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A modern, creative, progressive wellbeing service for young people

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If you are in crisis or feel like you might harm yourself, please call 111 and select option 2 for crisis mental health support.

If you have recently taken an overdose or seriously harmed yourself, please go to your nearest A&E or call 999.

If you haven’t eaten in 48hrs, drank in 24hrs or vomited 3+ times daily please go to A&E.

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Branch is an online mental wellbeing hub for children and young people in Wirral, from 0 all the way to 18 (and up to 25 with additional needs).

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We continue to follow government guidelines, meaning we are still unable to do home visits. We are however open for referrals to all of our services, just call us on 0151 608 8288 or email admin@koalanw.co.uk. Groups and Parenting Courses are running again, with a booking system in place for all groups/courses.

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If you are not in immediate danger and want to talk to someone now:

1. Text SHOUT on 85258 at any point to get some support

2. Call the Samaritans at any point on 116 123

3. Papyrus - For confidential suicide prevention advice contact HOPELINE247 on 0800 068 4141, pat@papyrus-uk.org or via Text - 88247

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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Stop.Breathe.Think is a game changing mental health service based in the UK. We give young people access to free counselling and support.

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

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

Why it's important

1 in 5

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

50%

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

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

Find out more about our work

How we help

Mental health support in schools

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

Our mental health services in schools

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

Counselling training and placements

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

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

Glyn Ellis - Headteacher, Haslingden Primary School

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

Parent

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

Eight-year-old girl

Your support makes it possible

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

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

Make a donation

How you can help

Fundraise for us

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

Get fundraising inspiration

Take part in an event

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

Take on an event

Partner with us

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

Find out more

Our impact

In the last school year

6,901

pupils were supported through one-to-one counselling.

33,327

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

After one-to-one counselling with Place2Be

76%

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

64%

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

75%

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

Place2Be: mental health support in schools

Hear from children and teachers about the impact of Place2Be.

News & blogs

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

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

Read more

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

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

Read more

The BAFTA Roadshow with Place2Be arrives in North-West London

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

Read more

Sign up to our newsletter

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

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

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HOPELINE247 | Papyrus UK | Suicide Prevention Charity

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Are you having thoughts of suicide or are concerned for someone who feels suicidal? Then contact HOPELINE247 for free confidential support on 0800 068 4141.

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People have the right to be involved in discussions and make informed decisions about their care, as described in NICE's information on making decisions about your care.

Making decisions using NICE guidelines explains how we use words to show the strength (or certainty) of our recommendations, and has information about prescribing medicines (including off-label use), professional guidelines, standards and laws (including on consent and mental capacity), and safeguarding.

The recommendations apply to staff from all sectors that work with people who have self-harmed, unless a recommendation or section specifically states that it is for a certain group. Because of the wide variety of criminal justice system settings that exist and the need to take other relevant national guidance into account, the recommendations in the guideline may need to be tailored for certain criminal justice system settings during implementation.

Putting recommendations into practice can take time depending on how much change in practice or services is needed. Most of the recommendations in this guideline reinforce best practice and will not need additional resources to implement if previous guidance has been followed. If changes to current local practice are needed to implement the recommendations, they may take time and significant additional resources.

The recommendations apply to all people who have self-harmed, unless a recommendation specifically states that it is for adults or children and young people only.

1.2 Consent and confidentiality

1.2.1 Healthcare professionals and social care practitioners who have contact with people who self-harm should be able to:

1.2.2 Healthcare professionals and social care practitioners who have contact with children and young people who self-harm should also be able to:

understand how to apply the principles of the Children Act 1989 and the Children and Families Act 2014 in relation to competence, capacity and confidentiality and the scope of parental responsibility

understand how to apply the principles of the Mental Health Act 2007 to young people

understand how issues of capacity and competence to consent apply to children and young people of different ages

assess the young person's capacity to consent (including Gillick competence).

1.2.3 If staff working with people who self-harm need to discuss issues relating to capacity and consent, they should have access to:

1.2.4 Staff working with people who self-harm should be familiar with the limits of confidentiality with regard to information about a person's treatment and care.

1.2.5 Staff working with people who self-harm should be aware of the benefits of involving the person's family and carers and sharing information, and should recognise the need to seek consent from the person as early as possible. Also see the Department of Health and Social Care's consensus statement on information sharing and suicide prevention.

1.2.6 Staff working with people who self-harm should recognise that if it is necessary to breach confidentiality, they should ensure that the person who has self-harmed is still involved in decisions about their care and, where possible, is informed about the breach of confidentiality.

1.4 Involving family members and carers

The recommendations in this section should be read alongside the recommendations on consent and confidentiality.

1.4.1 Ask the person who has self-harmed whether and how they would like their family or carers to be involved in their care, taking into account the factors in recommendation 1.4.2, and review this regularly. If the person agrees, share information with family members or carers (as appropriate), and encourage them to be involved.

1.4.2 When thinking about involving family members or carers in supporting a person who has self-harmed, take into account issues such as:

1.4.3 When involving family members or carers in supporting a person who has self-harmed:

encourage a collaborative approach to:

empower and support the person who has self-harmed

minimise the person's self-harm behaviours and

support the person's recovery to prevent recurrence

give them opportunities to be involved in decision making, care planning and developing safety plans to support the person beyond the initial self-harm episode, and through their care pathway

ensure that there is ongoing and timely communication with the family or carers

regularly review whether the person who has self-harmed still wants their family or carers to be involved in their care, and ensure that they know they can withdraw consent to share information at any time.

1.4.4 Be aware that even if the person has not consented to involving their family or carers in their care, family members or carers can still provide information about the person.

1.4.5 If the person who has self-harmed finds it difficult to vocalise their distress when they are in need of care, support the person and their family members or carers (as appropriate) in trying alternative methods of communication (such as non-verbal language, letters, emotional wellbeing passports, and using agreed safe words, phrases or emojis).

1.5 Psychosocial assessment and care by mental health professionals

1.5.1 At the earliest opportunity after an episode of self-harm, a mental health professional should carry out a psychosocial assessment to:

1.5.2 Do not delay the psychosocial assessment until after medical treatment is completed.

1.5.3 If the person who has self-harmed is intoxicated by drugs or alcohol, agree with the person and colleagues what immediate assistance is needed, for example, support and advice about medical assessment and treatment.

1.5.4 Do not use breath or blood alcohol levels to delay the psychosocial assessment.

1.5.5 If the person is not able to participate in the psychosocial assessment, ensure that they have regular reviews, and complete a psychosocial assessment as soon as possible.

1.5.6 If the person who has self-harmed has agreed a care plan, check this with them and follow it as much as possible.

1.5.7 Carry out the psychosocial assessment in a private, designated area where it is possible to speak in confidence without being overheard.

