# data[].attributes.body
Strong relationships are key in Expressive Arts.

- For learners to feel fully comfortable and confident to be creative, there needs to be trust, confidence and openness between staff and pupils.

- Our staff are friendly, relatable and approachable, and encourage every learner in their journey in each subject.

- The faculty offers open, welcoming learning spaces (including during lunch breaks) for learners to further develop their skills.

- Extra-curricular opportunities build relationships between learners across year groups, not just in classes. This also filters through to teacher-learner relationships (and improved behaviour/engagement) in class.

- We also build positive relationships with the community through local performances, exhibitions, concerts, shows etc., held both in and out of school.

# data[].attributes.body
- Expressive Arts offer a variety of courses, pathways and levels of work across year groups.

- Learners have the opportunity to specialise from S2, where they are then given space for personalisation and choice (instruments and pieces in Music, specialism, plays and characters in Drama, media and materials in Art).

- Course content is differentiated at all levels to ensure maximum engagement and enjoyment.

- The curriculum in each subject is set in blocks or units, which means that there should always be something that appeals to each learner throughout the year.

- Our subjects offer Skills Academies, where learners can opt in to further their skills more holistically in each area (choosing design/colours/media for a mural in Art, creating their own productions in Drama).

- Teachers offer targeted interventions throughout the year to ensure that all pupils are achieving to the best of their ability.

- Pupil Voice is considered throughout the year, with specific feedback gathered at key points in the calendar.

# data[].attributes.headline
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.subject
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.body
The Expressive Arts Faculty pride themselves in being an open, welcoming and supportive faculty.

- There are many extra-curricular opportunities on offer, including Art Club, Drama Club, School Show, Choir, and smaller ensembles. These also offer opportunities for leadership, particularly in the senior years.

- Each subject allows learners to explore their imagination and creativity, and they are encouraged to think outside the box, push their own boundaries, and challenge their limits.

-Learners build independence in all year groups through individual target setting and reflection, and strengthen relationships with their peers when supporting practice, performance and offering feedback.

- They also learn the importance of being a reliable member of a group, all subjects in Expressive Arts allow the invaluable experience of learning through trial and error, making mistakes and problem solving. Through practice, research and development and rehearsal, learners build resilience and self-confidence.

# data[].attributes.body
All Teachers promote positive relationships with pupils. Our values are rooted in being kind to others and providing support to those who need it.

We use a restorative and solution-focussed approach in our classrooms to promote a positive learning environment.

We celebrate success in the department with activities such as learner of the month.

# data[].attributes.body
Pupils are encouraged to be responsible and kind. They are challenged to solve problems and approach lessons with an analytical and critical mindset.

Pupils are encouraged to become independent learners, taking an active and leading role in their own learning.

We provide a wide range of suitable pathways for all learners and are actively looking to add more choice to our curriculum to ensure it is accessible for all. This will provide young people with more choice, and the ability to fine-tune their education to suit their intended destination after school.

# data[].attributes.headline
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.subject
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.body
Pupils are greeted at the door at the start of every lesson.

Teachers regularly check in with pupils throughout the lesson to offer support where needed.

Differentiated learning strategies are used in all lessons to ensure that the emotional and academic needs of all pupils are met, boosting self-esteem and a sense of achievement.

Positive teacher-pupil relationships are fostered through a consistent 'meet and greet' approach, creating a welcoming and inclusive learning environment.

Teachers work closely with learners to help build confidence in Maths.

# data[].attributes.body
Social Subjects staff offer a wide range of opportunities outside the curriculum, including (but not limited to): sports clubs (rugby/cycling), young carers groups, rights respecting schools award, activities week, sponsored walk, mental health first aid, and school trips.

All staff in Social Subjects model positive relationships – with colleagues and young people alike. Our values are rooted in being kind to others and providing support to those who need it – we encourage young people to behave in the same manner.

We use a restorative and solution-focussed approach in our classrooms to promote a positive learning environment.

# data[].attributes.body
Teachers encourage and provide opportunities for young people to take an active, and leading role, in their own learning.

Young people are encouraged to be responsible and kind. They are challenged to solve problems and approach lessons with an analytical and critical mindset enabling them to have the skills to make good choices in their own lives.

Lessons in all subjects are rooted in real-world examples, developing skills for life & work, providing young people with a broad range of relevant knowledge to be able to flourish in the modern society we live in.

We provide a wide range of suitable pathways for all learners and are actively looking to add more choice to our curriculum to ensure it is accessible for all. This will provide young people with more choice, and the ability to fine-tune their education to suit their intended destination after school.

# data[].attributes.body
Relationships are at the heart of our practice.

Through approaches such as Social Thinking and structured group activities, we support learners in developing positive interactions with peers and staff.

Learners engage in collaborative projects and small group sessions that encourage turn-taking, cooperation, and empathy.

We model and reinforce respectful communication, using visuals and consistent structures to support understanding. Building trust and strong connections ensures learners feel safe, valued, and included, which strengthens their ability to form positive relationships in school and beyond.

# data[].attributes.body
We prepare learners for choices and changes by building independence and adaptability into everyday learning.

Visual supports and clear step-by-step instructions help learners understand transitions and new experiences.

Project-based learning, such as Robotics and Soap Enterprise, allows learners to make meaningful choices and develop practical skills for life beyond school.

Friday activities give learners the opportunity to try new interests in a supportive environment, building resilience and confidence when faced with change. By breaking down tasks and celebrating achievements, we help learners develop the skills to manage transitions, both within school and into the wider community.

# data[].attributes.headline
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.subject
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.body
In the ASN Hub, we support learners’ mental and emotional wellbeing through daily check-ins, the use of Emotion Talks and Zones of Regulation, and opportunities for learners to express feelings in a safe and structured way.

Morning group time with positive affirmation cards helps build confidence and self-esteem, while consistent routines and visual timetables reduce anxiety and provide reassurance.

To support physical wellbeing, learners take part in yoga, massage, movement breaks, and sensory walks. Resources such as wobbly stools, ear defenders, and sensory activities are used to regulate focus and provide comfort, ensuring all learners can engage positively in their learning.

# data[].attributes.body
As teachers tailor their choices of texts, resources and tasks to meet the needs of the young people in their classes, these Experiences and Outcomes are inevitably met at different times and in different ways – not a uniform approach.

# data[].attributes.body
Texts studied at all stages are chosen, in part, because they contain themes that are relevant to students’ lives and the world around them, are thought provoking and worthy of discussion. Many texts have a focus on a social justice related issue. Study of these texts is inherently positive for social and emotional development. Equally, writing outcomes such as discursive or informative writing will usually have a focus on similar types of ideas and, in researching and writing these essays, students are encouraged to engage critically with important issues in society.

