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Early childhood educator’s burnout: A systematic review of the determinants and effectiveness of interventions.

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Early childhood educator’s burnout: A systematic review of the determinants and effectiveness of interventions.

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Joanne Ng Australian Education Research Organisation, Australia Marg Rogers University of New England, Australia Courtney McNamara Newcastle University, United Kingdom

Issues in Educational Research, 33(1), 2023

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Eight to relate. Putting Connection at the Heart of Practice. A resource for all Early Years Leaders & Practitioners.

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Eight to relate. Putting Connection at the Heart of Practice. A resource for all Early Years Leaders & Practitioners.

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Created for all educators working with young children. This new pamphlet introduces Slow pedagogy and explores how a Slow approach can extend children's learning.

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A Froebel Trust series created to support educators in their work with babies and young children. Each title in this free series summarises the latest in early childhood research, making links between research and practice in Froebelian education today.

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Building Anti-Racist Foundations - Liz Pemberton and Barnardo's SEEN

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Building Anti-Racist Foundations - Liz Pemberton and Barnardo's SEEN

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In collaboration with SEEN and Shenny Animation Studio, Liz Pemberton has created an Early Years resource to help educators on their anti-racist journey with an introduction to her framework, The 4 E's of Anti-Racist Practice. SEEN is a Barnardo’s initiative building a core foundation of knowledge, a network of people and advocacy for those with authentic experience. We are working to achieve a system change in the provision of services to tackle the disproportionate outcomes children and young people of African, Asian and Caribbean heritage face.

https://www.theblacknurserymanager.com/

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Building Anti-Racist Foundations - Liz Pemberton and Barnardo's SEEN

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MENTAL HEALTH IN UK MUSLIM COMMUNITIES: A CALL TO ACTION

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MENTAL HEALTH IN UK MUSLIM COMMUNITIES: A CALL TO ACTION

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https://muslimmindcollaborative.co.uk/

MUSLIM MENTAL HEALTH IN SCHOOLS

Muslim Mind Collaborative embarked on a journey of research, consultation and intellectual interrogation to produce our toolkit resource which aids schools in improving faith literacy and cultural sensitivity in their school settings, with the aim of destigmatising and lightening the mental load of Muslim children and young people.

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Over a third of UK adults say they wouldn’t feel comfortable in the presence of someone they believe is experiencing severe mental illness.

With our new campaign, Let's Rethink, we are tackling the unfair stigma and discrimination people face at work, in school and at home.

Let’s end the judgement. Let's Rethink Mental Illness.

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Over a third of UK adults say they wouldn't feel comfortable in the presence of someone they believe is experiencing severe mental illness.

With our new campaign, Let's Rethink, we are tackling the unfair stigma and discrimination people face at work, in school and at home.

Let's end the judgement. Let's Rethink Mental Illness.

Free guide

Our free guide is packed with expert advice and practical tips to help you better understand mental illness. It's up to all of us to stop the harmful cycle of stigma.

The truth about severe mental illness

Change lives

The more people hear negative attitudes about their condition, the more likely they'll believe them. This can cause shame and worsen symptoms. Learn more, let's end the judgement.

Download your guide Download your guide

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Download our free guide to challenge misconceptions about mental illness. Let's end the judgement and improve lives. #LetsRethink

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A manifesto for change and a radical future. The Black Mental Health Manifesto calls for structural reforms to tackle disparities in mental health care for Black people. This represents a crucial stride toward achieving equity and providing improved support for Black mental health.

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Black Mental Health & Wellbeing Alliance | Black Mental Health in the UK

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Through the Black Mental Health Manifesto, The Black Mental Health Wellbeing Alliance seeks to address structural change which must be actioned to close the inequality gap for Black people within mental health and wellness services in England.

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Download your free Wellbeing Wall Planner! For your office or staff room with dates and information on mental health and wellbeing awareness days, self-care reminders, and wellbeing prompts and affirmations. FYI, An updated academic year planner 2024-25 is coming soon!