1.5.8 Take into account the needs and preferences of the person who has self‑harmed as much as possible when carrying out the psychosocial assessment, for example, by:

making appropriate adaptations for any learning disability or physical, mental health or neurodevelopmental condition the person may have and

providing the option to have a healthcare professional of the same sex carry out the psychosocial assessment when the person has requested this.

1.5.9 During the psychosocial assessment, explore the functions of self-harm for the person. Take into account:

1.5.10 During the psychosocial assessment, explore the following to identify the person's strengths, vulnerabilities and needs:

1.5.11 For children and young people who have self-harmed, ensure that a mental health professional experienced in assessing children and young people who self-harm carries out the psychosocial assessment. They should ask about:

their social, peer group, education and home situations

any caring responsibilities

the use of social media and the internet to connect with others and the effects of these on mental health and wellbeing

any child protection or safeguarding issues (also see the section on safeguarding).

1.5.12 For older people who have self-harmed, ensure that a mental health professional experienced in assessing older people who self-harm carries out the psychosocial assessment. They should:

1.5.13 For people with a learning disability who have self-harmed, ensure that a mental health professional experienced in assessing people with a learning disability who self-harm carries out the psychosocial assessment.

1.5.14 If a person has self-harmed and presents to services but wants to leave before a full psychosocial assessment has taken place, assess the person's safety and any mental health problems before they leave.

1.5.15 Together with the person who self-harms and their family and carers (if appropriate), develop or review a care plan using the key areas of needs and safety considerations identified in the psychosocial assessment (see recommendations 1.5.8 to 1.5.14).

1.5.16 Give the person a copy of their care plan, and share the plan as soon as possible with relevant healthcare professionals and social care practitioners involved in the person's care.

1.5.17 If a person presents with frequent episodes of self-harm or if treatment has not been effective, carry out a multidisciplinary review with the person and those involved in their care and support, and others who may need to be involved, to agree a joint plan and approach. This should involve:

1.6 Risk assessment tools and scales

1.6.1 Do not use risk assessment tools and scales to predict future suicide or repetition of self-harm.

1.6.2 Do not use risk assessment tools and scales to determine who should and should not be offered treatment or who should be discharged.

1.6.3 Do not use global risk stratification into low, medium or high risk to predict future suicide or repetition of self-harm.

1.6.4 Do not use global risk stratification into low, medium or high risk to determine who should be offered treatment or who should be discharged.

1.6.5 Focus the assessment (see the section on principles for assessment and care by healthcare professionals and social care practitioners) on the person's needs and how to support their immediate and long-term psychological and physical safety.

1.6.6 Mental health professionals should undertake a risk formulation as part of every psychosocial assessment.

1.8 Assessment and care by professionals from other sectors

The recommendations in this section apply to all staff in non-healthcare and social care settings. Because of the wide variety of criminal justice system settings that exist and the need to take other relevant national guidance into account, staff working in the criminal justice system may need to tailor the recommendations for certain criminal justice system settings during implementation.

Principles for assessment and care by professionals from other sectors

1.8.1 When a person who has self-harmed presents to a non-health professional, for example, a teacher or a member of staff in the criminal justice system, the non-health professional should:

1.8.2 When a person presents to a non-health professional, for example, a teacher or a member of staff in the criminal justice system, the non-health professional should establish the following as soon as possible:

Assessment in schools and educational settings

1.8.4 Educational settings should have a designated lead responsible for:

1.8.5 All educational staff should:

be aware of the policies and procedures for identifying and assessing the needs of students who self-harm

know how to implement the policies and procedures within their roles and responsibilities

know who to go to for support and supervision.

1.8.6 For students who have self-harmed, the designated lead should seek the advice of mental health professionals to develop a support plan with the student and their family members and carers (as appropriate) for when they are in the educational setting. This should include guidance from other agencies involved in the person's care, as appropriate.

1.8.7 Educational staff should take into account how the student's self-harm may affect their close friends and peer groups, and provide appropriate support to reduce distress to them and the person.

Assessment and care in the criminal justice system and other secure settings

1.8.8 Staff in criminal justice settings and other secure settings such as immigration removal centres should be aware that those in their care have higher rates of self-harm and suicide.

1.8.9 Staff in criminal justice settings and other secure settings such as immigration removal centres should be aware of support services available to them to support their own wellbeing.

1.8.11 Staff in criminal justice settings and other secure settings such as immigration removal centres should follow local guidance on assessing people who have self-harmed, and healthcare professionals and social care practitioners in these settings should also follow the NICE guideline on mental health of adults in contact with the criminal justice system.

1.8.12 Staff in criminal justice settings and other secure settings such as immigration removal centres should ensure that people who have self‑harmed have a safe location to await assessment or treatment following an episode of self-harm.

1.9 Admission to and discharge from hospital

The recommendations in this section apply to all healthcare professionals and social care practitioners.

1.9.1 Consider admission to a general hospital after an episode of self-harm if:

there are concerns about the safety of the person (for example, the person is at risk of violence, abuse or exploitation) and psychiatric admission is not indicated

safeguarding planning needs to be completed and psychiatric admission is not indicated

the person is unable to engage in a psychosocial assessment (for example, because they are too distressed or intoxicated).

1.9.2 If a 16- or 17-year-old is admitted to a general hospital, ensure that it is to a ward that can meet the needs of young people.

1.9.3 For arrangements for initial aftercare for people who have been admitted to a general hospital after they have self-harmed, see the section on initial aftercare after an episode of self-harm.

1.9.4 Do not delay carrying out a psychosocial assessment or offering mental health treatment if the person is admitted to hospital or needs treatment for physical injuries.

1.9.5 If a person self-harms during a hospital admission, follow the local hospital policy for investigating untoward incidents and undertake a full investigation. Local areas should be aware of the NHS Patient Safety Incident Response Framework.

1.9.6 Before discharging a person who has self-harmed from a general hospital, ensure that:

a psychosocial assessment has taken place

a plan for further management has been drawn up with all appropriate agencies and people

a discharge planning meeting with all appropriate agencies and people has taken place and

arrangements for aftercare have been specified, including clear written communication with the primary care team.

1.10 Initial aftercare after an episode of self-harm

The recommendations in this section apply to all healthcare professionals and social care practitioners.

1.10.1 After an episode of self-harm, discuss and agree with the person, and their family members and carers (as appropriate), the purpose, format and frequency of initial aftercare and which services will be involved in their care. Record this in the person's care plan and ensure that the person and their family members and carers have a copy of the plan and contact details for the team providing the aftercare.

1.10.2 If there are ongoing safety concerns for the person after an episode of self-harm, the mental health team, GP, team who carried out the psychosocial assessment or the team responsible for their care should provide initial aftercare within 48 hours of the psychosocial assessment.

1.11 Interventions for self-harm

The recommendations in this section apply to all healthcare professionals unless otherwise stated.

1.11.1 When planning treatment following self-harm, take into account any associated coexisting conditions and the psychosocial assessment.

