sequence or reward chart

to make a choice, eg the person can put the trampolining symbol in the 'afternoon' area of the board

to illustrate a social story or comic strip conversation.

Examples of visual supports

Make visual supports  portable, durable, easy to find, personalised and consistent.

Portable

Make the visual supports portable by:

using a visual supports app on the person's tablet

storing photos and pictures on the person's smartphone

putting symbols, pictures and schedules in a folder for the person to carry with them.

Durable

Laminate printed visual supports

Back up any app, photos and pictures you use on a smartphone, tablet or computer.

Easy to find

Ensure that visual supports are easy to find, for example by:

placing them in prominent places at eye level

putting them on an actual object

putting a single symbol in the person's pocket

distributing them throughout particular environments, eg objects and areas in the classroom and at home could be labelled

putting a shortcut to them from a tablet home screen

attaching symbols to boards so that people know where to go to look at them - you could also use Velcro strips to attach symbols to a board, meaning schedules can be easily altered, eg activities removed once completed.

Personalised

Visual supports are very personal and what works for one person may not work for another. Use the person's special interest, eg make a visual timetable in the shape of a rocket.

Remember that some autistic people have difficulties generalising, eg they may not realise that a Hula Hoop packet symbolises all crisps.

It can sometimes be helpful to use more than one type of visual support, but always introduce visual supports gradually. Start with one symbol and then build up a collection.

Consistent

If using pictures, once you choose a type or style (for example, line drawings), use it consistently. Ask family members, friends, teachers or support workers to use the same visual supports consistently.

Useful resources

There are lots of pictures you can download or buy as printed images and apps that you can use. Some examples are listed below. Inclusion does not mean that the National Autistic Society has endorsed them. You can search our Autism Services Directory or ask the community for suggestions of others.

You should always check the terms and conditions relating to the use of images that you download and any costs involved.

More information

Gerhardt, P, Cohen, M. (2014) Visual supports for people with autism: a guide for parents and professionals. Woodbine House

# data[].attributes.attachment_link.description
Visual supports are a communication tool that can be used with autistic people. They can be used in most situations, and are adaptable and portable.

# data[].attributes.body
A short video explaining why it's natural to have worries. Suitable for primary age children.

# data[].attributes.attachment_link.description
Normalising and explaining why everyone worries -  Primary School version.

# data[].attributes.body
Please feel free to add the following to your school or college's online support - The Healthy Minds Team are still available for whole school / individual support during the current lockdown.

# data[].attributes.body
Helping you teach PSHE, RHE and RSHE to Upper KS2, KS3 and KS4 students, with flexible, ready-to-use content co-created with teachers, and young people.
While you support students, Every Mind Matters is here to support you by providing simple, practical advice for a healthier mind.

# data[].attributes.attachment_link.readable_text
Exploring sensitive topics

Core activities are designed to be used on a peer-to-peer basis to help students explore sensitive topics like fear of missing out and risk-taking. Pupils can also access more content, including advice, tips and videos on mental health and wellbeing, on the Every Mind Matters website. This content is aimed at parents and young people, and offers the option of exploring sensitive subjects on their own, or with parents or carers.

# data[].attributes.attachment_link.title
Mental wellbeing | Overview | PHE School Zone

# data[].attributes.attachment_link.description
Core activities are designed to be used on a peer-to-peer basis to help students explore sensitive topics like fear of missing out and risk-taking. Pupils can also access more content, including advice, tips and videos on mental health and wellbeing, on the Every Mind Matters website.

# data[].attributes.headline
A Young Persons Guide to Thriving with ADHD

# data[].attributes.subject
A Young Persons Guide to Thriving with ADHD

# data[].attributes.body
A short video on addictive behaviour

# data[].attributes.attachment_link.readable_text
At the same time, Tony comes across a mummy themed 'shoot-em-up' game on the internet and becomes hooked.

He finds himself so obsessed with the game that he pretends to be sick so that he can stay at home and play uninterrupted.