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Download your Early Years Wellbeing Week Poster Pack for 2024.

https://www.canva.com/design/DAGR3q952p8/zGA2ZXwdfAsgbDJTNHoqPw/edit?utm_content=DAGR3q952p8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Black and Pink Bold Launch Party Poster (3)

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Please find the link to Canva to download our Early Years Wellbeing Week logos in colour and white PNG files.

https://www.canva.com/design/DAGR-ATH-ew/U9VfW1WM5UzXFjFCF8f4rw/edit?utm_content=DAGR-ATH-ew&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Blue Green Modern World Health Day Banner (Website) (1)

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On 10 October every year we celebrate World Mental Health Day with Tea & Talk events across the UK.

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Tea and Talk is a great way to come together with friends, family or colleagues to raise money and awareness for the Mental Health Foundation.

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Practitioner guidance to accompany a children’s story Sometimes happy, sometimes sad, by Laura Henry-Allain MBA, Anna Freud

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Practitioner guidance to accompany a children’s story Sometimes happy, sometimes sad, by Laura Henry-Allain MBA, Anna Freud

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Personal, Social and Emotional Development in the Early Years: a handbook for practitioners, Anna Freud Centre

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Personal, Social and Emotional Development in the Early Years: a handbook for practitioners, Anna Freud Centre

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How to use this guide

This guide frames the social and environmental factors that influence wellbeing, using an ecological model: recognising how everything from individual actions, to interpersonal relationships, to public policy can impact health and wellbeing.

https://brandplatform.annafreud.org/share/FhGZkLxBJW4dgY1omdZY

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Early Years In Mind: Workforce Wellbeing in the Early Years. Claudia Cousins, Anna Freud Foundation. 

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Early Years In Mind: Workforce Wellbeing in the Early Years. Claudia Cousins, Anna Freud Foundation. 

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Early Years In Mind: Workforce Wellbeing in the Early Years

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A wellbeing workbook for early years practitioners: an ecological lens, Anna Freud

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A wellbeing workbook for early years practitioners: an ecological lens, Anna Freud

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Practitioner wellbeing in the early years

The ecological model used in this guide can inform policy frameworks like the Early Years Foundation Stage Framework and the Family Hubs and Best Start for Life Programme.

Download the workbook

https://www.annafreud.org/resources/resources-for-professionals/practitioner-wellbeing-in-the-early-years/#:~:text=This%20guide%20frames%20the%20social,can%20impact%20health%20and%20wellbeing.

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Action is needed to protect Early Years Educators’ wellbeing Kate Moxley Article for Cache, September 2024.

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Action is needed to protect Early Years Educators’ wellbeing Kate Moxley Article for Cache, September 2024.

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In 2024, the outlook for a career in Early Years Education and Childcare (EYEC) in England is concerning. Whether in group-based Private, Voluntary and Independent (PVI) settings or as a solo provider such as childminders and nannies, Early Years Educators (EYEs) frequently report being overworked, underpaid and struggling with ongoing mental and physical health issues.

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Kate Moxley with Alistair Bryce Clegg, TTS Podcast, Emotional Wellbeing & Connection. Option for CPD Assessment and Certificate. 

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Kate Moxley with Alistair Bryce Clegg, TTS Podcast, Emotional Wellbeing & Connection. Option for CPD Assessment and Certificate. 

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Module 1:

Making wellbeing the heart of your setting
Module 2:

Fostering connection and belonging
Module 3:

Honouring, valuing, and respecting staff
Module 4:

Reflective practice in supporting wellbeing

Course content:

This topic has been developed with Kate Moxley, an Early Years consultant, trainer, and speaker specialising in wellbeing and mental health. This course will offer insights and guidance on prioritising emotional connection and wellbeing in your setting.