1.11.3 Offer a structured, person-centred, cognitive behavioural therapy (CBT)-informed psychological intervention (for example, CBT or problem-solving therapy) that is specifically tailored for adults who self-harm. Ensure that the intervention:

starts as soon as possible

is typically between 4 and 10 sessions; more sessions may be needed depending on individual needs

is tailored to the person's needs and preferences.

1.11.4 For children and young people with significant emotional dysregulation difficulties who have frequent episodes of self-harm, consider dialectical behaviour therapy adapted for adolescents (DBT-A). Take into account the age of the child or young person and any planned transition between services.

1.11.5 Healthcare staff should be appropriately trained and supervised in the therapy they are offering to people who self-harm.

1.11.6 Work collaboratively with the person, using a strengths-based approach to identify solutions to reduce their distress that leads to self-harm.

1.11.7 Consider developing a safety plan in partnership with people who have self-harmed. Safety plans should be used to:

1.11.8 The safety plan should be in an accessible format and:

be developed collaboratively and compassionately between the person who has self-harmed and the professional involved in their care using shared decision making (see the NICE guideline on shared decision making)

be developed in collaboration with family and carers, as appropriate

use a problem-solving approach

be held by the person

be shared with the family, carers and relevant professionals and practitioners as decided by the person

be accessible to the person and the professionals and practitioners involved in their care at times of crisis.

1.11.9 Do not use diagnosis, age, substance misuse or coexisting conditions as reasons to withhold psychological interventions for self-harm.

1.11.10 Do not offer drug treatment as a specific intervention to reduce self-harm.

Harm minimisation

Although ways to self-harm safely are often considered a harm minimisation strategy, this guideline does not make any recommendations about the use of safer self-harm.

1.11.11 If a person is engaged in ongoing care and treatment but is not yet in a position to resist the urge to self-harm, only consider harm minimisation strategies:

in the spirit of hope and optimism, and to reduce the severity and/or recurrence of injury

as part of an overall approach to the person's ongoing recovery‑focused care and support, and not as a standalone intervention and

after being discussed and agreed in a collaborative way with the person and their family members or carers (as appropriate), and the wider multidisciplinary team.

1.11.12 Mental health professionals should discuss with the person harm minimisation strategies that could help to avoid, delay or reduce further episodes of self-harm and reduce complications, for example:

distraction techniques or coping strategies

approaches to self-care

wound hygiene and aftercare

providing factual information on the potential complications of self-harm

the impact of alcohol and recreational drugs on the urge to self-harm.

1.11.13 Be aware that harm minimisation strategies may not be appropriate for all people who self-harm.

1.12 Supporting people to be safe after self-harm

1.12.1 Ensure continuity of care, wherever possible, in the staff caring for people who have self-harmed by minimising the number of different staff they see.

1.12.3 Do not use staff who are untrained in clinical observation (for example, security staff or trainee health and social care staff) to undertake such observations in a person who has self-harmed.

1.12.4 Ensure that the care plans of people who have self-harmed can be accessed by primary and secondary care plus other professionals and practitioners involved in their care.

1.12.5 Ensure that staff working with people who have self-harmed are visible and accessible to the people they are caring for, to encourage interaction, particularly during handovers and busy periods.

1.12.6 Assess the safety of the environment, balancing respect for the person's autonomy against the need for restrictions. Use the least restrictive measures.

1.12.7 Consider removing items that may be used to self-harm and involve the person who has self-harmed in this decision.

1.12.8 At the earliest opportunity, healthcare staff should help people who have self-harmed to become familiar with the clinical setting in which they are being cared for, and tell them how to get support.

1.12.9 Staff should know how to raise concerns without delay about a person who has self-harmed.

1.13 Safer prescribing and dispensing

The recommendations in this section apply to all healthcare professionals.

1.13.1 When prescribing medicines to someone who has previously self-harmed or who may self-harm in the future, healthcare professionals should take into account:

1.13.2 Use shared decision making to discuss limiting the quantity of medicines supplied to people with a history of self-harm (for example, weekly prescriptions), and ask them to return unwanted medicines for safe disposal. Also see the NICE guideline on shared decision making.

1.13.3 Consider carrying out a medicines review after an episode of self-harm. Take into account the pharmacokinetic properties of medicines, for example, half-life, risk of toxicity and the concurrent use of medicines such as benzodiazepines and opiates. If necessary, contact the National Poisons Information Service for further advice. Also see the NICE guideline on medicines optimisation. For people with learning disabilities or autism or both, the NHS England STOMP-STAMP principles may be useful.

1.13.4 Community pharmacy staff should be aware of warning signs relating to self-harm, such as identifying people who are in acute distress, buying large amounts of over-the-counter medicines or who have access to large amounts of medicines.

1.13.5 Healthcare professionals, including GPs and community pharmacy staff, should use consultations and medicines reviews as an opportunity to assess self-harm if appropriate, for example, asking about thoughts of self-harm or suicide, actual self-harm, and access to substances that might be taken in overdose (including prescribed, over-the-counter medicines, herbal remedies and recreational drugs).

1.15 Supervision

1.15.1 All staff who work with people of any age who self-harm should have the opportunity for regular, high-quality formal supervision from senior staff with relevant skills, training and experience. Supervision should:

take into account the emotional impact of self-harm on staff and how best to support them

promote the delivery of compassionate care

focus on ongoing skill development

include reflective practice

promote confidence and competence in staff working with people who have self-harmed.

1.15.2 Ensure that all staff working with people who self-harm have easily accessible ongoing support from senior staff with relevant skills, training and experience. Support should include:

clear lines of responsibility around decision making, particularly for situations where there are challenges around the balance between autonomy and safety for a person who has self-harmed

emotional support or signposting to emotional support services, as preferred by the member of staff.

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Self-harm: assessment, management and preventing recurrence

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This guideline covers assessment, management and preventing recurrence for children, young people and adults who have self-harmed. It includes those with a mental health problem, neurodevelopmental disorder or learning disability and applies to all sectors that work with people who have self-harmed

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"I've never found such a supportive and dedicated forum. Someone will post in the crisis room and that same desperate person replies and supports another crisis post despite their own feelings"

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Wirral's number one resource for families in Wirral, Family Toolbox provides practical advice, links and contacts to support parents.

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stem4 - supporting teenage mental health

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stem4 is a charity that supports positive mental health in teenagers. Mental health information, apps and education. Founders of Youth Mental Health Day.

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"Since starting alumina it's become the highlight of my week. It's such a safe, non judgemental place which has really helped me in my recovery."

Max

"If you're thinking about joining I'd say go for it, the team are lovely and everyone who does it is so welcoming and supportive"

Abi

Alumina is a free, online 7 week course for young people struggling with self-harm. Each course has up to 14 young people, all accessing the sessions from their own phones, tablets or laptops across the UK. The courses take place on different evenings of the week and are run by friendly, trained counsellors and volunteer youth workers. You don't need an adult to refer you or sign you up, and no-one will see or hear you during the sessions - you'll just join in via the chatbox. We want to help you to find your next steps towards recovery, wherever you are on your journey.