When Akira tries to help she ends up hooked too. Their obsessive behaviour leads to them missing the basketball finals.

Meanwhile, Gabriel, Monica, Lara and Deon are having a great time at the game.

Sad that their friends didn't come to the game, the group show Akira and Tony what they missed out on.

Devastated, the pair realise how obsessive their internet gaming has become and promise to spend their time more constructively from now on.

This clip is from the series Ask Lara.

# data[].attributes.attachment_link.description
At the same time, Tony comes across a mummy themed 'shoot-em-up' game on the internet and becomes hooked. He finds himself so obsessed with the game that he pretends to be sick so that he can stay at home and play uninterrupted. When Akira tries to help she ends up hooked too.

# data[].attributes.attachment_link.description
The aim of The Teach Well Alliance is to tackle Teacher Burnout and work in partnership with your school to focus on staff wellbeing and mental health and create a supportive school wellbeing community.

# data[].attributes.body
Link to free mental health and wellbeing support from UK charity Education Support Partnership

# data[].attributes.attachment_link.description
The only UK charity dedicated to supporting the mental health and wellbeing of teachers and education staff.

# data[].attributes.attachment_link.readable_text
When life is difficult, it's important to be able to cope without feeling emotionally overwhelmed. Another word for this is 'resilience'. In other words, resilience is the ability to cope with upsetting or difficult life events and...be the best we can be

deal effectively with difficulties

become stronger and feel OK

bounce back

learn from mistakes and bad experiences and then be able to leave them behind.

We can improve our ability to cope. This leaflet will give you some ideas about how to do this.

thinking and learning about who we are

having caring relationships with people

knowing what to expect from others, and ourselves

joining in with the people we live with, our friends and family, in school, college or work and in our local community

knowing that people 'believe' in us.

Not all of us have everything in the list above, but we can still do things for ourselves to help our situation. It might be difficult to see how you could change some of these things for the better, but you can.

We can learn to understand and work through feelings of anger, sadness or rejection and get beyond them.

Learning who we are and what we want from life.

Learning what we need - knowing how to speak to others politely while still getting our message across, and knowing that what we do can make a difference.

Be interested in yourself! - your feelings count, they are important and valuable, so pay attention to them!

Learning what we want to do - the belief and understanding that our life has meaning and we can make a difference to other people and other things.

Developing a purpose in life - having specific plans or dreams for ourselves.

Trying to find ways to think positively so we can:

Feel good about our future - which is more likely to help positive things happen. It might be difficult to see how you could change some of these things for the better, but there are some tips in this leaflet for that. There are also things you can do within yourself ...

These are some of the things about you that you could work on to develop your resilience and become good at coping with difficulties. These include practical things such as:

make time to enjoy life and have fun!

meet up with friends

join a youth club or activity group

have a hobby

take part in family activity you enjoy

take part in sports or go for a walk with friends

listen to music that makes you feel happy, play an instrument, 'air drums', sing

watch TV, use a computer or play on a 'gadget' for a short time

phone or text a friend

read a magazine or book, or write something yourself

look after a pet, walk a friend's dog

be kind to yourself ... find new ways to relax and have fun

be kind to someone, help someone, just because you can ...!! Nothing feels quite as good as knowing we have a purpose in life!

Look after yourself ... act early ...
Get help if you feel that you are getting more worried. Try doing something you enjoy to help see you through. Write a 'worry list' of what's bothering you - break it down into small and manageable parts and tackle each one at a time ...
If you are worried or sad, it may feel like a lonely time, but there are people who want to help you, even if just by listening.

Keep a reminder of the people and things you love on your mobile or in your pocket, wallet or purse to remind you if you ever need cheering up.

Make a list of people you trust who would want to listen and help you. Can you share your feelings with your Mum and Dad or your carer? Think about family, other trusted adults and friends you can talk to.

Make a plan about who you can tell, if needed. Remember, we all need to talk about things sometimes. If we know who we can talk to before we need them, it makes it so much easier.