Lesson activities within the department frequently involve group work, pair work and class discussions. Expectations regarding appropriate and respectful ways to conduct these interactions are outlined and regularly reinforced - supported by the use of Group Discussion stems - thus meeting a high number of the Social Wellbeing and Relationships Experiences and Outcomes.

# data[].attributes.headline
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.subject
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.body
Literacy is fundamental to the development of positive health and wellbeing.

The subject’s core skills of reading, writing, talking and listening are intrinsically linked with the cultivation of empathy, emotional and social literacy, the ability to analyse and articulate internal and external experiences.

# data[].attributes.body
As we are practical subjects it is imperative we have strong pupil-teacher relationships to ensure safety instructions can be followed with precision.

Extra-Curricular Activities - Due to our staff offering a variety of extra-curricular activities it means we have excellent student-teacher relationships which reflect into our classrooms. Pupils trust teachers in the HWB faculty to support and look after then.

Prioritise Building Relationships - We believe it is important to have positive learning relationships, all staff work hard and be kind to be a positive role model for all pupils and lead by example.

# data[].attributes.body
S1 Core PE - Pupils get an additional period of PE per week to allow for a broad range of activities within the curriculum. This is to help aid S1 pupils find their interests when they first join secondary school. Pupils cover a block of games making, orienteering, dance, gymnastics, basketball, football, volleyball, badminton, swimming, fitness, rugby, athletics and summer games. We believe this broad variety of sports allows pupils to understand their own individual interests and begin to build skills for further education and beyond school.

S1 - S3 FNT - Pupils in BGE complete both textiles and food, to build their life skills and knowledge.

S1 - S6 Core PE - All pupils at QHS get a minimum of 2 periods of core PE per week. We ensure we teach to our subject's benchmarks so pupils are not only engaging in physical activity but they are developing life skills which are useful beyond school such as communication, problem solving and motivation.

Skills Academy - We offer a broad range of skills academies to ensure our pupils have additional time taking part in activities that make them feel happy and healthy. Currently in S1 and S2 we offer netball, basketball, swimming, football, volleyball and dance.

National Progression Awards (NPAs) - We offer a broad variety of NPAs subjects in their senior years of QHS. We believe this allows our pupils to study a specific interest which will help them when deciding future carer plans e.g. FNT offer REHIS Food and Health, NPA Professional Cookery and Barista to help pupils achieve their full potential in their endeavours.

# data[].attributes.body
Seniors cover the same topics in all languages which are based on Society, Learning, Culture and Employability. Throughout these topics, a variety of HWB benchmarks are met whilst developing exam skills in the Modern Language. We transfer the above mentioned HWB strategies into our senior phase for consistency to benefit our pupils.

# data[].attributes.body
Sports and Free Time Unit - Pupils explore using language to talk about key sports in Spanish. Pupils investigate extreme sports and what the dangers may be of these. Pupils are able to talk about what they enjoy doing in their free time, and why it may be good for their physical and mental wellbeing.

I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the development of my performance in my place of learning and beyond. HWB 3-26a

Employability Unit - Pupils explore different career paths and begin to discuss what they may be interested in doing after leaving school. We explore key skills and qualities required for different careers, and what main responsibilities may be.

I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. HWB 4-20a

# data[].attributes.body
Football and Francophonie Unit - Collaboration with HWB department. Pupils explore the lifestyles and diets of major French footballers and discuss what sustenance is needed to perform at a top level. Pupils then prepare for a listening and talking assessment around Football drills. Pupils must be able to give and understand key football drills and are also assessed by the HWB department on their football accuracy!

I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. HWB 3-27a

I can explain the links between the energy I use while being physically active, the food I eat, and my health and wellbeing. HWB 3-28a

I continue to enjoy daily participation in moderate to vigorous physical activity and sport and can demonstrate my understanding that it can: • contribute to and promote my learning • develop my fitness and physical and mental wellbeing • develop my social skills, positive attitudes and values • make an important contribution to living a healthy lifestyle. HWB 4-25a

I can explain the role of sport in cultural heritage and have explored the opportunities available for me to participate in school sport and sporting events. I make use of participation and performance pathways that allow me to continue and extend my sporting experience in my place of learning and beyond. HWB 4-26a

Film Study - Pupils study the film Un Sac de Billes. This is set during WW2 in France and follows a Jewish family fleeing their home for safety. Pupils must maturely discuss and analyse themes such as antisemitism and war.

I know that popular culture, the media and peer pressure can influence how I feel about myself and the impact this may have on my actions. HWB 3-46b / HWB 4-46b

Employability Unit - Pupils explore different career paths and begin to discuss what they may be interested in doing after leaving school. We explore key skills and qualities required for different careers, and what main responsibilities may be.

I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. HWB 4-20a

# data[].attributes.body
Health and Wellbeing Topic - Pupils learn about the human body, food groups, and having a balanced diet.

I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. HWB 3-27a

I can explain the links between the energy I use while being physically active, the food I eat, and my health and wellbeing. HWB 3-28a

Environment Topic - Key discussions are encouraged such as what we can do on a personal level to help the environment. Major environmental issues in France and French speaking countries discussed.

Viva Mexico - In this unit, pupils explore Mexican culture and learn about some of the challenges faced by citizens.

# data[].attributes.body
School Topic - At the beginning of S1, Pupils are welcomed to Modern Languages with the school topic. This allows young people to process the massive change they are experiencing and gives them an opportunity to discuss their opinions on school, different subjects and the activities available.

Paris Cultural Unit - Pupils explore Paris to begin developing the idea of what living in another country may be like. This develops their cultural awareness and understanding of different lifestyles.

I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB 0-10a / HWB 1-10a / HWB 2-10a / HWB 3-10a / HWB 4-10a

Film Study - In S1 we study the film Petit Nicolas. The key themes are friendship and family. Throughout character analysis, pupils begin to develop their awareness of what it means to be a good friend and the positive and negative influences your peers may have on you.

I understand the importance of being cared for and caring for others in relationships, and can explain why. HWB 4-44a

I understand and can demonstrate the qualities and skills required to sustain different types of relationships. HWB 3-44b / HWB 4-44b

Hola Peru - This unit is S1’s first experience of Spanish. We prepare for a hypothetical trip to Peru, discussing what items may be needed to travel abroad. Pupils can identify items such as suncream and a passport in Spanish and discuss the importance of these.