IS ALUMINA RIGHT FOR ME?

Are you...

10-17 years old?

Living in the UK?

Someone who self-harms or worries they might?

Looking for support but not wanting to do it face to face?

Wanting to move towards a life free from self-harm?

If so...

Alumina could be a helpful step forward. If you sign up we'll begin a conversation over email to work out if it might be a good fit - and you can ask us any questions you have. The only rule we have in Alumina is that we don't talk about suicide in the groups. If that's something you are struggling with thinking about we recommend getting in touch with our friends at Papyrus who are better equipped to support you.

"I thought it would be all serious and uncomfortable because of the self-harm talk but actually, the staff have made me laugh, we've been given a space that feels relevant to our ages and most importantly we can turn up in any mood and they'll be there for us." Runa

What's a session like?

"Clicking on the link for the first time was nerve wracking and intense with lots of thoughts going through my head. But within only a few minutes of the session I had a smile on my face and felt comfortable with the staff and the group."

Sasha

"Alumina was quite different to what I expected, I thought it would just be an intense 6 weeks and it would be over like other services. But it was nothing like that - instead I felt and still feel very supported by the staff. The group and staff are like a big family who's always there for me."

Samara

"Clicking that link for the very first time was terrifying. But I knew it could be life-changing. The first session I felt welcome, I no longer felt like an outsider. It's fun, believe me!! Most days I find myself looking forward to the next session because Alumina gives me a sign of hope."

Dan

Questions

We aren't a crisis service so if you're in need of immediate support please contact one of the following:

The Mix: Offering essential support for anyone aged 12-25. For their crisis messenger support service text THEMIX to 85258.
Childline: Support for anyone up to age 18. Call, chat online or email their crisis service.
Samaritans: Call 116123 anytime if you need to talk to someone.

We've changed the shape of our support for young people. This website introduces Alumina, our online support groups for young people struggling with self-harm. We've also recently launched beheadstrong.uk offering young people all kinds of information, stories and videos about looking after your mental and emotional wellbeing. You can find links to some of selfharm.co.uk's most popular articles below.

Yes we have! We have worked with 14-19 year olds for many years but we have always heard from people who are younger (or those who care about them) asking if we do anything for younger people. Then from September 2022 we reduced our age range to 11, and found how important it was to support this age range and that our Early Intervention project was great for this age range. Therefore, from October 2023 we will be aiming our work at young people in secondary school or college (or equivalent) and those transitioning to secondary school and our age range has reduced to 10-17 years old. If you're under 13 we will need to get permission from someone with parental responsibility for you, and we will email them to explain how Alumina works and make sure they are happy with you joining a group.

We aim to group similar aged young people into groups together, so 10-13-year-olds will be offered groups together and 13-17 year olds will be in other groups together. We are happy to work with anyone until the end of their full-time education, therefore we will work with 17- and 18-year-olds so long as they are three months or more away from finishing their education at the end of August.

Meet the team

Live Webinars

We have recently started to do live webinars on YouTube on issues related to self-harm and emotional wellbeing

Supporting Young People Who Self-harm

If you're a parent, professional or friend supporting a young person who's self-harming, we recommend taking an hour to watch this webinar with our Alumina Managers. They explore why people self-harm, why young people especially self-harm, why it becomes addictive, how to break the addiction cycle, and what young people wish the adults around them understood about self-harm.

"Alumina is a well thought through support service for young people; it is professional, caring and accessible to all. Signposting a young person to Alumina will help them begin their recovery journey."

DR. KATE MIDDLETON

Our Alumina advisory panel

More information about self-harm

We've moved some of our most popular articles about self-harm over to beheadstrong.uk, and you can use these links to find them:

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Free online Self-harm support for 10-17 year olds

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"Since starting alumina it's become the highlight of my week. It's such a safe, non judgemental place which has really helped me in my recovery." Max "If you're thinking about joining I'd say go for it, the team are lovely and everyone who does it is so welcoming and supportive" Abi Alumina is a free, online 7 week course for young people struggling with self-harm.

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At Stonewall, we stand for lesbian, gay, bi, trans, queer, questioning and ace (LGBTQ+) people everywhere. We imagine a world where all LGBTQ+ people are free to be ourselves and can live our lives to the full.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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New Horizons LGBTQ+ Youth Group | Trans Unite

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New Horizons is an LGBTQ+ group for 13–19-year-olds that runs weekly in Wallasey Youth Space. The group was established in 2014 and aims to give young people a safe and supportive space to explore…

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There are many types of support and services out there for the LGBT+ community. Use this list to find support near you, as well as a few online.

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This page gives detailed information on ADHD and how it affects people. It houses information on the services and support available for people with ADHD in Wirral

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Right to Choose - If you are based in England under the NHS you now have a legal right to choose your mental healthcare provider and your choice of mental healthcare team.

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Self-care is about the things we can do to look after our own mental health. Young people told us that when they are struggling they are usually told to see a professional. They don't often get much advice about how they could help themselves.

We spoke to professionals and looked at academic research. Then we drew up a list of strategies young people use (you can see the process in this self-care infographic). We also published a report following a consultation with young people and their families online.

We're sharing these strategies with you to help you to manage your wellbeing. It's up to you to decide what helps. If it works, keep doing it. If it doesn't, stop and try something else. And you can help us build an evidence-base for these activities by letting us know what works by clicking on the 'Did this activity help your mental wellbeing' button on each page. This will help us decide which ones to research further. We've also created a booklet to help you create your own self-care plan as part of our and another booklet with advice for young parents and carers on looking after their wellbeing.

These activities are not a substitute for seeing a mental health professional. Sometimes we need outside help and advice. Getting help is good. No-one should feel bad about it. That's what this site is about.

This self-care section was developed by Common Room and young people from mental health support group Hearts & Minds.

These strategies were identified by young people aged 11-25 though some strategies might not be appropriate for all ages without support or guidance of a trusted adult.

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Resources to enable the prioritisation of mental health and wellbeing

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Call for support and information | Helplines | Mind

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Call our Infoline if you need mental health information. We're open 9am to 6pm, Monday to Friday. Or, try our Legal line for legal info on mental health law.

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Wirral Emotional Health and Wellbeing Team

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We are here to support children and young people, from 5 to 18, with their emotional health and wellbeing. Life is full of ups and downs.

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ADHD symptom tests, ADD medication & treatment, behavior & discipline, school & learning essentials, organization and more information for families and individuals living with attention...

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Get help - free, 24/7, confidential mental health text support service

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Feeling anxious, stressed, or need support? Shout is free, confidential and available 24/7. Text SHOUT to 85258 to start a conversation with a trained volunteer.