Keep this leaflet in a safe place. You never know, you may be on someone else's list and this could help them to build their resilience.

Helpful suggestions to think about

Thousands of people are overwhelmed every day ... but find ways to get through these intense feelings - like them, you can get through it.

You just have to cope with one day at a time.

Your distress can be a sign that you need to change something in your life.

Keep this leaflet in a safe place. You never know when you, or someone you care about, might need it.

Anything you tell them will be completely confidential. The volunteers are ordinary people who won't judge you.

Some of the most popular organisations are listed below. You may contact as many or as few as you like - it's up to you and it's OK to contact more than one.

PAPYRUS

Website | Tel: 0800 068 41 41

PAPYRUS aims to prevent young people taking their own lives. A professionally staffed helpline provides support, practical advice and information both to young people worried about themselves, and to anyone concerned that a young person may harm themselves. PAPYRUS has a range of helpful resources including HOPELineUK contact cards or call 01925 572444 for a sample pack.

Samaritans

Website | Tel: 116 123 (24/7)

Email: jo@samaritans.org

A 24/7 helpline service which gives you a safe space where you can talk about what is happening, how you are feeling, and how to find your own way forward. Samaritans volunteers are ordinary people from all walks of life who understand that there are sometimes things that you just cannot talk about to the people around you. They know that very often, with some time and space, people are able to find their own solution within themselves.

Specialist help for people who self-harm

The National Self-Harm Network

Website | Tel: 0800 622 6000 (7pm to 11pm)

A forum and resources for those who self-harm and their families, and for professionals who support them. Tips on what to do or say and what not to do or say if you are supporting someone who self-harms. Advice on the use of distractions if a person is trying not to self-harm.

Get Connected

Website | Tel: 080 8808 4994 (1pm to 11pm)

Offers help by telephone and email for young people (under 25) who self-harm.

The Mix

The Mix offers information and support to all the UK's 16-25 year-olds. It includes specific support and advice about self-harm.

RecoverYourLife.com

Internet Self-Harm Support Community. It also provides support for any emotional problems, in addition to self-harm.

Support specifically designed for children and young people

Childline

Website | Tel: 0800 1111

If you are worried about anything, it could be something big or something small, don't bottle it up. It can really help to talk to someone. If there is something on your mind, Childline is here for you.

Selfharm.co.uk

Website | Email: info@selfharm.co.uk

Website for young people aged 11 to 19 affected by self-harm.

YoungMinds

YoungMinds is committed to improving the emotional wellbeing and mental health of children and young people. They have lots of information.

Other sources of support for young people

Big White Wall

A safe, online, anonymous service for people over the age of 16. Get the support of others who feel like you, 24/7, and learn ways to feel better and how to get on top of your own troubles.

C.A.L.L. Mental Health Helpline for Wales

Website | Tel: 0800 132 737

A 24/7 service offering free emotional support and information/literature on mental health and related matters to people in Wales. Text 'help' to 81066.

CALM - Campaign Against Living Miserably

Website | Tel: 0800 585858 (London: 0808 802 5858)

Offers help for men of any age who are down or in crisis, via a helpline and webchat open seven days a week, 5pm- midnight, as well as a website.

Depression Alliance

Website | Tel: 0845 123 23 20 | Email: information@depressionalliance.org.

Information, support and understanding for people who suffer with depression, and for relatives who want to help. Self-help groups, information, and raising awareness for depression.

Depression UK

Website | Email: info@depressionuk.org

A national mutual support group for people suffering from depression.

Mind

Website | Infoline: 0300 123 3393 (Mon-Fri 9am - 6pm) | Email: info@mind.org.uk

Provides information in a range of topics including types of mental distress, where to get help and advocacy. They are able to provide details of help and support for people in their own area.

National Debtline

Website | Tel: 0808 808 4000

Free confidential and independent advice on how to deal with debt problems.