# data[].attributes.body
The Technology Faculty often have the privilege of giving learners their very first experiences of some areas, trialling new skills, learning about new subjects and/or using tools and equipment they have never used before. Good relationships are key to ensuring success and keeping everyone sage. We believe good relationships rely on the following:

Respect - Staff are keen to share key concepts with learners with engaging lessons and pass on their skills through practical teaching inputs. Learners who demonstrate good listening and watching skills are giving themselves the best chance to get the information and instructions in they need to complete the lesson tasks. Actively paying attention is the best way for learners to show staff that they want to learn and work to the best of their ability.

Trust - Some of the environments within the Technology Faculty are instrinsically dangerous. Our workshops are fully stocked with professional tools and equipment, the iPads and use of IT and the internet brings another set of risks that need to be managed. We ask our learners to trust staff to keep them safe, in turn, staff need to be able to trust each and every learner to always do their best to keep themselves, their classmates and their teachers as safe as possible when using these spaces.

Knowing our Learners - Getting to know our learners is so important in Technologies. We want to make the most of any prior learning or experiences learners have rom their own lives and build on them in our lessons. We want learners to be confident when faced with new challenges and lessons in the Technologies Faculty are designed to meet learners at their level and enable them to not only take part but succeed.

Responsibility - Building confidence goes hand in hand with developing autonomy in learners; encouraging individuals to be independent, to use initiative to adapt and apply existing knowledge and skill to different situations and applications. In Technologies we give learners opportunities to direct their own learning through personalise and choice, where possible learners are encouraged to lead the learning of others too through collaborative working as well as taking the role of the more knowledgeable other.

# data[].attributes.body
In Technologies, development of new skills requires practice, problem solving and perseverance. Often learners learn best through a process of trial and error and from their own and other past mistakes. To do this effectively learners are encouraged to utilise their critical thinking skills throughout, engaging in both self and peer evaluation and encouraged to recognise the value in being both reflective and responsive to feedback.

Our aim is to keep our learners well informed at every stage:

Day-to-day through lessons that make use of exemplars, practical demonstrations and real-life examples, supplementing clear and concise learning intentions and success criteria.

Regular reviews and check-ins such as learner conversations to discuss levels, expectations and next steps.

Tracking and reporting keeping both pastoral care and parents/carers well informed too.

This is all structured to help learners successfully navigate their way through the projects and topics we offer, tailored to challenge and develop the key skills we are looking for, as well as best supporting our learners to make decisions about their future within the Technologies subjects and beyond.

We support pupils through P7 transition, offer course choices for all year groups, host tea and transition Tuesdays and have year long targeted intervention to support our pupils through choices and changes.

# data[].attributes.headline
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.subject
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.body
Starting in S1, learners are given opportunities to express themselves creatively. A wide and varied selection of projects that encompass physical models, written work as well as digital outcomes enable learners to produce work that reflect both their individuality and personality.

Staff work closely with learners to build confidence in selecting and using appropriate tools and equipment for specific tasks. Support is tailored to encourage independent working as well as bolster individuals who may be apprehensive when exposed to a new skill or unfamiliar experiences - something that is particularly common in many of our practical settings.

Responsible use of our workshops and computer suites requires high standards of behaviour from our learners, raising awareness of the inherent dangers is key, targeted lessons with periodic refreshers and lesson to lesson reminders help ensure good online safety, responsible sourcing of information and reduced risk of accident or injury in our workshops.

# data[].attributes.body
Youth Worker Support – Mentorship and personal development, fostering positive connections and emotional support.

Partnership Working – Collaboration with external organizations to build pupils’ engagement with wider communities.

WBH Check-ins & 1:1 Support – Strengthens relationships by providing trusted adults for pupils to connect with.

PE & Team Activities – Encourages social interaction and teamwork, helping pupils develop confidence in group settings.

# data[].attributes.body
JET (Jobs, Education & Training) – Supports pupils transitioning into employment, apprenticeships, or further education. DYW (Developing the

Young Workforce) – Connects pupils to career pathways, work experience, and employability skills.

Bridge 8 – Outdoor adventure activities that build resilience and practical skills for future opportunities.

Maritime – Provides hands-on experiences to develop problem-solving, leadership, and career readiness.

# data[].attributes.headline
Mental, Emotional, Social, Physical Wellbeing

# data[].attributes.subject
Mental, Emotional, Social, Physical Wellbeing

# data[].attributes.body
Attainment Hub – Supports pupils in reducing stress related to learning and achieving their full potential.

Forest School – Encourages resilience and confidence through outdoor learning, promoting mental and physical health.

PE (Physical Education) – Develops physical literacy, teamwork, and lifelong healthy habits.

WBH Check-ins – Provides emotional support through regular wellbeing conversations.

1:1 Wellbeing Support – Tailored sessions to help pupils manage emotions and personal challenges.

Edinburgh Leisure – Access to sports facilities, encouraging active lifestyles for physical and mental wellbeing.

# data[].attributes.body
Positive relationships are at the heart of the Science Department's success. Strong teacher-pupil relationships are built through consistent practices such as the meet-and-greet at the beginning of each lesson, setting a warm and welcoming tone for learning as well as having an effective plenary for the end and send.

The department promotes collaboration and teamwork through regular group work activities, research tasks, and peer-led projects. These tasks help develop respect, trust, and accountability among learners while supporting a sense of shared responsibility.

Pupils regularly engage in self-assessment and reflection activities, which encourage them to take ownership of their progress and support personal growth.

High expectations are maintained for all learners and staff, contributing to a productive, happy, and inclusive learning environment where pupils feel motivated and valued.

Most importantly, the department places strong emphasis on truly knowing each learner. Teachers are familiar with pupils’ prior attainment and aware of any additional support needs, which enables them to deliver tailored and inclusive support to ensure every pupil has the opportunity to thrive.

# data[].attributes.body
The science faculty actively supports pupils from S1 to S6 in planning for choices and changes through regular learner conversations. These conversations help pupils reflect on their progress, achievements, and aspirations.

For S1 and S2, pupils maintain learning journey sheets on OneNote. From S3 to S6, assessment records are used (store on pupils' Class Notebook). These tools enable pupils to track their learning, reflect on achievements, and share progress with parents, creating a transparent and supportive learning environment.

Science lessons provide a choice of experiments, encouraging pupil leadership and engagement. Pupils are also able to explore an ever increasing range of pathways within the science faculty that align with their interests and strengths. The introduction of Practical electronics and Health sector at Level 5 and Higher Psychology (level 6) are examples of alternative pathways. As we grow in size we hope to offer more vocational pathways.