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CPD Topic 2: Emotional Connection &Wellbeing

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Course content:This topic has been developed with Kate Moxley, an Early Years consultant, trainer, and speaker specialising in wellbeing and mental health.

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Early Years Wellbeing Week partners with Tapestry to launch toolkit | Nursery Management Today

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Online learning journal Tapestry has partnered with Early Years Wellbeing Week to create a free toolkit to support practitioner wellbeing.

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Siren Films are proud to sponsor Early Years Wellbeing Week. Having worked with the sector for over 30 years we know the importance of making wellbeing a priority for all.

We have collaborated with Kate and Tapestry to curate a special collection of bite size films to honour Early Years Wellbeing Week 2023 with the theme of Mental Health Literacy.

With so many of us experiencing difficult and stressful times, it is essential to be talking and learning about the skills needed to protect our mental health and look after the wellbeing of our staff and the people around us.

Watch Kate’s interview and find out how developing an effective and supportive community can help protect us in everyday life to both prevent health issues from developing and worsening, protect educator health, and learn how to deal healthily with the pressures of the role and promote wellbeing.

https://www.sirenfilms.co.uk/

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In conversation with Kate Moxley: all about educator wellbeing

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We recently met up with Kate Moxley, to talk about educator wellbeing for Early Years Wellbeing Week 2023, in line with World Mental Health Day.

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Interactive Wellbeing Toolkit with Tapestry. 

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Interactive Wellbeing Toolkit with Tapestry. 

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This Toolkit would not have been possible if it were not for the lived experiences, thoughts, feelings, and feedback from a range of early years professionals who I have the privilege and pleasure of working alongside in my everyday work, and the essential contributions of early years colleagues who shared reflections from their frame of reference and window of the world.

early years sector is unique, rich, and diverse so it is essential for us all to recognise how early years educators, children and families alike, are all brilliantly and beautifully different.

To put wellbeing at the heart of our purpose and make adjustments to cultivate spaces that include and empower, we must foster respect for diversity and value the ways we are different.

Special thanks to:

Shada Lambert (Nanny Sharz) https://nannycon.net/

Sarah Emerson www.wearecocoro.co.uk  https://www.instagram.com/wearecocoro/

Emma Jeffreys Nursery Manager

Joss Cambridge Simmonds (Jossy Care) https://www.instagram.com/jossycare/

David Cahn (Free to learn) https://www.facebook.com/freetolearnleeds/

Alison Scott and the Early Years settings in Hull that took part in first cohort of Early Years Wellbeing Champion Training in 2023.

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A Wellbeing Toolkit for Early Years Educators. Tapestry.

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A Wellbeing Toolkit for Early Years Educators. Tapestry.

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A toolkit that can be used to guide, reflect, evaluate and build your own bank of practical ideas to promote and protect compassion resilience.

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A Beginner's Guide to LGBTQ+ Inclusion. The free document ‘A Beginner’s Guide to LGBTQ+ Inclusion’ has been created by Diverse History UK

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A Beginner's Guide to LGBTQ+ Inclusion. The free document ‘A Beginner’s Guide to LGBTQ+ Inclusion’ has been created by Diverse History UK

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Diverse History UK support educators in amplifying marginalised histories so that education is more inclusive and representative, and existing misconceptions, stereotypes and prejudices are challenged through academia. They believe all marginalised people deserve to have their histories taught, whatever the core issue, including race, different abilities, neurodiversity, sexuality and gender, class and mental health issues.

Diverse History UK supports schools and educators through a range of educational consultancy and resource production services.  https://www.diversehistory.co.uk/

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A Beginner's Guide to Intersectionality in the Early Years The free document ‘A Beginner’s Guide to Intersectionality in the Early Years’ has been written by Warda Farah. 

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A Beginner's Guide to Intersectionality in the Early Years The free document ‘A Beginner’s Guide to Intersectionality in the Early Years’ has been written by Warda Farah. 