SANE

Website | SANEline: 0845 767 8000 (6pm - 11pm)

Emotional support and specialist information to anyone affected by mental illness, including families, friends and carers. SANE offers 1:1 support via helpline and email services and peer support via an online Support Forum where people share their feelings and experiences of mental illness, as well as exchanging information about treatment and support options.

StepChange

Website | Freephone: 0800 138 1111

Free online support service providing anonymous and practical advice about money matters and debt.

Survivors of Bereavement by Suicide (SOBS)

Website | Helpline: 0844 561 6855 (9am - 9pm daily)

Survivors of Bereavement by Suicide exist to meet the needs and break the isolation experienced by those bereaved by suicide.

Talk to Frank

Website | Tel: 0800 77 66 00

A 24/7 service offering free and confidential telephone advice and information for anyone who is concerned, or has questions, about drugs.

"I was about 14 when it happened. I had a good family, did well at school and had group of good friends. Life had been good to me although my mum said I could not handle stress. I would be a bag of nerves before exams, was scared of failing and could not face if someone was unwell.

Uncle Rob's death a year back in the accident was just too much. I knew I would feel upset for a long time. But then I didn't feel upset. It was strange. I thought people were doing strange things to me like controlling me through radio signals. I felt I had lost control of myself and even felt my body was changing in a strange sort of way... not just the puberty. And then I could not face school, I was swearing, felt muddled in my head.

My learning mentor got worried and spoke to my mum, who had noticed my strange behaviour. I couldn't sleep, couldn't be bothered about going out. I didn't like the idea of seeing a psychiatrist from the Child and Adolescent Mental Health Service and I thought they would judge me. But it was very different. She seemed to know and understand how I felt, what I thought. I felt relieved. She even said I was not going to be locked away in a hospital. It was just an illness for which I needed to take medication for few months or year.

She then introduced me to Kay, a worker from Early Intervention Psychosis team. Kay explained to me and my family all about psychosis, what we could to keep me well. She was there when I felt I was losing it before my exams. It's nearly a year now. I am like any other 16 year old, going to school, with friends etc... I take my meds and staying away from drugs and alcohol."

References

Main author: Dr Alys Cole-King

© August 2015. Due for review: August 2018. Royal College of Psychiatrists.

This leaflet reflects the best available evidence available at the time of writing.

This linformation may be downloaded, printed out, photocopied and distributed free of charge as long as the Royal College of Psychiatrists is properly credited and no profit gained from its use.

Permission to reproduce it in any other way must be obtained from permissions@rcpsych.ac.uk. The College does not allow reposting of its leaflets on other sites, but allows them to be linked directly.

For a catalogue of public education materials or copies of our leaflets contact: Leaflets Department, The Royal College of Psychiatrists, 21 Prescot Street, London E1 8BB. Tel: 20 3701 2520; email: leaflets@rcpsych.ac.uk.

Charity registration number (England and Wales) 228636 and in Scotland SC038369.

About this information

This information reflects the best available evidence at the time of writing. This mental health information for young people was written in 2020.
© November 2020 Royal College of Psychiatrists

# data[].attributes.attachment_link.title
When life is difficult - for young people | Royal College of Psychiatrists

# data[].attributes.attachment_link.description
When life is difficult, it's important to be able to cope without feeling emotionally overwhelmed. Another word for this is 'resilience'. In other words, resilience is the ability to cope with upsetting or difficult life events and...be the best we can be deal effectively with difficulties become stronger and feel OK bounce back learn from mistakes and bad experiences and then be able to leave them behind.

# data[].attributes.attachment_link.readable_text
The word 'obsessive' gets used commonly. This can mean different things to different people. Obsessive compulsive disorder (OCD) is a type of anxiety disorder. In this condition, the person suffers from obsessions and/or compulsions that affects their everyday life, like going to school on time, finishing homework or being out with friends.

What are the symptoms?

An obsession is a thought, image or urge that keeps coming into your mind even though you may not want it to.