Targeted interventions and intervention pathways are embedded within each subject to support pupils who may be struggling. This ensures that every learner has the opportunity to achieve their full potential and be supported.

Learning is contextualised so that pupils understand why they are learning specific content and how it relates to real-world applications and future careers. Topics are designed to prompt regular reflection through reviewing learning outcomes. In addition science trips , speakers and experiences play a vital role e.g. Careers Hive ( S1-S3) , medical speakers, Hydrogen fuel challenge, science club and S3 careers fair.

Metaskills development is a key focus across science. This year, particular emphasis is being placed on collaboration, creative thinking, and adaptability—skills essential for both further learning and the workplace.

In S1, the focus is on developing strong foundations in science safety and investigation skills. These themes are carried through S2 and into S3 and the senior phase, supporting smooth transitions and progression throughout the curriculum.

# data[].attributes.body
Teachers conduct ongoing risk assessments during practical lessons, and pupils are encouraged to participate in identifying and mitigating risks. Advanced Higher pupils are responsible for writing their own risk assessments for their projects, under supervision.

Lab safety is emphasised from the very beginning in S1, teaching pupils to recognise and minimise risks in all science investigations.

# data[].attributes.body
Collaborative group work and practical science investigations encourage teamwork, communication, and interpersonal skills.

Additional support is provided for pupils with additional support needs, particularly in assessments such as the SQA exams. Resources and materials are managed on OneNote and Teams, ensuring easy access for all students to support independent learning.

The Achieve platform is utilised for pupils in S4-S6 to set challenges, identify areas for development, and allow pupils to track their own progress with targeted questions.

Social responsibility is developed through practical activities and classroom safety protocols. Digital assessments are integrated into the curriculum to enhance learning outcomes.

# data[].attributes.body
Science lessons provide a safe and supportive environment where pupils can engage in open discussions about global issues such as climate change and sustainability. These discussions encourage students to reflect on their roles as global citizens and develop emotional resilience.

Pupil voice is actively promoted, giving learners the opportunity to express their opinions and contribute to decisions about their learning journey. This involves recording progress on pupil assessment records within their pupil class notebooks.

Positive teacher-pupil relationships are fostered through a consistent 'meet and greet' approach, creating a welcoming and inclusive learning environment.

Differentiated learning strategies ( including digital resources and assessments) ensure that the emotional and academic needs of all pupils are met, boosting self-esteem and a sense of achievement.

Our new S1 and S2 courses each have topics which allow pupils to engage in a more project based learning style e.g. S1 Sustainability and S2 Applied Science

# data[].attributes.body
Through our different programmes and our supporting of pupils within the department we have built up strong relationships with some of our most vulnerable learners. This helps us to better support learners as they feel more comfortable sharing with staff. We then can communicate with subject teachers to better meet the needs of these pupils.

# data[].attributes.body
Pupils who have low reading levels are put into the SRA reading recovery programme to improve their reading levels and improve their confidence. Once pupils have improved their reading levels we have a graduation ceremony. Pupils have better access to the wider curriculum as a result. SfL helps learners with ASN needs develop effective strategies and communicate these to staff so that they can be better supported in class.

# data[].attributes.body
Mental, Emotional, Social and Physical Wellbeing: By Senior Phase students will have a strong grasp of information around Substance Misuse. The focus now will be on using the information to make informed decisions. Units and guidelines, Story of a Night Out, Staying Safe, effects of drugs and alcohol use and assessing knowledge.

Planning for Choices and Change: Students will use My World of Work to explore future pathways including College, University, Apprenticeships and employment.

Relationships: Pupils are now more aware of the significance of relationships and spend more time discussing the issues around consent and keeping themselves and others safe

# data[].attributes.body
Mental, Emotional, Social and Physical Wellbeing: Developing further knowledge across substance misuse with a focus on legal age, increased peer pressure, social events and keeping yourself safe.

Planning for Choices and Change: Students will develop skills in writing CVs, cover letters, application forms and take part in a mock job interview.

Relationships: Begin to explore topic of LGTBQI+, pregnancy and parenthood - impact and costs.

Other topics:

Study Skills

Mental Health

# data[].attributes.body
Mental, Emotional, Social and Physical Wellbeing: Further exploration of the law and consequences, effects of short term and long term misuse, attitudes towards substance in society.

Planning for Choices and Change:

Building on skills and qualities explored in S1 and 2 and developing a profile of information celebrating success and planning for future goals in preparation for future CV writing.

Relationships: Exploration of sexual relationships, and keeping yourself safe and exploring the issue of porn.

Other topics:

Healthy Eating

Gaming, social media and safety online.

Young Minds Matter/Mental Health/Podcasting

# data[].attributes.body
Mental, Emotional, Social and Physical Wellbeing: Continuing on from S1 we will look further at substance misuse in more detail whilst also considering marketing, the law, myths/facts.

Planning for Choices and Change: Building on developing further skills in teamwork, leadership, resilience and motivation through individual and group activities.

Relationships: Continue looking at relationships in relation to consent and also explore body image and social media

Building on developing further skills in teamwork, leadership, resilience and motivation through individual and group activities.

Other topics:

Sustainability

Diversity

Stigma and Discrimination

Young Minds Matter/Mental Health

# data[].attributes.body
Mental, Emotional, Social and Physical Wellbeing: Introduction to Substance Misuse including Alcohol, Drugs, Vaping, Smoking, Peer Pressure.

Planning for Choices and Change: Introduction to My World of Work and exploring 'About Me' tools preparing for developing skills.

Relationships:

Introduction and revision of stereotypes, puberty and change, developing relationships.

Other topics:

Getting to Know You

Young Minds Matter/Mental Health

Friendship

Diversity

Rights and Responsibilities

Peer Pressure

Safety online

# data[].attributes.headline
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.subject
Mental, Emotional, Social and Physical Wellbeing

# data[].attributes.body
S1-S3 group for pupils with neurodiversity where we discuss strategies to cope in class and the wider world. This creates a trusting bond and builds resilience in our learners. Learners engaging with the lessons reported that it helped them settle better into school and felt they had a safe space where they could be themselves and develop relationships with both staff and their peers.

# data[].attributes.body
We recognise the importance of having positive senior pupils in the school therefore we have a number of pupils who have recently been qualified as Mental Health First Aiders and available to speak to whilst supported by our staff team.

# data[].attributes.body
We have qualified Mental Health First Aiders who are available in a safe space every lunch time to talk to.

