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Mental Health resources for school staff

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Mental Health resources for school staff

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The Mental Health Foundation Scotland , Digital Bricks Learning and Children's Health Scotland have created a Professional Learning Resource for Scottish Government in Mental Health and Wellbeing. It has been designed for all staff working in schools across Scotland. It is open access and available to anyone who may find it of benefit.

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Supporting Workforce Wellbeing is a Scottish Government funded package which first launched in 2020 in response to the pandemic.

The offer is now in its third year and has evolved after listening to feedback from the education system.

We have centred the 2022-2023 offer on providing mental health and wellbeing support for individuals in the education workforce across the wide education spectrum including schools, Community Learning and Development and Early Learning and Childcare.

To find out more about our 2022-2023 package please click through to the programmes area where you can use the filter function to search for the Supporting Workforce Wellbeing offer and you can apply straight from there.

Senior leaders in local authorities and schools with responsibility for the mental health and wellbeing of staff and children and young people can find wellbeing resources here which can support you in this important work.

2021 Testimonials

Peer to Peer Coaching:

Supervision Space:

Group Coaching:

1:1 Coaching:

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Supporting Workforce Wellbeing is a Scottish Government funded package which first launched in 2020 in response to the pandemic. The offer is now in its third year and has evolved after listening to feedback from the education system.

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As an employer of any size it's vital for you to support your workers' mental health and wellbeing.

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Living Life to the Full | helping you help yourself

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19 - Tayside School Nursing Contact Details and High School & Cluster details @ 13.06.2022.doc

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Tayside Mental Health training June - Sept 2022

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Tayside Mental Health training June - Sept 2022

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Tayside Mental Health Training Poster - June to September 22

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August 9, 2023
by Mrs McGoldrick
0 comments

Find out more about International Youth Day 2023 and a range of resources to support children and young people's mental health. Click on the poster or on the link below.
https://www.nhsggc.scot/hospitals-services/services-a-to-z/mental-health-improvement/resources-and-planning-tools/
February 27, 2023
by Mrs McGoldrick
0 comments

This is an opportunity to bring a spotlight on eating disorders and to improve awareness of the impact that eating disorder can have, in particular on children and young people.

This Eating Disorder Awareness Week, we encourage you to explore the FREE learning opportunities available on our website, and to share with your networks. Find out more here

November 21, 2019
by Mr Atherton
2 Comments

Welcome to Healthier Minds, East Renfrewshire's guide to promote the mental wellbeing of our children and young people.

Our aim is to help you find the information you need to develop children and young people's talents and abilities in a way that will support them to meet life's common challenges, develop their resilience, and have healthier minds as a result.

Click below for Parents and Carers Guide.

Click below for the Practitioners Guide

Click on the tabs at the top of the page to find the information that is most relevant to you...

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August 9, 2023 by Mrs McGoldrick 0 comments Find out more about International Youth Day 2023 and a range of resources to support children and young people's mental health. Click on the poster or on the link below.

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Self-referral Child - Parent Packages (2)

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Public Health Scotland - Mental Health Indicators

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Public Health Scotland - Mental Health Indicators

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Public Health Scotland has established a Mental Health Indicators project to make relevant data more accessible to local and national users. These outputs support the use of data to improve population mental health through,

more effective planning

more efficient resource allocation

consistently applying best practice

more effective policies

Two sets of mental health indicators have been created, one set for adult mental health and one for children and young people. In each indicator set, indicators are grouped by type:

mental health outcomes - mental wellbeing and common mental health problems

contextual factors - the determinants (risk factors and protective factors) of these outcomes

The indicator sets show the wide range of factors that influence public mental health, and emphasise the importance of structural factors such as work and poverty.

A multi-agency Advisory Group is informing this work. Collaboration is at the heart of the Mental Health Indicators project and we have an ongoing workstream that aims to ensure our outputs meet user needs. To find out more about how the indicator sets were developed you can view the Mental Health Indicator process paper.

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Public Health Scotland has established a Mental Health Indicators project to make relevant data more accessible to local and national users. These outputs support the use of data to improve population mental health through, more effective planning more efficient resource allocation consistently applying best practice more effective policies Two sets of mental health indicators have been created, one set for adult mental health and one for children and young people.