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Warda Farah, is a Social Entrepreneur, Speech and Language Therapist, adjunct lecturer and author. She set up her company, Language Waves, to address the barriers that Black and minoritized families face when accessing Speech and Language Therapy services, by offering alternative services that are culturally and linguistically affirming. Her approach is guided by her own experiences as a neurodivergent Black woman and subverts the traditional medical model of Speech & Language Therapy by centering language as a multimodal emancipatory tool that resists the standard language ideologies imposed on minorities. “Whilst wearing many hats,” says Farah, “ultimately my work aims to centre Black Joy.”

https://twitter.com/WFarahslt

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ya is an Educational and Child Psychologist, lecturer and workshop facilitator. Siya’s doctoral research was centred upon the way that Black secondary school pupils construct a sense of belonging, in predominantly White schools. Siya has run workshops about the psychology of beauty, face filters and body modification. Siya currently lectures in educational psychology at the University of Birmingham. Her focus is upon weaving critical psychology into a traditional training course, to better prepare the practitioners of tomorrow. Siya believes that the ‘personal is the political’, and is interested in developing sound ways that policy and practice can centre wellbeing, particularly for vulnerable children. https://twitter.com/Siya_mnz

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Wellness Recovery Action Plan (WRAP) was created by Mary Ellen Copeland, an author, educator and mental health recovery advocate in the USA.
"WRAP is a tool that can aid an individual's recovery and its underpinning principles support the recovery approach. WRAP is a way of monitoring wellness, times of being less well and times when experiences are uncomfortable and distressing. It also includes details of how an individual would like others to support them at these different times."
WRAP has five key principles:

1. Hope: people who experience mental health difficulties get well, stay well and go on to meet their life dreams and goals.

2. Personal responsibility: it's up to you, with the assistance of others, to take action and do what needs to be done to keep yourself well.

3. Education: learning all you can about what you are experiencing so you can make good decisions about all aspects of your life.

4. Self advocacy: effectively reaching out to others so that you can get what it is that you need, want and deserve to support your wellness and recovery.

5. Support: while working toward your wellness is up to you, receiving support from others, and giving support to others, will help you feel better and enhance the quality of your life.

There are different styles of WRAP - click below for a few examples:

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Wellness Recovery Action Plan (WRAP) was created by Mary Ellen Copeland, an author, educator and mental health recovery advocate in the USA. "WRAP is a tool that can aid an individual's recovery and its underpinning principles support the recovery approach. WRAP is a way of monitoring wellness, times of being less well and times when experiences are uncomfortable and distressing.

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My Whole Self: One to one meeting template

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My Whole Self: One to one meeting template

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Feeling stressed, anxious, low or struggling to sleep? Every Mind Matters can help with expert advice, practical tips and personalised actions to help stay on top of your mental wellbeing.

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Campaigning for fair funding for the early years

Thousands of early years providers are closing each year, while many of those who remain open are being forced to implement sharp increases in fees and charges in order to remain viable in the face of steeply rising costs. What’s more, the ongoing recruitment and retention crisis is piling ever more pressure onto settings, with more and more providers forced to rely on agency staff, reduce sessions or, in the worst cases, close all together.

At the same time, however, there is a growing awareness among parents and carers, politicians and the wider public not only of the challenges facing the early years, but that these issues are a direct consequence of the government knowingly underfunding the sector for years.

It is vital that this awareness now turns into action. That’s why it is critical that we all, providers and parents, individuals and organisations, work together to put as much pressure on the government as possible to substantially increase early years funding, before the damage done to our vital sector becomes irreversible.

What can you do?