# data[].attributes.attachment_caption
Any member of staff is who has a concern regarding a pupil’s health and wellbeing follows the below procedure:

# data[].attributes.headline
Procedure for Concern regarding Pupil’s Health and Wellbeing 

# data[].attributes.subject
Procedure for Concern regarding Pupil’s Health and Wellbeing 

# data[].attributes.body
Ensure the pupil is in a safe and private environment

Listen in a calm and supportive manner

Do not ask any leading questions

Take notes to ensure accuracy of information

Ensure the pupil understands you will pass on information to the Pupil Support Team

Signpost any available support for the pupil

Complete Wellbeing Concern Form

Take this form straight to Child Protection Officer

# data[].attributes.body
Curriculum for Excellence categorises the below Health and Wellbeing Experiences and Outcomes in Secondary Schools as the responsibility for all staff members:

• Mental, Emotional, Social and Physical Wellbeing - 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 and are only separated here for practical purposes.

• Planning for Choices and Changes - Learners need to experience opportunities which are designed not only to raise their awareness of future choices but also raise their expectations and aspirations. They develop the skills for personal planning and making decisions in the context of curriculum, learning and achievement which will prepare them for next stages in life. Learners should experience activities which enable them to develop the skills and attributes they will need if they are to achieve and sustain positive destinations beyond school. Demands and employment patterns are changing, so it is particularly important for all young people to develop high levels of skill and also an understanding of the world of work, training and lifelong learning so that they can embrace opportunities.

• Relationships - Learners develop an understanding of how to maintain positive relationships with a variety of people and are aware of how thoughts, feelings, attitudes, values and beliefs can influence decisions about relationships.

# data[].attributes.body
In Scotland, it is the responsibility of all staff to nurture children’s health and wellbeing. Positive health and wellbeing has a direct impact on children and their success in learning.  Our school endeavours to instil positive health and wellbeing for all our pupils, staff and the wider community.  https://education.gov.scot/media/1hddrq2l/responsibility-of-all-hwb-lit-numeracy-across-learning.pdf

# data[].attributes.attachment_link.title
Ending endometriosis starts by saying it | Endometriosis UK

# data[].attributes.attachment_link.description
Find out how to get free period products in Scotland

# data[].attributes.attachment_link.title
Learn | Period Education For Schools, Parents & You | Hey Girls

# data[].attributes.attachment_link.description
Comprehensive resources for teachers, parents and individuals to use. Helping you have conversations about periods with confidence.

# data[].attributes.body
Connecting people in the Queensferry Community.

# data[].attributes.attachment_link.readable_text
Since 1993, Queensferry Care has been dedicated to providing high quality support services to older people and their carers in South Queensferry, Ratho, Ratho Station, Dalmeny, Newbridge and Kirkliston. People with dementia; life-limiting illnesses; those experiencing social isolation and carers are supported to remain active and connected within their own communities. Through access to Day Opportunities people can choose a varied programme of activities within their home, our centre or their community. Older people can also access our Supper Club and Befriending services.

QCCC offers a wide range of volunteering opportunities within the communities we support.

# data[].attributes.attachment_link.description
Since 1993, Queensferry Care has been dedicated to providing high quality support services to older people and their carers in South Queensferry, Ratho, Ratho Station, Dalmeny, Newbridge and Kirkliston. People with dementia; life-limiting illnesses; those experiencing social isolation and carers are supported to remain active and connected within their own communities.

# data[].attributes.body
Develop skills for life.

# data[].attributes.body
Variety of free weekly youth club sessions.

# data[].attributes.attachment_link.readable_text
CY provides a safe and welcoming space for children and young people who live in our local area. Our weekly programme of clubs and activities are child and young person led and encourage them to have fun, overcome barriers and try new things. Our clubs welcome a variety of children and young people who might have lots of different barriers and challenges in their lives. The clubs focus on fun activities that help build skills, confidence and peer relationships.

Children and young people are supported to be active members of the clubs and have a big say in what activities they can do. Our clubs are open to anyone in the local area and operate on a drop-in basis so there is no need for previous sign up/registration.

For more information contact Bonny Third on Bonny@canongateyouth.org.uk or 0131 556 9389

# data[].attributes.attachment_link.title
Youth & Children's Work - Canongate Youth

# data[].attributes.attachment_link.description
CY provides a safe and welcoming space for children and young people who live in our local area. Our weekly programme of clubs and activities are child and young person led and encourage them to have fun, overcome barriers and try new things.

# data[].attributes.body
Opportunities to start a new hobby and meet others through similar interests.

# data[].attributes.attachment_link.readable_text
Scottish Government figures estimate that 20,000 children in Scotland have a parent in prison each year - more than are affected each year by divorce.

Information for parents and young people

Having a family member in prison can create challenges for children and young people, which may affect their education, their behaviour and their physical and mental health. It's important for young people to know that they are not alone, that the family are not guilty, and that they can talk to someone they trust about what is happening and how they are feeling. Parents, trusted adults and schools are well placed to provide support. Families Outside provides information on talking to children and young people about imprisonment and visiting a Scottish prison with your child. You may also find "My Story" which explores the feelings and emotions children can have when they have a parent in prison.

If you have, or are working with, children who have a family member in prison, you may find the following videos can help to start a conversation.

" My Diary " - Children 5 - 11

"My Visit" - all ages

" It's No Holiday " - Young People 11 +

If you or your children require more support, contact our Support and Information Helpline. We can provide direct support over the phone or arrange for direct 1:1 support. We also offer group based support for young people.

Information for professionals

If your job involves working with children or young people who may have a family member in prison then download our Guide for Professionals Working with Children and Young People.

Families Outside provides accredited training for professionals on the impact of imprisonment including a dedicated module on supporting children and young people. For more information visit our training pages.

Other sources of support

The following organisations also provide information and support for children and young people.

# data[].attributes.attachment_link.title
Issues Facing Young People Affected by Imprisonment

# data[].attributes.attachment_link.description
Young people face a unique range of challenges that can affect their education, physical and mental health, and put them at a greater risk of displaying anti-social behaviour.

# data[].attributes.headline
Managing School Anxiety Parents and Carers Advice 

# data[].attributes.subject
Managing School Anxiety Parents and Carers Advice 

# data[].attributes.attachment_link.readable_text
Scotland's education system is an inclusive one and is designed to make sure that every child and young person is entitled to support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence provides.

The 2022 Scottish Working Definition of Dyscalculia has been collaboratively developed to provide education staff, partners, families and learners with a nationally agreed description of the range of indicators and associated difficulties of dyscalculia.