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CBT training to support Children and Young People with Anxiety

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CBT training to support Children and Young People with Anxiety

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Self-referral Child - Parent Packages (2)

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Togetherall - Counselling Service for Young People

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Togetherall - Counselling Service for Young People

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Whatever's on your mind, we're here - Togetherall

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Need urgent help? Contact one of these crisis support services

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Facebook @PenumbraDundee Phone 01382 223487 Email SelfHarm.Dundee@penumbra.org.uk Referal route Self-referral or third party Our Dundee Self-Harm Support Service can offer you practical and emotional support if you're experiencing self-harm. We offer a safe, non-judgemental space where you can explore your self-harming behaviours, and we work with you to manage and identify healthy coping strategies.

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Welcome to ABLe - The 'one-stop shop' for improving inclusive practice in educational settings.

The ABLe material is based on two mindmaps - The Classroom Map, and the Learner Map. You can find these under the resources tab. These maps are used to help the adult (often the teacher) to think about ways of adapting their approach to meet the needs of everyone in their group or class

There are also a range of supporting assessment materials and strategies, called 'taking a closer look' and 'ideas for'. These can also be found in the resources section.

ABLe was developed by Dundee's Educational Psychology Service in collaboration with colleagues in schools and nurseries; staff from Dundee's Accessibility and Inclusion Service; NHS Tayside Occupational Therapists and Speech and Language Therapists.

It is a reflective and practical tool to help education staff understand and meet the wide range of learner needs that can be seen in most mainstream classrooms and early years settings. The information in ABLe is based on evidence-based practice or research.
In an ABLe School or Nursery,
Any adjustments to the learning environment become part of what is routinely available for everyone, rather than being something 'special' for just one person.

Over time, the learning environment is adapted to fit with all learners' needs as much as possible.

The use of diagnostic labels is minimised. The focus is much more on what can be seen in the classroom, not what condition a child might have - as even learners with the same diagnosis may present differently in school or nursery.

Staff, children and parents have a common framework for addressing learner needs that they can use collaboratively.

What do teachers say?

"(ABLe) has helped us to kind of have a deeper understanding of what kind of need the children have and it also has led us on to think about the best way that we can really support these children."

"... a very empowering tool for people."

"And it's helped me to kind of get back to basics with my thinking about children and their needs......it's enabled us to have very good discussions about children and to begin to put things into place."

"I've found ABLe absolutely fabulous."

"I have used ABLe with two of my colleagues who have children with severe behavioural problems here in the primary school and it's amazing how that has helped me change how I react to these children, when they come to me or if I have to go and remove them from class. It has totally changed how I react with them."

"I feel that it's difficult to go too far wrong because the basic information is in front of you and if you need to go further in depth you can then go as far as you like with a particular area you can research that so I feel quite empowered and I feel quite well informed."

"The whole thing is so practical, it's exactly what we're needing."

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Welcome to ABLe - The 'one-stop shop' for improving inclusive practice in educational settings. The ABLe material is based on two mindmaps - The Classroom Map, and the Learner Map. You can find these under the resources tab.

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Team Around the Child Framework 20210513

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1. Definition of a child

A child is any person under the age of 18.

2. No discrimination

All children have all these rights, no matter who they are, where they live, what language they speak, what their religion is, what they think, what they look like, if they are a boy or girl, if they have a disability, if they are rich or poor, and no matter who their parents or families are or what their parents or families believe or do. No child should be treated unfairly for any reason.

3. Best interests of the child

When adults make decisions, they should think about how their decisions will affect children. All adults should do what is best for children. Governments should make sure children are protected and looked after by their parents, or by other people when this is needed. Governments should make sure that people and places responsible for looking after children are doing a good job.

4. Making rights real

Governments must do all they can to make sure that every child in their countries can enjoy all the rights in this Convention.

5. Family guidance as children develop

Governments should let families and communities guide their children so that, as they grow up, they learn to use their rights in the best way. The more children grow, the less guidance they will need.

6. Life survival and development

Every child has the right to be alive. Governments must make sure that children survive and develop in the best possible way.

7. Name and nationality

Children must be registered when they are born and given a name which is officially recognized by the government. Children must have a nationality (belong to a country). Whenever possible, children should know their parents and be looked after by them.

8. Identity

Children have the right to their own identity - an official record of who they are which includes their name, nationality and family relations. No one should take this away from them, but if this happens, governments must help children to quickly get their identity back.

9. Keeping families together

Children should not be separated from their parents unless they are not being properly looked after - for example, if a parent hurts or does not take care of a child. Children whose parents don't live together should stay in contact with both parents unless this might harm the child.

10. Contact with parents across countries

If a child lives in a different country than their parents, governments must let the child and parents travel so that they can stay in contact and be together.

11. Protection from kidnapping

Governments must stop children being taken out of the country when this is against the law - for example, being kidnapped by someone or held abroad by a parent when the other parent does not agree.