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We do not tolerate behaviours that are threatening or abusive in any way. While we recognise that people who exhibit these behaviours have a right to the support they need, it's not possible for us to provide a safe and supportive space when met with threatening or abusive behaviours.

We act to prevent further contacts from callers who behave in these ways. Please see our privacy policy for more information.
Limiting or withdrawing access to our services
From time to time we may have to use the information collected about you when you contact us to make decisions about limiting access to our services. If we believe you are abusing our service or are abusive towards volunteers, we will use our system to block your calls or messages from getting through.

If you can't get through by phone, you will hear a message that explains how to contact us to discuss our decision to block you from our system.

If we take the decision to limit your access to our systems, we will make every effort to inform you as to the reason why we have restricted your access. We may ask you to give us a contact number so that a member of our Caller Support Team can call you to talk about your support needs.

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If you're going through a tough time, contact us free. We won't judge you or tell you what to do. We are here to listen so you don't have to face it alone.

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Mental Health and wellbeing support open Monday to Friday at Pilgrim Street Arts Centre

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Campaign Against Living Miserably (CALM)

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Practical information on what you're going through. Our guides cover some of the stuff that can leave you feeling down or like you've hit a wall - like anxiety, breakups, money worries and loads more. Friendly, practical info that can help you find help and move forward.

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If you feel suicidal or are thinking about taking your own life, talk to CALM. We can help you feel better and find a way forward.

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It's increasingly common to hear a child, or an adult, say they have ADHD. But that doesn't mean the disorder is well understood. There is a lot of misunderstanding about ADHD, stemming from the three areas of difficulty it causes for kids - inattention, hyperactivity, and impulsivity - and the fact that a child doesn't have to struggle with all three to get an ADHD diagnosis.

Here are some of the most common myths about the disorder.

Kids are most often diagnosed with ADHD because they have difficulty paying attention in school. And it's called attention deficit hyperactivity disorder. So, many people assume that these kids can't concentrate on anything for more than a few minutes. Caroline Mendel, PsyD, a clinical psychologist in the ADHD and Behavior Disorders Center at the Child Mind Institute, dispels this myth often. She hears parents say, for example, that their child can sit and focus on Harry Potter books for long periods of time, so they must not have ADHD.

"But the truth is if it's something highly reinforcing and engaging for that child, and it's a preferred activity, they will be able to direct their attention to that task," Dr. Mendel says.

Despite the disorder's name, the issue with kids who have ADHD is not actually a deficit of attention but rather a difficulty directing one's attention to things that are not particularly rewarding to them, including instructions from parents and teachers. In fact, many kids with ADHD experience hyperfocus, paying intense attention to things that are interesting to them.

That's why being able to put down the video game and engage in math homework can be a struggle for kids with ADHD.

Again, despite the name, not all kids who have ADHD are hyperactive. There are two presentations of ADHD, explains Dr. Mendel.

If a child has the hyperactive-impulsive presentation, their symptoms include being fidgety and extremely active, as if they're driven by a motor. They also include impulsive behavior -- not thinking before they act. Excessive talking and interrupting, extreme impatience, and trouble playing quietly are all examples of this presentation. This is what a lot of parents think of when they hear ADHD.

But there is also what's called an inattentive presentation. Children in this group get easily distracted and have difficulty focusing on things that require sustained effort, like homework. Other executive functioning difficulties, like forgetfulness and trouble with organization, also fall under this presentation. Hyperactivity is not a symptom here.

"You can have just the inattentive presentation, just the hyperactive-impulsive presentation, or the combined presentation where you have symptoms in both of those areas," explains Dr. Mendel.

"I think that is one of the things that people often don't understand about ADHD. They'll say, 'Well, they're not fidgety,' or 'They're not running around, so I don't think they have ADHD,'" Dr. Mendel says. "I think the 'H' of ADHD can be challenging for some people because not every child with ADHD is hyperactive."

Twice as many boys are diagnosed with ADHD as girls, but that's in part because fewer girls are hyperactive. And hyperactivity is more visible and disruptive than other ADHD symptoms, especially in younger children.

"Typically, boys are more likely to exhibit those symptoms than girls are," Dr. Mendel says. "Girls are much more likely to exhibit inattentive presentation."

Kids who can't stay in their seats or keep from interrupting the teacher are more noticeable than those who are spacey or zoned out in class. That's why many experts think girls with the disorder are overlooked, even though they're struggling in school and often develop self-esteem problems.

Another common symptom in girls that Dr. Mendel sees in her practice is heightened emotional lability. "They have difficulties with inhibiting emotional responses, so they experience feelings in a really big way," she explains. This can present as seeming overly upset over something that seems small, like the end of screen time.

ADHD does change over time, but that doesn't mean it disappears. "An adolescent or adult with ADHD may not be getting up out of their seat, but they may feel internally uncomfortable, jittery, or restless," Dr. Mendel says. The struggle might not be as externally evident.

As kids enter high school, expectations increase. Teens with ADHD can struggle academically, socially, and emotionally. If left untreated, ADHD can lead to impulsive and risky behaviors like drug use and trouble with law enforcement.

About one-third of kids with ADHD will no longer have ADHD symptoms by the time they are adults, Dr. Mendel says. Another one-third will have symptoms of ADHD through adulthood, but they won't be as impairing as they were in childhood. And nearly one-third will have significant ADHD symptoms throughout life.

But Dr. Mendel doesn't encourage parents to wait and hope for their child to grow out of their ADHD symptoms. That's because years of struggling and conflict with teachers and parents can take a serious toll. Recommended treatment includes teaching kids the skills that will help them manage their symptoms all their lives.

"The truth is, they will probably be more likely to succeed if they're getting new skills earlier on and having ADHD treated earlier on," Dr. Mendel said.

It's easy to conclude when a child is impulsive, doesn't follow instructions, and acts out a lot that they haven't been taught to behave at home. But ADHD is a neurodevelopmental disorder, and brain imaging shows differences in the way the brain works in kids with the disorder.

Parenting strategies that work with other kids often don't work with kids who have ADHD, so parents need to adapt. While parenting does not cause ADHD, parents are crucial in helping kids with ADHD learn to manage their behavior.

Parents can clearly express and model what appropriate behavior is and praise their kids for following along. Positive reinforcement is important for building a trusting relationship with parents and in motivating the child to continue the appropriate behaviors.

This proactive structure, often called "scaffolding," provides external regulation of behavior while the child learns to regulate themselves. Behavioral treatment that involves parents and kids can help children with ADHD manage their symptoms both at home and at school.

"In terms of the behavioral parent training, a lot of it is setting up the home environment and the school environment to better respond to and set the child up for success by giving them tools to manage their ADHD," Dr. Mendel says.

Attention deficit disorder, or ADD, is ADHD without "hyperactivity," and some people use it to describe the inattentive presentation of ADHD. But in fact, the term ADD is an older term that has been replaced with ADHD.

People can abuse stimulant medication. And some people think that taking it as a child for ADHD, which doesn't lead to getting high, could be a gateway to substance abuse later in life.