An obsession can be annoying, unpleasant or distressing and you may want it to go away.

An example of an obsession is the thought that your hands are dirty even though they are not. Different people have different obsessions.

Here are some examples:

fears about dirt and spreading disease

worrying about harm happening to you or someone else

fearing that something 'bad' may happen

worrying about things being tidy

worrying about having an illness.

Having an obsession often leads to anxiety or feeling uncomfortable and you may then have the urge to 'put it right'. This is where compulsions come in.

Compulsions are things you feel you need to do usually to control your 'obsessions', even though you may not want to. You might even try to stop doing them, but this might not be possible.

Often, a compulsion means doing something again and again, as a 'ritual'. By doing the compulsion you feel you can prevent or reduce your anxiety about what you fear may happen if you don't do it. For example, turning the light on and off 20 times because you worry something bad may happen if you don't.

Different people have different compulsions. Some examples include:

washing

checking

thinking certain thoughts

touching

ordering/arranging things or lining things up

counting.

Individuals who have these problems often try to avoid any situation that might set off obsessive thoughts (e.g. not using hands to open doors).

When obsessions and compulsions take up a lot of your time, interfere with your life and cause you distress, it becomes obsessive-compulsive disorder (OCD).

# data[].attributes.attachment_link.title
OCD - for young people| Royal College of Psychiatrists

# data[].attributes.attachment_link.description
The word 'obsessive' gets used commonly. This can mean different things to different people. Obsessive compulsive disorder (OCD) is a type of anxiety disorder. In this condition, the person suffers from obsessions and/or compulsions that affects their everyday life, like going to school on time, finishing homework or being out with friends.

# data[].attributes.headline
Young People's Experience's of Parental Mental Illness

# data[].attributes.subject
Young People's Experience's of Parental Mental Illness

# data[].attributes.attachment_link.readable_text
Did you know that there are lots of children who have a parent who might take medicine for feeling sad, getting very angry for no reason, not wanting to join in with things or saying and doing strange things?

That may be because they have a mental illness. Did you know that 1 in 12 children has a parent who is unwell in this way? No-one really knows exactly what happens in the brain when people have an illness like this. The films below give an idea of what might be going on for some.

# data[].attributes.attachment_link.title
When a parent has a mental illness | Royal College of Psychiatrists

# data[].attributes.attachment_link.description
Did you know that there are lots of children who have a parent who might take medicine for feeling sad, getting very angry for no reason, not wanting to join in with things or saying and doing strange things? That may be because they have a mental illness.

# data[].attributes.headline
What to do if your child is being bullied.

# data[].attributes.subject
What to do if your child is being bullied.

# data[].attributes.attachment_link.readable_text
How to spot the signs that your child is being bullied

Bullying affects many young people every year, and anyone can be bullied. It is not always easy to spot the signs if your child is being bullied, but here are some things to look out for:

changes in behaviour - is your child more upset, withdrawn or angry than usual?

changes in appearance - is your child visibly sadder or more tired than usual?

school refusal - is your child more reluctant to go to school, or complaining of being physically unwell more than often?

a drop in grades - has your child's academic performance gotten worse for no clear reason?

cagey behaviour around social media - is your child trying to hide what's going on for them on social media?

Sometimes there may be no signs, as your child may try to hide what's going on. What you can do as a parent is try to keep lines of communication with your child as open as possible. By focusing on listening and being non-judgemental, you can help them to feel they can talk to you about whatever is going on for them.

If you have a gut feeling as a parent that something's not right with your child, ask them about it in a gentle way. For more advice on how to start a conversation with your child about how they're feeling, as well as games and activities you can use to create a relaxed space to talk, have a look at our starting a conversation with your child guide.