To support your local lobbying and campaigning efforts, the Alliance has put together a free toolkit of resources for early years providers, which includes:

A template letter for you to use to raise concerns about underfunding to your local MP – plus a separate template for parents and carers for you to share with families at your setting

A template letter to parents and carers for providers planning on increasing early years fees explaining why they need to do so

A poster for providers to display in their settings encouraging parents and carers to support the fight for fairer funding (with separate versions for group settings and childminders)

A simple guide to the problems with the so-called ‘free childcare’ offer for settings to share with parents and carers

A mini-guide on schools forums and the role they play in shaping local funding decisions

An early years funding factsheet for providers to use when lobbying local MPs and other local representatives

A press release template to help providers raise awareness of funding issues in their local press and media

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Campaigning for fair funding for the early years

Thousands of early years providers are closing each year, while many of those who remain open are being forced to implement sharp increases in fees and charges in order to remain viable in the face of steeply rising costs. What's more, the ongoing recruitment and retention crisis is piling ever more pressure onto settings, with more and more providers forced to rely on agency staff, reduce sessions or, in the worst cases, close all together.

At the same time, however, there is a growing awareness among parents and carers, politicians and the wider public not only of the challenges facing the early years, but that these issues are a direct consequence of the government knowingly underfunding the sector for years.

It is vital that this awareness now turns into action. That's why it is critical that we all, providers and parents, individuals and organisations, work together to put as much pressure on the government as possible to substantially increase early years funding, before the damage done to our vital sector becomes irreversible.

What can you do?

To support your local lobbying and campaigning efforts, the Alliance has put together a free toolkit of resources for early years providers, which includes:

A template letter for you to use to raise concerns about underfunding to your local MP - plus a separate template for parents and carers for you to share with families at your setting

A template letter to parents and carers for providers planning on increasing early years fees explaining why they need to do so

A poster for providers to display in their settings encouraging parents and carers to support the fight for fairer funding (with separate versions for group settings and childminders)

A simple guide to the problems with the so-called 'free childcare' offer for settings to share with parents and carers

A mini-guide on schools forums and the role they play in shaping local funding decisions

An early years funding factsheet for providers to use when lobbying local MPs and other local representatives

A press release template to help providers raise awareness of funding issues in their local press and media

The full toolkit is available here.

In addition, on the Alliance website, we also have:

An interactive page which allows providers, parents and carers and MPs to select their constituency and see how their local funding rates, as well as the number of providers, have changed over recent years

An interactive explainer on early years underfunding for settings to share with parents and carers

A simple webform where providers can share their contact details so that they can be put in touch with other providers in the same local area to coordinate local campaigning

An information page aimed at parents and carers

If you have any questions about any of the fair funding campaigning resources, please get in touch with our campaign team at feedback@eyalliance.org.uk and we'll be happy to answer them.

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Join the fight for fair early years funding

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Thousands of early years providers are closing each year, while many of those who remain open are being forced to implement sharp increases in fees and charges in order to remain viable in the face of steeply rising costs.

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Racism can present itself in different ways in a young child’s life. A child may have direct or indirect experiences of racism, but the impact can be felt all the same.

For early years practitioners, it can be difficult to talk about race and racism, especially if you have never experienced it or talked about it yourself. Our Helping young children to think about race in the early years resource has been written by Dr Pamela Hamilton and Dr Bisi Showunmi, two Child Psychologists. Both have delivered anti-racism sessions for schools and local authorities, with the second author writing her thesis on race and identity development in school children.

The purpose of this booklet is to:

highlight the various ways that race and racism impact children in the early years

introduce the idea of racial socialisation and how it supports child development

start to think about ways to support racial socialisation in the early years

identify some ways to facilitate your journey in supporting racial socialisation in your setting.

https://www.annafreud.org/early-years/early-years-in-mind/resources/helping-young-children-to-think-about-race-in-the-early-years/

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A guide to neurodiversity in the early years, by Kerry Murphy.

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A guide to neurodiversity in the early years, by Kerry Murphy.

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In recent years, there has been an increasing dialogue about the best ways to support children who have developmental differences. These children are traditionally referred to as having special educational needs (SEN).