But a host of studies have found that for kids diagnosed with ADHD, taking stimulant medication neither increases nor decreases their risk of addiction to alcohol, nicotine, marijuana, and cocaine.

Unfortunately, kids with ADHD are at a higher risk for substance abuse than other kids. But this is linked to the disorder itself, not the medications used to treat the disorder. Because many kids with ADHD are prone to impulsivity, trouble focusing, and hyperactivity, substances that curb these issues with minimal effort are attractive. The drug can feel like a quick fix to a struggling kid.

And these kids tend to feel the effects of substances more intensely, making them more vulnerable to addiction. So, not addressing and treating ADHD could put a child at greater risk for substance abuse later as they struggle to get a grip on the disorder.

Stimulant medications for ADHD are sometimes said to make children moody or sedated. But that isn't the case with most kids. And if it does happen, it means the child is getting the wrong dose or the wrong medication for their needs.

There is no one-size-fits-all medication regimen for ADHD. Children respond differently to the two different groups of stimulant medications and the different release formulas -- the speed with which medication is released into the bloodstream.

When unwanted side effects occur, it's common to switch medications and formulas.

The dose also matters. For example, if the dosage is too high, the child may begin to seem zombie-like or irritable. If that happens, the medication needs to be adjusted.

But there is a small group of kids with ADHD who do become moody and irritable when they take stimulant medications, even at the lowest effective dose. For these kids, other treatment options, including non-stimulant medications, should be explored.

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Common ADHD Myths - Child Mind Institute

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It's increasingly common to hear a child, or an adult, say they have ADHD. But that doesn't mean the disorder is well understood. There is a lot of misunderstanding about ADHD, stemming from the three areas of difficulty it causes for kids - inattention, hyperactivity, and impulsivity - and the fact that a child doesn't have to struggle with all three to get an ADHD diagnosis.

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ADHD referral forms Section A - Wirral LA

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ADHD referral forms Section A - Wirral LA

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Referral Form ADHD-ASD-DCD Part B-C-D September 2025 (2)

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Self help guide for Stress, using effective CBT strategies. Make sense of your stress, then learn how to make positive changes
Learn effective skills online - The Decider Skills for Self Help online course.

Stress is our psychological, emotional and physical response to pressure. We feel there are too many demands, and too few resources to cope.

That pressure can arise from external factors including life events, illness (ourselves or someone close to us), living conditions, work, home and family, study, lack of some necessity, or the demands we place on ourselves.

Even those events which we see as enjoyable can be stressful, such as holidays, moving home, starting a better job, pregnancy, parenthood, Christmas etc.

This is too much - I can't cope!

It's not fair. Someone should be helping me.

There is too much to do, and too little time

I'll never finish

The physical response to stress is caused by the body's adrenaline response - the body's alarm signal and survival mechanism when faced with a threat.

Heart racing, pounding

Breathing faster

Tense muscles - e.g. neck, shoulders, abdomen

Hot, sweaty

Headache

Difficulty concentrating

Forgetful

Agitated, restless

Bladder or bowel problems

Vicious Cycle Of Stress

Making Positive Changes
Identify your stressors

Thinking Differently

What's making you stressed?

Where am I when I'm feeling stressed? What am I doing? Who am I with?

What helpful changes could I make?

What is within my control?

Even if there is little you can do about some situations, maybe making some small changes - in routine, in the way you handle things, doing things differently, taking time out, thinking about it in a different way, in getting help, seeking advice - could make all the difference

Identify the factors that help keep the problem going
Use thecogs diagram (PDF) to help you identify what contributes to your stress. Look at each factor and try to make changes in each.

Example vicious cogs of stress:

Relaxing MP3s for download
Do something different (to what you normally do).Consider what demands you can reduce, or ask others to help with.

relaxation, fun, enjoyment. Create a healthy balance - allow time for activities which give you a sense of achievement, those that help us connect and give a sense of closeness to others, and of a sense of enjoyment.

When stressed, we often spend more time doing things that help us achieve, but less of enjoyment and closeness to others. Aim for a healthy balance as shown in the pie chart, between
Make time for yourself each day -
BACES: Steps to positive mental health

BACES: Steps to positive mental health

Help others

Be with others - contact a friend, visit family

Talk to someone

Physical exercise - walk, swim, go to the gym, cycle (take the stairs instead of the lift, get off the bus a stop early)

Engage in a hobby or other interest - if you don't have one, find one! What have you enjoyed in the past? What have you sometimes thought about doing but not got around to?

Limit your responsibilities - it's okay to say no

Write down your thoughts and feelings - get them out of your head

Just take one step at a time - don't plan too far ahead

Do something creative - make a box of items that remind you to use the techniques that help, or put photos on paper, or write and decorate a list

Tell yourself: "This will pass, it's only temporary". "I've got through this before, I can do it now". When we're going through a tunnel and become fearful of being trapped, there's no point in stopping - we just have to carry on in order to reach the end of the tunnel.

Eat a healthy balanced diet, with plenty of fruit and vegetables

Drink less caffeine and more water

Pamper yourself - do something you really enjoy, or do something relaxing

Download and listen to relaxing mp3s

STOPP! Pause, take a breath, don't react automatically

Ask yourself:

What am I reacting to?

What is it that I think is going to happen here?

What's the worst (and best) that could happen? What's most likely to happen?

How helpful is it for me to think this way?

Am I getting things out of proportion?

Is it worth it?

How important is this really? How important will it be in 6 months time?

What meaning am I giving this situation?

Am I overestimating the threat?

Am I underestimating my ability to cope?

What's the bigger picture? The helicopter view?

Have I got my stress-head on?

What do I look like to other people? How am I affecting them?

Am I mind-reading what others might be thinking?

Am I believing I can predict the future?

Is there another way of looking at this?

What advice would I give someone else in this situation?

Am I putting more pressure on myself?

Just because I feel bad, doesn't mean things really are bad.

Can I do things any differently here?

How much can I control in this situation? What is outside of my control?

What changes (however small) can I make to those things that I am able to control?

What do I want or need from this person or situation? What do they want or need from me? Is there a compromise?

What would be the consequences of responding the way I usually do?

Is there another way of dealing with this?

What would be the most helpful and effective action to take? (for me, for the situation, for the other person)

Stress Self Help: download or print this page (PDF)

Self Help for Stress - video

Overcoming Stress

An Introduction to Coping with Stress

Mindfulness for Health: A practical guide to relieving pain, reducing stress and restoring wellbeing

Full Catastrophe Living, Revised Edition: How to cope with stress, pain and illness using mindfulness meditation

Mindfulness: A practical guide to finding peace in a frantic world

Learn effective skills online - The Decider Skills for Self Help online course.