12. Respect for children's views

Children have the right to give their opinions freely on issues that affect them. Adults should listen and take children seriously.

13. Sharing thoughts freely

Children have the right to share freely with others what they learn, think and feel, by talking, drawing, writing or in any other way unless it harms other people.

14. Freedom of thought and religion

Children can choose their own thoughts, opinions and religion, but this should not stop other people from enjoying their rights. Parents can guide children so that as they grow up, they learn to properly use this right.

15. Setting up or joining groups

Children can join or set up groups or organisations, and they can meet with others, as long as this does not harm other people.

16. Protection of privacy

Every child has the right to privacy. The law must protect children's privacy, family, home, communications and reputation (or good name) from any attack.

17. Access to information

Children have the right to get information from the Internet, radio, television, newspapers, books and other sources. Adults should make sure the information they are getting is not harmful. Governments should encourage the media to share information from lots of different sources, in languages that all children can understand.

18. Responsibility of parents

Parents are the main people responsible for bringing up a child. When the child does not have any parents, another adult will have this responsibility and they are called a "guardian". Parents and guardians should always consider what is best for that child. Governments should help them. Where a child has both parents, both of them should be responsible for bringing up the child.

19. Protection from violence

Governments must protect children from violence, abuse and being neglected by anyone who looks after them.

20. Children without families

Every child who cannot be looked after by their own family has the right to be looked after properly by people who respect the child's religion, culture, language and other aspects of their life.

21. Children who are adopted

When children are adopted, the most important thing is to do what is best for them. If a child cannot be properly looked after in their own country - for example by living with another family - then they might be adopted in another country.

22. Refugee children

Children who move from their home country to another country as refugees (because it was not safe for them to stay there) should get help and protection and have the same rights as children born in that country.

23. Children with disabilities

Every child with a disability should enjoy the best possible life in society. Governments should remove all obstacles for children with disabilities to become independent and to participate actively in the community.

24. Health, water, food, environment

Children have the right to the best health care possible, clean water to drink, healthy food and a clean and safe environment to live in. All adults and children should have information about how to stay safe and healthy.

25. Review of a child's placement

Every child who has been placed somewhere away from home - for their care, protection or health - should have their situation checked regularly to see if everything is going well and if this is still the best place for the child to be.

26. Social and economic help

Governments should provide money or other support to help children from poor families.

27. Food, clothing, a safe home

Children have the right to food, clothing and a safe place to live so they can develop in the best possible way. The government should help families and children who cannot afford this.

28. Access to education

Every child has the right to an education. Primary education should be free. Secondary and higher education should be available to every child. Children should be encouraged to go to school to the highest level possible. Discipline in schools should respect children's rights and never use violence.

29. Aims of education

Children's education should help them fully develop their personalities, talents and abilities. It should teach them to understand their own rights, and to respect other people's rights, cultures and differences. It should help them to live peacefully and protect the environment.

30. Minority culture, language and religion

Children have the right to use their own language, culture and religion - even if these are not shared by most people in the country where they live.

31. Rest, play, culture, arts

Every child has the right to rest, relax, play and to take part in cultural and creative activities.

32. Protection from harmful work

Children have the right to be protected from doing work that is dangerous or bad for their education, health or development. If children work, they have the right to be safe and paid fairly.

33. Protection from harmful drugs

Governments must protect children from taking, making, carrying or selling harmful drugs.

34. Protection from sexual abuse

The government should protect children from sexual exploitation (being taken advantage of) and sexual abuse, including by people forcing children to have sex for money, or making sexual pictures or films of them.

35. Prevention of sale and trafficking

Governments must make sure that children are not kidnapped or sold, or taken to other countries or places to be exploited (taken advantage of).

36. Protection from exploitation

Children have the right to be protected from all other kinds of exploitation (being taken advantage of), even if these are not specifically mentioned in this Convention.

37. Children in detention

Children who are accused of breaking the law should not be killed, tortured, treated cruelly, put in prison forever, or put in prison with adults. Prison should always be the last choice and only for the shortest possible time. Children in prison should have legal help and be able to stay in contact with their family.

38. Protection in war

Children have the right to be protected during war. No child under 15 can join the army or take part in war.

39. Recovery and reintegration

Children have the right to get help if they have been hurt, neglected, treated badly or affected by war, so they can get back their health and dignity.

40. Children who break the law

Children accused of breaking the law have the right to legal help and fair treatment. There should be lots of solutions to help these children become good members of their communities. Prison should only be the last choice.

41. Best law for children applies

If the laws of a country protect children's rights better than this Convention, then those laws should be used.