How to work with your child's school if they are being bullied

keep a log of incidents - this will help you during conversations with the school, and if you ever need to escalate the concern

try to maintain a positive relationship with the school - it can be frustrating if you don't agree with the way they are handling things, but working together will help you get the right support for your child

be patient but persistent - schools have processes in place; it may feel as though progress is slow at times, so persistently following up with the school is the best way to ensure you are informed and action is being taken

don't be afraid to ask for supportive measures for your child if they're struggling - e.g. a timeout card, school counselling, introduction of a buddy system etc.

familiarise yourself with the school's anti-bullying policy - all schools are legally required to have an anti-bullying policy in place. Familiarising yourself with this may help in your interactions with the school

manage school attendance and refusal - depending on the nature or level of the bullying, it can be a good idea to try to keep your child in school, as taking time off can make it harder for them to return. However, in some situations it's very understandable that your child may want to take time off to keep themselves emotionally or physically safe - and this can be really difficult for you to manage as a parent. If you are keeping your child at home due to safety concerns, speak to the school's safeguarding lead/officer and follow the steps above to make the problem clear to the school

escalate to more senior leadership if things are not improving

escalate to the governors if you are feeling unsupported by the school - you should be able to find their contact details on the school's website. If they're not available, you can request them from the school

How to support your child if they are being bullied

be clear that they are not alone - let your child know that feeling bullied is not something they have to face alone, and that you want to help them get support

ask your child about the good things that happened in their school day - try to use this information to frame their days in the most positive way possible, while also acknowledging what they're going through

encourage and support your child in developing interests and friendships outside of school - this may help increase their resilience and give them something to look forward to

don't be upset if your child wants to talk to other adults or friends about the bullying - as long as they are talking to someone, it is a positive thing

involve your child in the decisions you make - e.g. 'How would you like me to take this problem forward?' or 'Is there a particular teacher you would prefer me to talk to?'

find professional help for your child - if you're worried that the bullying is having an impact on your child's mental health or wellbeing, you can seek counselling for them through your GP or the school

make time for yourself - it's really distressing to see your child struggling. You are best placed to help if you are well yourself, so make sure you think about how you can look after yourself and try to get help from your own support network

Where to get help

If you are worried about the mental health of a child or young person, you can visit the find help for parents section on our website.

If you think your child might be anxious about school. read our guide on supporting your child with school anxiety.

Have a look at our guide on school refusal for advice on what to do if your child is refusing to go to school.

If you are worried about a child or young person under the age of 25 and would like to talk to one of our trained advisers, you can call our Parents Helpline for free.

# data[].attributes.attachment_link.title
What to do if your child is being bullied

# data[].attributes.attachment_link.description
Bullying affects many young people every year, and anyone can be bullied. It is not always easy to spot the signs if your child is being bullied, but here are some things to look out for: changes in behaviour - is your child more upset, withdrawn or angry than usual?

# data[].attributes.body
blog article

# data[].attributes.attachment_link.readable_text
Cyberbullying is an issue which is becoming far too common these days.

I experienced bullying almost my entire life, but the cyberbullying began when I started to use social media platforms when I was 12 years old. As a result of the cyberbullying, I suffered from severe anxiety and severe depression. According to a joint study done by professors of the University of Oxford, University of Bristol, University of Warwick and UCL, young people who are bullied are twice as likely to experience a mental health problem in later life as a result.

Why do people bully others?

I see so much abuse and online hate among the young and old - it's really quite demoralising. Why do people bully others online? What do people get out of it?

To be honest, I think it's a question of power and ownership. Having that control over someone else's life, their feelings and emotions, serves a purpose for the perpetrator. When you can't control your own life and its events, I think trying to control someone else's is a way of coping. The people who bully others might not have anyone to talk to or anyone that will listen to them. Some may feel that bullying someone else is their only way to get attention.

The anti-bullying charity Ditch the Label surveyed 8,850 young people aged 12 to 20 about bullying in the UK. In their report they say:

"We were interested to see if bullying could be considered a behavioural response to stress or trauma. Our hypothesis was confirmed with very strong correlations - finding those who bully are more likely to experience stressful and/or traumatic situations than those who do not, suggesting it is a responsive behaviour."