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Stress Self Help | Get.gg - Getselfhelp.co.uk

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Self help guide for Stress, using effective CBT strategies. Make sense of your stress, then learn how to make positive changes Learn effective skills online - The Decider Skills for Self Help online course. Stress is our psychological, emotional and physical response to pressure.

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Exam Stress | How To Deal with Exam Stress

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It's normal to feel a bit worried about exams, but sometimes they can make you feel anxious or depressed. Find out how you can deal with exam stress.

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Add family dynamics and peer relationships to the mix, and it's no wonder there's so much stress in a student's life. This constant pressure can lead to a variety of issues, from irritability and trouble concentrating to physical problems like headaches and stomachaches. But do not worry!

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What is body image?

Body image is how we think and feel about ourselves physically, and how we believe others see us.

When we talk about body image, there are lots of ways we can think about our body and the way we look. You might find that there are times when you like your body, or parts of your body, and times when you struggle with how you look.

Instagram artwork by @allbodiesart. On top of a light green square it reads in capitals: 'My body is good', with a list in lower case describing how your body is good regardless of your doubts.

Body image is not just about our weight, it can also be things like:

comparing how you look with friends or people you follow on social media

struggling to love and accept your body

feeling as though your body shape is not represented in the media

hiding your body because you feel ashamed by it

struggling to find clothes for your body, particularly if you have a physical disability

feeling misunderstood about your body when people make assumptions about things like why you might need a wheelchair

feeling like you are not attractive enough

birthmarks, surgery scars or acne affecting how you feel about how you look

feeling as though your body does not match your gender. For information on this, have a look at our page on gender and mental health

Artwork credit: @jen.s. The artwork depicts text in red, yellow, green and blue which reads: 'we are all born beautiful'. The word 'beautiful' has lines around it to emphasise the word.

These thoughts about how we look are often influenced by things going on around us. It can be what we see every day on social media, what the characters we see on TV look like, or seeing adverts about 'improving how you look'. All of this can contribute to how we feel about our body.

Other influences might be:

the media promoting one type of body as 'fit and healthy' with little to no representation of different bodies

comments from friends or family about your body

social media promoting what should be the 'perfect body' image

clothes limited to fit certain body types

adverts, health campaigns or lessons at school on what is a ' healthy body'

If you feel that you are comparing your body with things you see every day, you are not alone. Lots of us are influenced by the things around us, which can impact our mental health.

The world is full of a spectrum of shapes and sizes. And we should all be represented in the media because unless we see this, it's almost like it doesn't exist.

Jada Sezer, YoungMinds ambassador

How can body image affect my mental health?

Text on a yellow background with the words 'struggle' and 'body image' highlighted in blue, the whole text reads: 'Men struggle with body image too'.

If you are having these thoughts and feelings about how you look, you might be struggling with your body image. You may find everyday tasks like eating, getting dressed or going out with friends becoming more difficult.

This can be at any point in your life or continuously throughout your life, but it is common to have these thoughts when you are going through puberty. During puberty, your body releases hormones which makes you more aware of how you look, and more aware of other people's bodies. These changes happen to everyone, and can sometimes make you feel out of control or anxious.

It can lead to feelings of:

Body dysmorphic disorder is when you constantly worry about flaws in your appearance, focus on specific areas of your body and compare yourself a lot to others.

Sometimes when you're struggling with your body image, you might change your eating habits as this can make you feel like you are in more control of how you look. This can be things like changing what you eat, how much and how often you are eating. If you are finding that your eating habits or relationship with food is taking over your life, you might be struggling with an eating problem.

We all worry about how we look at times during our lives and that's completely normal. If you are experiencing any of the above, know that there are people who can help you get through this. Things can get better.

Show/hide caption

Instagram artwork by @teabag.cartoon. There are cartoon people of all different shapes, sizes and colours holding hands and standing next to each other. Text above them reads, 'we need to learn to respect every body.'

It is completely normal to feel insecure about your body, and the majority of us will experience this at some point in our lives.

What to do if you're worried about how you look

It's important to remember that there isn't a single type of beauty - everyone sees it differently. And there simply isn't a right or a wrong way to look. But if you're struggling, here are some things you can do:

Our Activists share their experiences

If you feel unable to cope, or particularly worried about one part of your body, talk to your GP about how you're feeling. They can listen, tell you about local services and support groups, or they may suggest specific treatment for the way you're feeling.

Growing up, I was bullied a lot. I always stood out from the crowd and I hated that element about myself because I thought that if no one could accept and love me for who I am, then I couldn't either.

I hated the way I looked. I hated everything about myself, and because of this, I know exactly what it's like to hate the body you were born in. And this was the darkest time of my life.

Body positivity

Body positivity is a movement to accept all bodies no matter what type, shape or size. It promotes seeing different bodies on things like social media to encourage us to accept our body and the way we look. If you are struggling with your body image, body positivity can help you feel better about yourself. By thinking positively about how you look, you can feel more comfortable and confident.

Changing the way we think about our body and how we look can take time. It can feel difficult on some days more than others. That's okay. Accepting your body is a process. Our Activists share how a positive body image can help you feel better about yourself:

How you can support a friend struggling with body image

A hand-drawn person in a blue top and blue trousers stands in front of a mirror smiling. To the right of the person there are four speech bubbles. They read: 'thank you eyes for helping me see, thank you lips for helping me talk, thank you hips for helping me move, thank you legs for helping me walk.'

If you have a friend or family member who is struggling with their body image, here are some ways that your support can help.

Talk to them and encourage them to focus on what they like about themselves and what they can do - not just how they look. Help them to see all their good points and the things you like about them - these can be simple things, like being a good sport, a caring friend or making people laugh.

If you're finding it difficult to know what to say, writing their good points as a list together can be another way to help them. They can keep the list for the days they are struggling as a reminder of all the good things they like about themselves.

Sit with your friend in front of a mirror. Together, thank your body for all the positive things it does. You and your friend might find this strange at first, but by doing this together, you can encourage your friend and show them how to see positives in their body. It can help them to learn to love themselves.

Support your friend to have a positive online space. If you know that your friend is struggling, you could send them a message to let them know they matter and remind your friend how brilliant they are.

If you think they're feeling overwhelmed, encourage them to see their GP for professional help.

Your body is enough, and you are enough, always.

Get help now

If you're struggling with how you feel about the way you look, you're not alone. Here are some services that can really help.

You might also find this helpful

More tips, advice and real stories on what to do if you're struggling with your body image.

Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If you are in crisis right now and want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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Sometimes, we worry about how we look or what our friends think about our body. If you're struggling with body image, here's some advice that can help you.

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Beat provides Helplines offering support and information about eating disorders no matter where you are in your journey.