42. Everyone must know children's rights

Governments should actively tell children and adults about this Convention so that everyone knows about children's rights.

43 to 54. How the Convention works

These articles explain how governments, the United Nations - including the Committee on the Rights of Child and UNICEF - and other organisations work to make sure all children enjoy all their rights.

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The Convention on the Rights of the Child: The child-friendly version

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The Convention on the Rights of the Child: The child-friendly version

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CERG workforce support package | Learning resources | National Improvement Hub

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Whole School Approach to Mental Health and Wellbeing

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Whole School Approach to Mental Health and Wellbeing

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Click 'Accept all cookies' to agree to all cookies that collect anonymous data. To only allow the cookies that make the site work, click 'Use essential cookies only.' Visit 'Set cookie preferences' to control specific cookies.

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Mental health and wellbeing: whole school approach: framework

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A whole school approach framework for Scottish schools to support children and young people's mental health and wellbeing.

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​​This self-evaluation framework can be used to complement self-evaluation through How Good is Our School 4 (HGIOS4) and How Good is our Early Learning and Childcare (HGIOELC).

It looks at school improvement through a nurturing lens and includes features of highly effective practice and challenge questions that would support schools and ELC settings when they are implementing a nurturing approach. It provides tools to support learning conversations, learning rounds, peer support and PRDs/PDP structures for staff.

It provides:

Links to the Scottish drivers and policy context.

A definition of nurturing approaches.

A guide to the self-evaluation process and a framework that links nurturing approaches to the Quality Indicators used in HGiOS4 and HGiOELC.

Explicit links between the Quality Indicators and the Nurturing Principles so that schools can link their self-evaluation with these principles.

It also provides a range of practical tools that can be used to triangulate self-evaluation information and support the implementation of nurturing approaches, along with focus group prompts, a questionnaire for staff and parents, and readiness checklists.

Explore this approach

How to use this self-evaluation approach to improve practice

The tools, which are provided as appendices, have a range of purposes including supporting the triangulation of self-evaluation evidence.

They also support schools to explore how a nurturing approach is being applied in the classroom/playroom and wider environment; how staff can attune to children and young people; and the extent of staff knowledge and attitudes to a nurturing approach.

The tools will help schools to examine their own readiness to implement a nurturing approach and provide a means of exploring the views of children, young people and parents and carers regarding a nurturing approach.

Key questions for schools/ELC settings might include:

To what extent are we able to demonstrate a nurturing approach in our setting and how well do Senior Leadership Teams support this?

How well have we embedded nurturing approaches in our school/ELC setting and are able to demonstrate this in classroom practice and within the school /ELC environment?

How well do staff understand the nurturing principles and apply these in their daily practice and interactions with children and young people and the wider school community?

Download(s)
**NEW** PDF file: Supporting inclusive transitions: using the nurture principal self-evaluation framework to ensure effective support for children and young people during the COVID-19 pandemic (553 KB)PDF file: Applying nurturing approaches (2.7 MB)PDF file: Appendix 1a - Whole-school readiness checklist (755 KB)PDF file: Appendix 1b - Individual readiness checklist (720 KB)PDF file: Appendix 2 - Attunement profile (45 KB)PDF file: Appendix 3a - Observation profile - The classroom (459 KB)PDF file: Appendix 3b - Observation profile - The playroom (472 KB)PDF file: Appendix 3c - Observation profile - The school environment (372 KB)PDF file: Appendix 4a - Teacher and early years practitioner staff questionnaire (94 KB)PDF file: Appendix 4b - non-teaching staff and support staff questionnaire (90 KB)PDF file: Appendix 5a - Children and young people focus group discussion prompts (51 KB)PDF file: Appendix 5b - Children in ELC settings focus group discussion prompts (43 KB)PDF file: Appendix 6 - Parent/carer questionnaire (57 KB)

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Applying nurture as a whole school approach - A framework to support self-evaluation

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​​This self-evaluation framework can be used to complement self-evaluation through How Good is Our School 4 (HGIOS4) and How Good is our Early Learning and Childcare (HGIOELC). It looks at school improvement through a nurturing lens and includes features of highly effective practice and challenge questions that would support schools and ELC settings when they are implementing a nurturing approach.

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THE SPEECH LANGUAGE COMMUNICATION COMPANY - support for local families 

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THE SPEECH LANGUAGE COMMUNICATION COMPANY - support for local families 

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Parents supporting disabled youngsters often experience prolonged stress and anxiety which means poor mental health. Meet other mums and dads, join our local network, share your concerns amongst peers and an organisation that understands the particular challenges of parenting CYP who struggle to communicate.