At all stages, dyscalculia is on a continuum varying from mild to severe, with a range of strengths and difficulties which are affected by the nature of the activity undertaken, the learning environment and any coping strategies and support in place. As a result, every individual with dyscalculia will differ in how they are affected and in the level of severity experienced.

There are however a common set of indicators that can be observed which are included within the working definition.

Identification and support

Receiving appropriate additional support is not dependent upon the formal identification of a specific need or label such as dyscalculia. However, this should not mean that schools and local authorities are not supportive of formally identifying additional support needs such as dyscalculia.

The identification of dyscalculia and the understanding of what it means can be extremely important to the learner's wellbeing and their family and this should not be underestimated.

The information gathered during the collaborative identification process is valued and forms part of the ongoing monitoring of the child or young person's progress and support within Curriculum for Excellence.

A range of templates have been developed to support the holistic, learner centred identification of dyscalculia. The templates can be downloaded from this page and adapted for local authority and school use.

The definition has been collaboratively developed by a short life working group with representation from:

The Scottish Government

Education Scotland

Association of Scottish Principal Education Psychologists (ASPEP)

Additional Support for Learning Officers (ASLO)

Dyslexia Scotland

Local authority specialist teachers and officers

Consultation with children and young people and a national parent forum also supported the development.

Improvement questions

How does my understanding of dyscalculia impact on my practice and how do I know?

How well am I supporting learners with dyscalculia?

How aware is our school community of dyscalculia and how do we know?

Download the resources
Scottish Working Definition of Dyscalculia (PDF 362 KB) Dyscalculia identification pathway 2023 (PDF 1.4 MB) Observation and Planning Tool April 2022 (Word 74 KB) Dyscalculia Establishing needs form 1 (Word 52 KB) Dyscalculia Establishing needs form 2 (Word 56 KB) Possible Indicators of Dyscalculia - Teacher Checklist (PDF 282 KB) Possible Indicators of Dyscalculia - Learner's Checklist (PDF 237 KB) PDF file: Possible Indicators of Dyscalculia - Parent/Carer Checklist (24KB) Collaborative Dyscalculia Assessment summary form 3 (Word 55 KB)

# data[].attributes.attachment_link.description
Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.attachment_link.readable_text
Empowering teachers and professionals in education to support bereaved pupils

A parent of children under 18 dies every 22 minutes in the UK; around 23,600 a year. This equates to around 111 children being bereaved of a parent every day.

1 in 29 5-16 year-olds has been bereaved of a parent or sibling - that's a child in every average class.

This comprehensive, free-to-access training tool has been developed for staff in schools, to help develop their understanding, skills and confidence to support pupils and their families when they experience a bereavement.

# data[].attributes.attachment_link.description
Empowering teachers and professionals in education to support bereaved pupils A parent of children under 18 dies every 22 minutes in the UK; around 23,600 a year. This equates to around 111 children being bereaved of a parent every day.

# data[].attributes.attachment_link.title
Adverse Childhood Experiences - NHS Health Scotland

# data[].attributes.body
Who Cares? Scotland supports care experienced people to have their voice heard and we make that happen in a number of ways.

# data[].attributes.attachment_link.readable_text
To mark Refugee Week 2023, 21-year-old Sudanese refugee, Kadim has shared his thoughts on why there are so many refugees, the challenges they face and what needs to change to make the world a safer, more equal place to live for everyone.

# data[].attributes.attachment_link.description
A lifetime of equality, respect and love for care experienced people Contact the Helpline 0330 107 7540 help@whocaresscotland.org Find out more Get support Who Cares? Scotland supports care experienced people...

# data[].attributes.headline
Change Mental Health Bullying and Mental Health 

# data[].attributes.subject
Change Mental Health Bullying and Mental Health 

# data[].attributes.attachment_link.provider_name
Change Mental Health - A future where no one needs to face mental illness alone

# data[].attributes.attachment_link.readable_text
Bullying in the workplace

Workplace bullying is a distressing issue that affects employees in various industries. It can harm a person's wellbeing, confidence and job satisfaction. In this section, we'll explore what workplace bullying looks like and why it's crucial to recognise and address this harmful behaviour in professional settings.

Workplace bullying includes:

Verbal Abuse: Using offensive language, shouting, or making demeaning comments toward a coworker, creating a hostile work environment.

Intimidation: Making threats, yelling, or using aggressive body language to scare or control a colleague, causing emotional distress.

Exclusion: Leaving someone out of work-related activities, meetings or social events which can lead to feelings of isolation.

Cyberbullying: Harassing a coworker through electronic means, like email or social media, which is emotionally damaging.

Public Humiliation: Criticising or belittling a coworker in front of others, whether they are colleagues, supervisors, or subordinates, can be deeply humiliating and harm a person's self-esteem.

I'm being bullied. What should I do?

1. Document incidents: Keep a record of bullying incidents, including dates, times, locations and the people involved. This documentation can be helpful if you need to report the bullying.

2. Discuss internally: If you feel safe, report the bullying to your immediate supervisor or the human resources department. If you are a member of the union, ask for their support. They can help address the issue.

3. Use external resources: If internal measures don't yield results, consider seeking assistance from external organisations or hotlines specialising in workplace bullying.

4. Consider legal action: In extreme cases, consult with legal counsel about potential legal action to protect your rights and wellbeing.

5. Think about changing team or workplace: If workplace bullying continues and significantly affects your wellbeing despite your attempts to address it, consider looking for a new job or transferring to a different department or team within your current organisation. Your mental and emotional health should always be a top priority.

I'm an employer. How can I support my employees?

As an employer, it is essential to create a safe and inclusive workplace, not only for the wellbeing of your employees but also to adhere to laws and regulations aimed at preventing workplace bullying in the UK.
Laws and policies
In the UK, there are laws and regulations in place to address workplace bullying. The Equality Act 2010 and Health and Safety at Work Act 1974 protect your employees by ensuring health and safety at the workplace and guaranteeing their equal rights. Workplace bullying can have a detrimental impact on an employee's mental and physical health, which may result in a breach of these acts.

To address bullying effectively, you should establish clear antibullying policies. These policies should define what constitutes bullying, outline procedures for reporting incidents and detail the consequences for perpetrators.
Training and good workplace culture
As an employer, you can provide mental health training to raise awareness of mental health in the workplace and educate employees and management about the impact of bullying. This training can help identify and prevent workplace bullying. Providing mental health support services, such as counselling or access to Employee Assistance Programs (EAPs), can help individuals affected by bullying cope with the emotional impact.