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Wirral – 07480 635538

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Emotionally Based School Avoidance - Wirral Safeguarding Children Partnership

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What is EBSA? EBSA is a term used to describe situations where children feel unable to attend school or lessons due to feeling worried or anxious. EBSA may mean that: A child feels unable to go to school; sometimes they … Read more…

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Who we are and what we do Under the Children and Families Act (2014) it is a legal requirement that all Local Authorities have a Special Educational Needs and Disabilities Information Advice and Support Service (SENDIASS). WIRED are commission to deliver this service in Wirral. This service is known as Wirral SEND Partnership. Wirral SEND […]

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We can help you get the support you need to grow and develop

We offer practical and emotional support so that you can enter adulthood with the confidence you need to achieve your full potential. Discover ways we support young people below or use the search bar to find services in your local area.

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We support young people who are young carers, care leavers, those looking to gain workplace skills, LGBT+ those at risk of homelessness.

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The Proud Trust is an LGBT+ organisation that supports LGBT+ young people through youth groups, peer support, mentoring programs and the Proud Connections chat service.

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https://www.wirralsandbox.co.uk/service-directory

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Grief can be overwhelming - you don’t have to deal with it alone. Cruse Bereavement Support is here. Call our helpline or chat online.

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Child Bereavement UK

https://www.childbereavementuk.org/

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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Listening BELIEVING SUPPORTING
Liverpool Bereavement Service has been supporting people experiencing bereavement and loss since 1998. We are a dedicated bereavement service for children and adults across the Liverpool City Region.
How can we help

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Information and advice on supporting a bereaved child

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Supporting a bereaved child can be tough. At Winston’s Wish we provide information and guidance about our bereavement service, support for grief and loss.

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The death of a loved one is a huge life event. The feelings of loss, grief, uncertainty, and sadness can feel overwhelming whatever your age. Our Child Bereavement Service have put together some advice to help you support a child or young person dealing with a bereavement.

Children and young people may feel the loss more strongly and might worry about your physical wellbeing. It is not uncommon for children to become confused about death once they've experienced loss for the first time.

4. Stay connected to other people

For adults who want advice about a child or young person who has been bereaved, read our How to explain death to children and young people and help them cope leaflet. You could also encourage children to speak to a trusted adult at school. They may be able to refer you to others who can help.

Visit our Mental health and emotional wellbeing page for resources to help support a child with poor mental health.

6. Reach out to others who might be struggling

Explaining a death to a child can be a difficult task, but our belief and experience is that a concerned adult can help a child manage their feelings of pain and loss. Parents and other adults need to help them understand the concept of death and this is best done by giving clear, age-appropriate, honest information on a frequent basis.

ow to talk to your child about grief.

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7 tips for helping children cope with grief

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Losing of a loved one is a huge life event - especially for a child. The feelings of loss, grief, uncertainty and sadness can feel overwhelming at first. Our experts have some advice to help deal with loss.

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Obsessive compulsive disorder :: Cheshire and Wirral Partnership NHS Foundation Trust

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Having the same distressing thoughts and urges again and again can be a symptom of obsessive compulsive disorder. Find out more about OCD and what to do if you’re affected by it.

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What is OCD and does my child have it? - BBC Parents’ Toolkit - BBC Bitesize

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A simple explainer from Dr Punam Krishan, with information about OCD and how to recognise the symptoms of OCD in your child.

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Obsessive-Compulsive Disorder (OCD) | Parent Guide

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Find out what OCD is, how it might impact your child’s mental health, what help and treatment is available and how you can support your child at home.

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We do this by shaping change within the lives of individuals, shaping change within communities both regionally and nationally and by applying innovation and creativity within everything we do.

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Our Counselling Team, also work with Young People 13-19 and support with matters like self harm, low self esteem, feeling anxious, and overwhelming emotions. We offer 1-2-1 sessions in a safe environment and look at things like, education, harm reduction, achieving goals, positive mental wellbeing, and empowering Young People to make positive choices.

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Parental Drug and Alcohol Misuse - Wirral Safeguarding Children Partnership

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Introduction When parent’s misuse drugs and alcohol there will be an inevitable impact on children in the home. The vast majority of parents who do misuse substances never intend to cause any harm to their children but sometimes, especially where … Read more…

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Birkenhead hub - Wirral Ways | Change Grow Live

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We are a free and confidential drug and alcohol service.

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Eating Disorders Service - Wirral :: Cheshire and Wirral Partnership NHS Foundation Trust

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Our Eating Disorders Service offers outpatient support for adults with an eating disorder in Wirral. The team provides talking therapies, physical health advice and dietetic expertise.

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Welcome to Equilibrium NW CIC At Equilibrium NW CIC, we support individuals and families through life’s ups and downs. Whether it’s a friendly chat over coffee, a youth club, or signposting to vital services, we’re here to help people regain balance, confidence, and connection. The Difference We Make Since we formed, we’ve helped thousands of people through our outreach programmes,…

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Careers and Employability guidance, cv and application support, workshops and leadership programme, for young people

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"The Paul Lavelle Foundation is currently helping me during what is undoubtedly the most troubling period of my life.

You can get a free session with most solicitors, but through my contacts at Paul Lavelle I was not only put in touch with a solicitor, he was able to provide legal advice, but also empathy with my situation.

I needed to attend a police interview and the same solicitor set me up with a criminal legal representative. He also provided sound legal counsel but also helped reassure me that I didn't have anything to worry about with regards the police matter. All this and not any point did anyone mention fees. They just wanted to help.

Others at the Paul Lavelle Foundation engage with me on a regular basis just to check in, and see how I'm getting on. They offer advice, reassurance, and help me see the path I need to take.

This isn't just an organisation to me now. It's become a band of people that really have my back. They help me see that I will come through this.

Throughout your life, people touch your heart, and maybe when your at your lowest you feel that touch more, but I will never forget what the Paul Lavelle Foundation has done / is doing for me.

If you're reading this and considering contacting them, do not hesitate.

Heartfelt thanks to all those involved."

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"The Paul Lavelle Foundation is currently helping me during what is undoubtedly the most troubling period of my life. You can get a free session with most solicitors, but through my contacts at Paul Lavelle I was not only put in touch with a solicitor, he was able to provide legal advice, but also empathy with my situation.

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COACH vs CRASH state

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Guidance for parents COACH State vs CRASH State

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Exam season can be a challenging time for young people. Many feel stressed in the lead-up to their exams and worried in anticipation of their results.

As adults, it can be difficult to know what we can do to support children and young people during this time. We've created some tip sheets full of practical advice to help young people, schools and families manage stress during exam season.

News & blogs

Laura Wright becomes a Place2Be Champion

Place2Be's newest Champion Laura Wright reflects on the impact of music on mental health and wellbeing.

Read more

Place2Be welcomes cross-party commitment to expanding school mental health services

Last week, every major party in England made commitments to support children and young people's mental health.

Read more

Arts & Minds Gala raises over £308,000 for children's mental health

Nearly 200 guests came together for Place2Be's Arts & Minds gala dinner held at the Battersea Arts Centre.

Read more

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Navigating exam season resources - Place2Be

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Place2Be's advice, for young people, schools and families on managing exam and results day stress.