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CHILL CLUB  - raising the voices of children and young people with lived experience of speech, language and communication difficulties. Often excluded and isolated, their mental health is disproportionately and adversely affected

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CHILL CLUB  - raising the voices of children and young people with lived experience of speech, language and communication difficulties. Often excluded and isolated, their mental health is disproportionately and adversely affected

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What is Enquire?

Enquire is the Scottish advice service for additional support for learning. Providing easy to understand advice and information about additional support for learning legislation and guidance for families and professionals.

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Enquire - The Scottish advice service for additional support for learning

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If you feel a child or young person needs extra help to get the most from their learning and are unsure what to do, we can help you.

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Parentzone Scotland provides information and advice about education in Scotland. It includes practical ideas to support learning at home in a variety of curriculum areas, along with information on additional support needs, and tips on how parents can get involved in their child's school and education.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Do you feel like you're at the end of your tether? Children 1st Parentline is here for you and your family.

If you live in Scotland call 08000 28 22 33 free, browse our website for advice and support, or start a webchat.

You can talk to us seven days a week

If you live in England please contact Family Lives for further support.

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Children 1st Parentline is for anyone caring for or concerned about a child. Call 08000 28 22 33. Open 9am-9pm, Monday to Friday, & 9-12noon at weekends.

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Connected Tayside Launch event feedback 2

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Connected Tayside Launch event feedback 2

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Connected Tayside Launch event feedback 1

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Connected Tayside Launch event feedback 1

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CORC is the leading membership organisation that collects and uses evidence to improve children and young people's mental health

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Perinatal mental health curricular framework : a framework for maternal and infant mental health

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Perinatal mental health curricular framework : a framework for maternal and infant mental health

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Perinatal mental health curricular framework : a framework for maternal and infant mental health

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This framework sets out the different levels of knowledge and skills required by members of the Scottish workforce who have contact with mothers and their babies, to enable them to support mothers, babies and their families to have positive well-being and good mental health during the perinatal period.

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The CIRCLE resources were developed through a collaboration between Queen Margaret University, NHS Lothian and City of Edinburgh Council.

The information in these resources represent the reflective practice of hundreds of teachers as well as feedback from learners and parents/carers. It also reflects relevant research and policy guidance.

Improvement Questions

To what extent does my classroom practice reflect the context of Scottish education, inclusion and equality?

How can my inclusive classroom practice support and secure improved achievement and attainment for children and young people who require additional support?

Do I know where to access information and free resources to support my inclusive classroom practice and do I evaluate their impact?

How to use this resource to improve practice?

Based on the reflections and ideas of education staff, this resource provides practical strategies to support the underlying skills that pupils require to enable them to participate in school. The CIRCLE Framework is a way of organising and supporting input using a staged system of support, beginning with setting up an inclusive classroom. Checklists and planning tools area included to support discussion, and can be used to document strategies used and record professional learning. It includes the CIRCLE Inclusive Classroom Scale and the CIRCLE Participation Scale developed with practitioners to support the measurement of progress.

Can't view this video? You can also view this clip on Glow (log-in required).

Overall, the resource aims to empower education staff to support all pupils, to promote inclusive practice and to encourage effective collaboration between school staff, parents/carers, partner services and other agencies.

These resources strengthen a whole school approach to improving inclusive practice but can also be used by individual practitioners improving their classroom setting or their approach to supporting and individual learner.

For secondary practitioners there is an accompanying professional learning module which allows the CIRCLE resource to be explored in more depth.

Download(s)
PDF file: Ideas in practice - primary PDF file: Ideas in practice - secondary
Help us to make inclusion, wellbeing and equity part of everyday learning for everyone. You can join the conversation in a number of ways:

Sign up for our Inclusive Education e-bulletin

Follow us on Twitter @EducationScot @ESInclusionTeam

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CIRCLE resource to support Inclusive Learning and Collaborative Working (Primary and Secondary)

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The CIRCLE resources were developed through a collaboration between Queen Margaret University, NHS Lothian and City of Edinburgh Council. The information in these resources represent the reflective practice of hundreds of teachers as well as feedback from learners and parents/carers. It also reflects relevant research and policy guidance.

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The Cycle of Wellbeing | Learning resources | National Improvement Hub

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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As a parent or carer it can be really worrying to see a child or young person going through a difficult time, but it's important to address your concerns and help them to get help as soon as possible.

Growing up can present many pressures - exam stress, bereavement, bullying, body image, first relationships - and in some cases, young people just need someone to chat things through with and discuss their worries.