You can promote a culture that encourages good workplace wellbeing . Employers can create an environment where respect, inclusivity and empathy thrive, which is essential for maintaining a healthy and productive workforce.

If you're a rural employer with a team of fewer than 50 members, discover the transformative potential of our Rural Connections training programme. It's designed to elevate mental health awareness, ignite meaningful conversations and empower you to confront and conquer the stigma surrounding bullying and mental wellbeing.

If you're seeking a proactive approach to mental health and wellbeing, consider The following programme focuses on unaddressed mental health issues that lead to staff turnover, such as bullying.

# data[].attributes.attachment_link.title
bullying and mental health - Change Mental Health

# data[].attributes.attachment_link.description
Explore the profound impact of bullying on young people and employees. Understand the link between bullying and mental health, learn how to prevent it and find support.

# data[].attributes.attachment_link.title
Mental Health Foundation | Good mental health for all

# data[].attributes.attachment_link.description
Explore information to help you understand mental health and get advice on how you look after your own mental health or support someone you know with theirs.

# data[].attributes.body
ANDYSMANCLUB are a men’s suicide prevention charity, offering free-to-attend peer-to-peer support groups across the United Kingdom and online. #ITSOKAYTOTALK

# data[].attributes.attachment_link.description
ANDYSMANCLUB are a men’s suicide prevention charity, offering free-to-attend peer-to-peer support groups across the United Kingdom and online.

# data[].attributes.attachment_link.title
Traits of Nonspeaking Autism in Teenagers and Children

# data[].attributes.attachment_link.description
Speech Therapy for teens with Nonspeaking Autism can be complex. Here is an overview of what to expect in a Speech Therapy session.

# data[].attributes.attachment_link.readable_text
LAST REVIEWED 25 October 2023

Good Thinking recommends free NHS-approved apps to help improve your mental wellbeing.

Subscribe to our newsletter

Get the latest tips and resources for Londoners delivered to your inbox every month.

Was this page helpful?

# data[].attributes.attachment_link.description
Free apps available through Good Thinking

# data[].attributes.attachment_link.readable_text
If you experience a condition that is affecting your mental health and are looking for specific information about different types of problems then the 'workbooks' or sets of modules in this section may be relevant to you. Some of the modules can be used on their own, while others are best used as part of the series; each workbook will have its own suggestions. We strongly encourage you to talk to your local doctor or a mental health professional about your difficulties as the information provided in the resources are NOT a substitute for proper diagnosis or treatment by an appropriate health professional.

For many of the problems listed below, there are also brief information sheets, along with a series of worksheets that you may wish to use, or that your therapist may help you with.

Please refer to the disclaimer before making use of these resources.

# data[].attributes.attachment_link.title
Self Help Resources for Mental Health Problems

# data[].attributes.attachment_link.description
Self-help resources for common mental health problems such as depression, anxiety, low self-esteem, sleep problems, and perfectionism. Includes workbooks made up of modules, brief information sheets, and worksheets that you may wish to use, or that your therapist may help you with. Materials developed by Clinical Psychologists at the Centre for Clinical Interventions in Perth, Western Australia.

# data[].attributes.attachment_link.title
Breathe: Mindful Breathing | Get.gg - Getselfhelp.co.uk

# data[].attributes.attachment_link.description
Mindful breathing gives us an anchor to focus on this moment, allowing us to let go of worries about the future or ruminating on the past. Our breath is always with us.

# data[].attributes.attachment_link.provider_name
National Institute of Mental Health (NIMH)

# data[].attributes.attachment_link.readable_text
Transcript
Transcript
[music]

Narrator: Got 60 seconds? Take a mental health minute to learn about stress and anxiety in adolescents.

Anxiety is your body's reaction to stress and can occur even if there is no current threat.

If anxiety doesn't go away and begins to interfere with your life, it could affect your health.

There are several coping strategies you can try to reduce your anxiety and stress.

Keep a journal to help identify and challenge your negative and unhelpful thoughts.

Do a body scan to identify physical symptoms of stress and anxiety in your body like headaches or body pain.

Download an app that provides relaxation or mindfulness exercises such as deep breathing or visualization.

Exercise, eat healthy, avoid caffeine, and stick to a sleep routine.

And reach out to your friends or family members who can help you cope in a positive way.

If you are still struggling to cope, or the symptoms won't go away, share how you're feeling with a parent or trusted adult. It may be time to talk to a health care professional.

Learn more about anxiety through the NIMH website, and share this mental health minute video to help someone else.

# data[].attributes.attachment_link.title
Mental Health Minute: Stress and Anxiety in Adolescents

# data[].attributes.attachment_link.description
Transcript [music] Narrator: Got 60 seconds? Take a mental health minute to learn about stress and anxiety in adolescents. Anxiety is your body's reaction to stress and can occur even if there is no current threat. If anxiety doesn't go away and begins to interfere with your life, it could affect your health.

# data[].attributes.attachment_link.title
Fight Flight Freeze – Anxiety Explained For Teens

# data[].attributes.headline
CEOP- Child exploitation and Online Protection 

# data[].attributes.subject
CEOP- Child exploitation and Online Protection 

# data[].attributes.attachment_link.readable_text
Are you being bullied?

If you are being bullied, or you are not ready to make a report to CEOP, you can talk to Childline anonymously online or on the phone - No worry is too big or too small.

Visit Childline

# data[].attributes.attachment_link.description
Are you being bullied? If you are being bullied, or you are not ready to make a report to CEOP, you can talk to Childline anonymously online or on the phone - No worry is too big or too small. Visit Childline

# data[].attributes.body
homelessness, mental health issues, addiction, poverty, and unemployment. We also offer a variety of activities for females in communities across Scotland, as well as support for refugees and those in prison.

Our sessions will always be completely free of charge and require no previous experience

# data[].attributes.attachment_link.description
We work across Aberdeen, Dundee, Edinburgh and Glasgow using the power of football to inspire people to change their lives for the better.

# data[].attributes.body
Autism Assistance dogs

# data[].attributes.attachment_link.readable_text
If you are interested in applying for our Residential Assistance Dog Programme, please contact us via info@autismdogs.co.uk

You will receive information about the Programme, including eligibility criteria and the application process.

We reserve the right to decline an application for one or more of the following reasons:

The applicant does not have an official diagnosis of ASD.

The applicant is under 4 years of age at the time of application.

The applicant's permanent residence is not located in mainland England, Scotland, or Wales.

The applicant has unmanaged epilepsy.

The applicant information given is nor correct or truthful.