While this term was originally designed to ensure that we identify and support those children in a timely manner, it has been criticised for its dominant focus on a child’s deficits and delays. In short, SEN only gives us part of the picture yet it can often become a dominant label that negatively shapes and shifts their experiences. This has to change if we are dedicated to improving children’s physical, social, emotional, cognitive and academic outcomes.

The aims of this booklet are to:

introduce the concept of neurodiversity in an accessible way

consider how ableism is a barrier to inclusion

explore neurodivergent profiles of development

develop practical approaches in becoming neurodiversity-informed within our early years practice.

https://www.annafreud.org/early-years/early-years-in-mind/resources/a-guide-to-neurodiversity-in-the-early-years/

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We first worked with Liz Pemberton in the summer of 2020. Since then, she has inspired us, as well as the rest of the Early Years sector and beyond, to challenge our thoughts, actions and policies on a daily basis.

Before the national lockdown, Liz was the manager of a 46-place private day nursery, which was part of a small family-owned chain of 3 Early Years settings based in Birmingham. With children on roll who were predominantly of Black African-Caribbean heritage, and rooted in a community that she was part of, Liz ensured that it was more than a place to drop children off – the nursery evolved into a community-based hub providing authentic and culturally compatible support for hundreds of children and families.

Through her ever-growing consultancy work as The Black Nursery Manager, Liz has worked in collaboration with nursery settings, local authorities, professional early years organisations and various working groups to develop policy and guidance in order to drive the focus towards the development of anti-racist pedagogy within the sector.

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Anti-Racism

We first worked with Liz Pemberton in the summer of 2020. Since then, she has inspired us, as well as the rest of the Early Years sector and beyond, to challenge our thoughts, actions and policies on a daily basis.

Before the national lockdown, Liz was the manager of a 46-place private day nursery, which was part of a small family-owned chain of 3 Early Years settings based in Birmingham. With children on roll who were predominantly of Black African-Caribbean heritage, and rooted in a community that she was part of, Liz ensured that it was more than a place to drop children off - the nursery evolved into a community-based hub providing authentic and culturally compatible support for hundreds of children and families.

Through her ever-growing consultancy work as The Black Nursery Manager, Liz has worked in collaboration with nursery settings, local authorities, professional early years organisations and various working groups to develop policy and guidance in order to drive the focus towards the development of anti-racist pedagogy within the sector.

After appearing as a guest on the FSF and Tapestry podcast to discuss how we should talk to our children about racism, Liz went on to host a Tapestry Education Conference on the subject of 'Reflecting on Anti-racism in the Early Years' in March 2021. During the conference, we heard from Shaddai Tembo and Faith Chow, who both provoked deep thinking on how we need to improve as a sector.

We were delighted when Liz agreed to write this free 'Beginner's Guide to Anti-Racism'. The aim was to produce a straightforward, consumable document that could start necessary conversations about racism across the education sector. Whether you print a copy out to share in the staff room, or read and share it on your mobile phone, we urge you to consider the content of this guide.

Download 'A Beginner's Guide to Anti-Racism'

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A Beginner's Guide to Anti-Racism | Tapestry UK

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The free document 'A Beginner's Guide to Anti-racism' has been created to support settings and schools in having necessary conversations about racism.

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These guides have been designed to deliver a straightforward, consumable document to start necessary conversations about key topics and matters across the education sector. Whether you print a copy out to share in the staff room, or read and share it on your mobile phone, we urge you to consider their contents in your everyday practice and provision.

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Take a step further in your professional development

These guides have been designed to deliver a straightforward, consumable document to start necessary conversations about key topics and matters across the education sector. Whether you print a copy out to share in the staff room, or read and share it on your mobile phone, we urge you to consider their contents in your everyday practice and provision.

We use cookies to deliver the best online experience for you. By using our website you agree to our use of cookies, in accordance with our Privacy Policy I Understand

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Download guides designed to start necessary conversations about key topics and matters across the education sector.