Having this conversation, no matter how small the problem might be, is essential to ensuring that young people grow up equipped to manage and understand their own mental health.

However it's also important to recognise when professional help is needed. Making an appointment with your GP is a good place to start. We've got some useful guidance on attending that first appointment.

The following resources are designed to help you start your conversation and know where to turn if help is needed. If you would like to see information on mental health that speaks directly to your child or young person, please see our children and young people's page.

Thanks to our friends at Place2Be for reviewing these resources.

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As a parent or carer it can be really worrying to see a child or young person going through a difficult time, but it's important to address your concerns and help them to get help as soon as possible.

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How to support your child’s mental health – Place2Be

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Place2Be works with schools to help parents support their child’s mental health and improve their emotional wellbeing.

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If you or someone you know is at immediate risk of harm, or is not safe, call 999 or go to A&E. The NHS is very clear that a mental health emergency should be taken as seriously as a physical one - and that you will not be wasting anyone's time.

If you are needing advice and support, you may like to look at our parents guide to support A-Z, where you can read and download resources covering a number of mental health topics and concerns.

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Parents Mental Health Support | Advice for Your Child

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If you or someone you know is at immediate risk of harm, or is not safe, call 999 or go to A&E. The NHS is very clear that a mental health emergency should be taken as seriously as a physical one - and that you will not be wasting anyone's time.

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The General Teaching Council for Scotland

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GTC Scotland has created and curated a variety of resources and advice to support teacher and lecturer health and wellbeing. Many of these resources were developed during lockdown and the transition back into schools during the Covid-19 pandemic, but they contain useful wellbeing tools that are relevant to any time.

We would appreciate your feedback on the Hub and the resources.

Immediate Support: Helplines

GTC Scotland resources for teachers from Health and Wellbeing experts

Dealing with Uncertainty - Claire Lavelle looks at practical strategies to focus attention on what we can control when we cannot be physically present with children, young people and their families.

De-Stressing Stress - Paul Mills, Certified Medical Support Clinical Hypnotherapist presented the De-stressing Stress series of webinars, which can be found in the resource section of MyPL.

Feeling the burn? Cultivating self-renewal practices during recovery - Claire offers coaching support and strategies on cultivating key self-renewal practices to sustain energy, optimism and self-efficacy during challenging times.

Grief and Loss Hugh Smith explores how normal feelings of grief and loss, if left unchecked, can have a negative impact on your mental health and wellbeing within the workplace and home setting.

Impact of Racial Discrimination on Health and Wellbeing - Khadija Mohammed, Yasmeen Hussain, Marcia Edwards and Sharon Smith discussed racial discrimination issues, how they impact teachers' wellbeing and learn about what we can do to combat the effects of discrimination and abuse.

Looking after your mental wellbeing during the school holidays (and beyond during the Covid-19 pandemic - Dr Emma Hepburn (PDF 1 MB)

Making the transition Claire takes a closer look at making the transition back to our learning communities, what the new normal might look like, and how we might balance our workload and expectations.

Reenvisaging the new normal

Taking stock and staying centred in uncertain times Claire offered self-coaching strategies to support educators in taking stock of where their own wellbeing needs are being met and where they might consider a more self-compassionate and resourceful approach.

Teacher Resilience - Hugh Smith explores the complex area of teacher resilience, and how this should be viewed as a natural link to professional values.

Transforming the Emotional Load - We may have been left reeling emotionally from the speed and nature of the changes such as: losing our sense of purpose, our role, our connection with our pupils and families. In this webinar, Claire discusses some of the possible impacts of carrying this "emotional load" as we progress through lockdown.

Sarah Philp has created resources and techniques for you to use to support you in reducing feelings of stress, help you sleep and soothe your soul.

Stepping Stones provides support, challenge and professional learning for post-probationary teachers in the first four years of their career.

The Wellbeing Edit

10 stress busters - The first step to feeling better is to identify the cause of your stress.

Action for Happiness organise a 10 Days of Happiness program, shares Action Calendars and hosts talks from inspiring speakers.

Breathing exercise for stress - This calming breathing technique for stress, anxiety and panic takes just a few minutes and can be done anywhere.

Breathworks course: mindful self-care for troubling times

Clear your head - It's okay to not feel yourself right now, and this Healthier Scotland website has some great tips to help get you through it.

Fitness Studio - Take your pick from 24 instructor-led videos including aerobics exercises, strength and resistance, pilates and yoga.

Healthier Scotland: looking after yourself - Some tips to help you look after yourself and get through these uncertain times. With ideas about how you can keep moving, create a routine, find things you enjoy and keep connected with friends and family - finding time for any of these will help to clear your head.