We feel that the Autism Dogs Charity Residential Assistance Dog Programme would not be beneficial to the applicant.

The welfare of the dog is not fully managed by an adult or 3rd party in addition to the handler. We are unable to agree to a dog living with a handler who lives alone or without a clear network of suitable support.

If we feel that the dog's welfare and needs could not be met.

If any members of the applicant's residence have severe dog allergies.

If there is no one to care for the dog during the day.

If we do not feel that our team has the relevant expertise for any of the applicant's conditions.

If we do not have the resources to accept the application at the time.

# data[].attributes.body
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.

# data[].attributes.attachment_link.description
Worried about a child? You can talk to us

# data[].attributes.attachment_link.description
Grief can be overwhelming - you don’t have to deal with it alone. Cruse Bereavement Support is here. Call our helpline or chat online.

# data[].attributes.attachment_link.description
There are lots of physical, emotional, sexual, social and cognitive changes going on at this time. It's normal for these changes to create some worries or anxiety for the young person and the people around them.

# data[].attributes.body
Young Carers Co-ordinator Jocelyn Hannah (PSL): jocelyn.hannah@queensferry.edin.sch.uk

Please feel free to contact regarding any Young Carer queries or if you think your young person has caring responsibilities and would like to discuss possible supports.

# data[].attributes.attachment_link.readable_text
Edinburgh Young Carers
Youth matters
Edinburgh Young Carers is a voluntary organisation that provides respite and support to young people living in North and South-East Edinburgh, between the ages of 5 and 25, who care for somebody at home. We aim to improve the lives and wellbeing of young carers by raising awareness, offering emotional and practical support and by giving each young person the opportunity to take a break from their caring role and have fun in a friendly, supportive environment where they can be themselves and leave worries behind.

Do you look after someone who suffers from:

Mental health problems?
Disability?
Chronic ill-health?
Drug and alcohol use?

Young Carers' rights
It's important to remember that each young carer is a unique individual, a child who is entitled to a childhood, a person who is entitled to discover their potential, and a human being whose rights should be respected.

£20

will pay for a young carer to get an evening's break in an activity group with other young carers

Help make a difference

Why do we work in schools?

Enable greater identification of and support to Young Carers in Edinburgh, through working directly with primary and secondary schools.

EYC on Instagram

https://www.instagram.com/p/B2d8zGDFQKW/

EYC on Facebook

https://www.facebook.com/109279925828470/posts/2552821611474277

# data[].attributes.attachment_link.description
Youth matters Edinburgh Young Carers is a voluntary organisation that provides respite and support to young people living in North and South-East Edinburgh, between the ages of 5 and 25, who care for somebody at home.

# data[].attributes.attachment_link.readable_text
How to apply

You can only apply for a Crisis Grant through your local council. You cannot apply through the Scottish Government.

If you need help applying

If you cannot apply online or need help with your application, contact your local council.

They may offer other ways to apply such as by:

What you can get a Crisis Grant for

You can get a Crisis Grant to cover the costs of an emergency.

Examples of this could include if:

you need help to get food or with heating costs

there's a fire or flood at home

you've lost money

an unexpected crisis happens

you're a victim of domestic abuse and you need help with things like moving away from an abuser

you're a grandparent or other relative who has taken over caring for a child, and you're waiting on a transfer of benefits

you're facing a gap in your normal income because of a redundancy or change at work

How long it takes

Most councils will tell you the outcome of your application within 2 working days.

But some councils are taking longer than this due to an increase in applications.

Your local council may let you know how long you'll wait once you submit an application.

Who can apply

To get a Crisis Grant you need to be on a low income. This does not mean you need to be on benefits.

What counts as a low income

There's no figure that confirms whether you've a low income. As a guide, if you're on one of the benefits below, or your income is about the same as someone who is, it's more likely you can get a Crisis Grant:

Income Support

Pension Credit

Jobseeker's Allowance (JSA) - Income based

Employment and Support Allowance (ESA) - Income based

Universal Credit

Benefit calculators

Crisis Grants are one-off payments and it cannot support your income long term.

If you need help on a low income, check what benefits you might be able to get with entitledto or turn2us.

# data[].attributes.attachment_link.description
Check if you can get a Crisis Grant to cover the costs of an emergency including urgent help with food or heating costs. You need to be on certain benefits or a low income and you apply through your local council.

# data[].attributes.attachment_link.readable_text
We provide

help with welfare rights including income maximisation through welfare benefits, tax credits and grants

debt advice to resolve personal debt including credit cards, bank loans, rent arrears, personal loans, store cards, catalogues and mortgage arrears

help for people affected by cancer through information, advice and advocacy to access entitlements arising as a result of a cancer diagnosis and the extra costs of cancer.

Get debt or welfare benefits advice
Advice Line opening times

Monday, Wednesday, Thursday 8.30am to 4.30pm

Tuesday 10am to 4.30pm

Friday 8.30am to 3.40pm

If you need urgent advice about benefits or debt please call 0131 200 2360

Advice in person

If you are unable to use a phone or the internet, you can visit an advisor in person at the Community Resilience Centres (CRCs). To book call the Advice Line (details above) or at a CRC.

Community Resilience Centres

Wester Hailes - South West Locality Office, 10 Westside Plaza, EH14 2SP

West Pilton Gardens - North West Locality Office, 8 West Pilton Gdns, EH4 4DP

Captain's Road - South East Locality Office, 40 Captain's Rd, EH17 8QF

Craigmillar - North East Locality Office, 101 Niddrie Mains Road, EH16 4DS

Leith - Criminal Justice/ Social Work Centre, Newkirkgate Shopping Centre Units C&D, Newkirkgate Shopping Centre, Edinburgh EH6 6AD

All the centres operate 9:15 - 16:15 Monday to Thurs and 9:15 - 16:00 on a Friday.

Advice Shop bulletin

Our bulletin has news and information about welfare rights and debt advice.
Download Advice Shop bulletins (PDFs)
Agencies providing welfare benefits and debt advice

Click the dots on the map below for services and contact details

GP practices
Citizens Advice Bureau
Housing association
Voluntary sector
The City of Edinburgh Council

# data[].attributes.attachment_link.title
Benefits and debt advice - The City of Edinburgh Council

# data[].attributes.attachment_link.description
We provide help with welfare rights including income maximisation through welfare benefits, tax credits and grants debt advice to resolve personal debt including credit cards, bank loans, rent arrears, personal loans, store cards, catalogues and mortgage arrears help for people affected by cancer through information, advice and advocacy to access entitlements arising as a result of a cancer diagnosis and the extra costs of cancer.