Dealing with cyberbullying

Regardless of this, cyberbullying is never right, nor justified. Many young people are unsure of what to do and often either ignore it or retaliate so that it escalates into something further. Both approaches can have negative and unwanted consequences.

Here are some tips that helped me when I was being cyberbullied:

don't think that it's all your fault and that it will never end

don't retaliate with inappropriate words and actions

always screenshot or copy and paste the conversation or comments so you can use them later for evidence

keep calm and don't act in haste, as that can go against you

tell someone - a responsible adult, teacher, friend, or whoever you feel comfortable with

Where to get help

If you're being bullied, or know someone who is, have a look at our guide on bullying for advice, as well as guidance on ways to get help.

# data[].attributes.attachment_link.description
Cyberbullying is an issue which is becoming far too common these days. I experienced bullying almost my entire life, but the cyberbullying began when I started to use social media platforms when I was 12 years old. As a result of the cyberbullying, I suffered from severe anxiety and severe depression.

# data[].attributes.body
A guide for young people with consistent and accessible language to talk about mental health and give a better understanding of mental health self-care.

# data[].attributes.headline
Free Counselling for South Tyneside Residents

# data[].attributes.subject
Free Counselling for South Tyneside Residents

# data[].attributes.body
Supporting information for parents which can be shared on school website to help them manage fears and worries at home.

# data[].attributes.body
It is important we acknowledge the feelings of worry young people will have and provide strategies to deal with these worries. The following 'teacher notes' contain advice and supporting resources relating to explaining and normalising these worries.

# data[].attributes.body
Children and young people are often more resilient than we give them credit for and it is important to normalise uncertainty whilst also recognising and validating emotions. Suitable for all age groups.

# data[].attributes.body
Video for use with Year 7 and above

# data[].attributes.attachment_link.title
HMT Everyone Worries (Secondary schools)

# data[].attributes.body
The National Autistic Society are offering their EarlyBird, EarlyBird Plus & Teen Life South Tyneside programmes via video call due to pandemic restrictions. Any families who would prefer face to face delivery are invited to join the programmes waiting list.

# data[].attributes.body
Humankind are delighted to officially launch the specialist LGBT+ (Lesbian, Gay, Bisexual, Transgender or other related identities) Support Service for young people aged 11 to 25 years across

# data[].attributes.attachment_link.title
South Tyneside LGBT+ Support Service Young Person and Parents Invitation

# data[].attributes.body
A guide on how others can help with loss and bereavement.

# data[].attributes.attachment_link.title
Get help with grief after bereavement or loss

# data[].attributes.attachment_link.description
Read practical tips and advice on what to do if you’re struggling with bereavement, grief and loss.

# data[].attributes.body
Activities, games and interactive videos on ways to cope and yoga.

# data[].attributes.attachment_link.description
There are lots of way to feel calmer. Try our breathing exercises, activities and games or watch a video to help let go of stress.

# data[].attributes.body
Resources to help children and young people with sleep routine.

# data[].attributes.attachment_link.readable_text
Not getting enough sleep can be bad for our health - and not just because we feel tired during the day.

If your brain hasn't had time to rest and recover, you might find it difficult to concentrate, you might forget things or make mistakes; not great when you have a busy day at school!

Lack of sleep can also affect how you feel, making you stressed, anxious or grumpy - which can in turn make it more difficult to get to sleep.

Your body can also feel negative effects if you don't get enough sleep.
Without enough time to naturally 'fix' itself, you might be more likely to get unwell - and you might even crave unhealthy, sugary food to give you energy and help keep you awake.

# data[].attributes.attachment_link.description
Not getting enough sleep can be bad for our health - and not just because we feel tired during the day. If your brain hasn't had time to rest and recover, you might find it difficult to concentrate, you might forget things or make mistakes; not great when you have a busy day at school!

# data[].attributes.body
Mind Yeti is a digital library designed to help younger children calm their minds, focus their attention and connect better to the world around them.