Insight Timer - Relaxation and meditation app including motivational talks.

Living with worry and anxiety amidst global uncertainty - This free guide includes a mixture of psychoeducation about normal and excessive worry, lots of normalization, and a selection of practical exercises that you can use to manage worry and maintain wellbeing.

MentalHealth.org - Comprehensive website dealing with all aspects of mental health issues and offering advice, suggestions and links to support agencies.

Mental Health Foundation work-life balance

My Possible Self - Monitor and recognise patterns in feelings and behaviour to tackle stress and anxiety.

NHS Relaxation Techniques - A series of relaxation audio guides.

Parent Club: keeping calm with your child - Being a parent can be hard work. All kids are difficult at times, no matter how old they are. Keeping your cool can feel impossible at times. But there are things you can do to stay in control - no matter how much they're testing your patience.

Scottish Association for Mental Health (SAMH) guidance and tips for things you can do to look after your mental health.

Self-help resources from South Glasgow Wellbeing Services.

Sleep Charity resources - a wide range of evidence-based information on all aspects of sleep from triggers to treatments.

Steps to deal with stress (PDF) - practical ways for you to start dealing with stress right now and stop it from building up in future.

Taking care of each other

Resources

Resources Curated by GTC Scotland

Being a Leader in a New World - Claire Lavelle offers a time for reflection as she looks at how leaders can move forward post-lockdown.

Developing a Wellness Community of Practice - Hugh Smith shares how a wellness community of practice might become a central activity in keeping teacher mental health and wellbeing 'in check'.

Impact of Racial Discrimination on Health and Wellbeing - Khadija Mohammed, Yasmeen Hussain, Marcia Edwards and Sharon Smith discussed racial discrimination issues, how they impact teachers' wellbeing and learn about what we can do to combat the effects of discrimination and abuse.

Serve, lead, serve: Sarah Philp poses three reflective questions to ask yourself in relation to serving and leading in challenging times.

Staff wellbeing - Claire shares coaching questions, strategies and approaches to support educators' wellbeing as they make the staged transition from lockdown to their respective schools and settings.

Workplace Tension and Partnership Working - Hugh considers teacher professionalism and wellbeing in the current context and provides the opportunity to reflect on the challenges of workplace tension and partnership working to build positive solutions for now and the future.

Taking care of our learners

Health and Wellbeing and the Professional Values

The professional values include a commitment to understand and promote the health and wellbeing of yourself, colleagues, and learners.

But this can only be successful when you begin by focusing on your wellbeing. Teachers need to practice self-care to be able to support the wellbeing of others. Please seek support when you need it.

When you have this focus, you can aspire to:

understand the importance of good health and wellbeing;

build positive and purposeful relationships;

provide and ensure a safe and secure environment for all learners and colleagues;

promote a caring and compassionate ethos.

These factors combined support learning and wellbeing across our learning communities.

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The General Teaching Council for Scotland

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Health and Wellbeing - The General Teaching Council for Scotland

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The General Teaching Council for Scotland

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Staff Wellbeing Resources | NHS Education for Scotland

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The Staff Wellbeing Resources page of the NHS Education for Scotland website.

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This short video above explains how our specialist mental health service supports children and young people who are experiencing persistent, complex and severe mental health difficulties or where there is concern about a possible neurodevelopmental difficulty.

Here to support you

Our webpage provides information for children and young people, their parents/carers and professionals working with young people. Click on the appropriate section below to find out more.

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Resources to support children and young people

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Resources to support children and young people

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Explore this resource

Education authorities and schools are responsible for identifying, supporting and developing the mental wellbeing of pupils. Every child and young person should have access to mental wellbeing support in school.

This may be support from their class teacher, pastoral care staff, school counselling or Educational Psychology Services, or specialist family and health services when required.

It is recognised that this list is not exhaustive, and many education authorities or schools may produce their own specific resources around mental wellbeing in partnership with local partners and children and young people. The following PDF provides a downloadable version of the supports listed below.
PDF file: Resources for School Staff to support Positive Mental Wellbeing of children and young people (520 KB)
In addition, The Cycle of Wellbeing provides a helpful narrative of how many of the resources and guidance published can be used strategically to enhance the mental wellbeing of staff and children and young people.

Professional Learning

The Scottish Government is ensuring that promoting children and young people's mental health is a core component of staff professional learning.

COVID-19

Teachers and school leaders play a fundamental role in promoting and protecting the wellbeing and resilience of children and young people, which will be critical in supporting children and young people during the experience of COVID-19.

Inclusive Education

Scottish education is based on the belief that education is a human right and that all children and young people should be supported to reach their fullest potential.

Bullying / Peer support

The Scottish Government takes bullying very seriously. Bullying of any kind is unacceptable and must be addressed quickly, whenever it arises. We want all children and young people to learn tolerance, respect, equality and good citizenship to address and prevent prejudice, as well as healthy relationships.

Relationship Based Approaches

Scottish education has a key focus on wellbeing and relationship-based approaches to support children and young people. An understanding of how early experiences impact on children and young people's behaviour and the importance of relationships in shaping later outcomes is the foundation which underpins much of the Scottish policy landscape and curriculum

Relationship based approaches such as a nurturing approach help schools to develop an awareness of early adversity and trauma and are therefore a pivotal part of realising the Scottish Government's aim of preventing and mitigating the impact of Adverse Childhood Experiences (ACEs).

Health and wellbeing (curriculum)

Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future.

The mental, emotional, social and physical wellbeing of everyone within a learning community should be positively developed by fostering a safe, caring, supportive, purposeful environment that enables the development of relationships based on mutual respect. The four aspects of wellbeing are inextricably linked.

It is important that the educational establishments have the capacity to support pupils and flexibility to utilise an approach that meets local needs and circumstances. Providing a positive future for our young people is our top priority and their mental health is a key part of that. Curriculum for Excellence is helping young people gain the knowledge, skills, capabilities and attributes needed for learning, life and work.

Qualifications

Improvement questions

Consider the impact of Covid-19 on the positive wellbeing of children. How are you preparing your learning materials and approaches in the wider school environment to support mental wellbeing needs?

How are you ensuring that the learning resources and wider approaches are supporting development of a whole school approach to support the mental wellbeing of the school community?

How will you and your colleagues ensure nurturing principles and the wellbeing indicators are considered to support the positive wellbeing of children and young people?

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Positive mental wellbeing - resources to support children and young people

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Education authorities and schools are responsible for identifying, supporting and developing the mental wellbeing of pupils. Every child and young person should have access to mental wellbeing support in school. This may be support from their class teacher, pastoral care staff, school counselling or Educational Psychology Services, or specialist family and health services when required.

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Social and Emotional ASQ (Ages & Stages Questionnaire)

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Social and Emotional ASQ (Ages & Stages Questionnaire)

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Screening tool used by Health Visitors to establish developmental stages.

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Social and emotional development in early childhood: more important than ever.

Children's ability to regulate their emotions and skillfully manage social interactions is critical to their healthy development and future success. If social-emotional problems are identified and addressed early, children are less likely to be placed in special education programs-and later in life, they're also less likely to experience school failure, unemployment, and incarceration.

Preventing social-emotional challenges in the critical early years is a matter of national concern. The first step is timely, accurate, and cost-effective screening-with a screener like Ages & Stages Questionnaires®: Social-Emotional, Second Edition (ASQ:SE-2™) -that pinpoints problem areas in social or emotional development in early childhood. The earlier a social-emotional problem is recognized and addressed, the better the child's chance of success.

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Social-Emotional Screening - Ages and Stages

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Children's ability to regulate their emotions and skillfully manage social interactions is critical to their healthy development and future success. If social-emotional problems are identified and addressed early, children are less likely to be placed in special education programs-and later in life, they're also less likely to experience school failure, unemployment, and incarceration.

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CLPL 3 Support - Staged Intervention Model MEWB

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Emotional Wellbeing Strategy Summary - feedback YP Nov 2020

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Glasgow Motivation and Wellbeing Profiling tool

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Glasgow Motivation and Wellbeing Profiling tool

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Wellbeing Profile: Glasgow Motivation and Wellbeing Profile (GMWP)

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Connected Tayside Evaluation Framework  editable version

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Connected Tayside Evaluation Framework  editable version

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Connected Tayside Evaluation Framework editable version

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Emotional Health and Wellbeing for children and young people: A toolkit for all staff

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Emotional Health and Wellbeing for children and young people: A toolkit for all staff

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Connected Tayside Poster - designed for young people by young people

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Connected Tayside Poster - designed for young people by young people

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CLPL 3 staged intervention approach with presenter notes

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CLPL 1 toolkit training with presenter notes

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Connected Tayside: An Emotional Health and Wellbeing Strategy for Children and Young People - Strategy Document

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Connected Tayside: An Emotional Health and Wellbeing Strategy for Children and Young People - Strategy Document

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TRIC Connected Tayside Emotional Wellbeing Strategy - FINAL