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The free document ‘A Beginner’s Guide to Educator Wellbeing’ has been created by Early Years Educator, best-selling author, and founder of Early Years Wellbeing Week, Kate Moxley, to support parents, childminders, nurseries and schools in having necessary conversations about Educator Wellbeing.

Kate is dedicated to leading a new agenda to improve the mental health and wellbeing of the early years workforce. Going to work should be good for us, yet sadly we often find issues at work negatively influencing our wellbeing and posing a risk to our mental health.

Whilst mental health awareness is increasing, too many people are still becoming unwell. Stigma and discrimination toward mental ill-health still exist. For far too long, the early education sector has been ill-equipped and unprepared when it comes to dealing with and understanding mental health.

Mental Health literacy is everyone’s business. Kate believes that it should be of enormous importance to us all – for ourselves, our children and our whole community, so that we can all thrive.

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A Beginner's Guide to Educator Wellbeing

The free document 'A Beginner's Guide to Educator Wellbeing' has been created by Early Years Educator, best-selling author, and founder of Early Years Wellbeing Week, Kate Moxley, to support parents, childminders, nurseries and schools in having necessary conversations about Educator Wellbeing.

Kate is dedicated to leading a new agenda to improve the mental health and wellbeing of the early years workforce. Going to work should be good for us, yet sadly we often find issues at work negatively influencing our wellbeing and posing a risk to our mental health.

Whilst mental health awareness is increasing, too many people are still becoming unwell. Stigma and discrimination toward mental ill-health still exist. For far too long, the early education sector has been ill-equipped and unprepared when it comes to dealing with and understanding mental health.

Mental Health literacy is everyone's business. Kate believes that it should be of enormous importance to us all - for ourselves, our children and our whole community, so that we can all thrive.

Download 'A Beginner's Guide to Educator Wellbeing'

We use cookies to deliver the best online experience for you. By using our website you agree to our use of cookies, in accordance with our Privacy Policy I Understand

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A Beginner's Guide to Educator Wellbeing | Tapestry UK

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The free document 'A Beginner's Guide to Educator Wellbeing' has been created by Early Years Educator, best-selling author, and founder of Early Years Wellbeing Week, Kate Moxley, to support parents, childminders, nurseries and schools in having necessary conversations about Educator Wellbeing.

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Some groups of people have far poorer mental health than others, often reflecting social disadvantage. In many cases, those same groups of people have less access to effective and relevant support for their mental health. And when they do get support, their experiences and outcomes are often poorer, in some circumstances causing harm. This 'triple barrier' of mental health inequality affects large numbers of people from different sections of the population.

As part of our work in the Commission for Equality in Mental Health, we've put together some of the key statistics about mental health inequalities.

Learn more about the fight for equality in mental health - and take action today.

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Mental health inequalities: factsheet | Centre for Mental Health

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Inequalities in mental health mean that some people are more likely to have poor mental health, and less likely to get effective support. We've put together some of the key facts to help you learn more and campaign for change.

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Overview

An estimated 15% of working-age adults have a mental disorder at any point in time. Depression and anxiety are estimated to cost the global economy US $1 trillion each year driven predominantly by lost productivity. People living with severe mental health conditions are largely excluded from work despite participation in economic activities being important for recovery.

The WHO guidelines on mental health at work provide evidence-based recommendations to promote mental health, prevent mental health conditions, and enable people living with mental health conditions to participate and thrive in work. The recommendations cover organizational interventions, manager training and worker training, individual interventions, return to work, and gaining employment. The guidelines on mental health at work aim to improve the implementation of evidence-based interventions for mental health at work.

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An estimated 15% of working-age adults have a mental disorder at any point in time. Depression and anxiety are estimated to cost the global economy US $1 trillion each year driven predominantly by lost productivity. People living with severe mental health conditions are largely excluded from work despite participation in economic activities being important for recovery.

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SHADDAI TEMBO - WRITING, BLOGS & ARTICLES. 

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SHADDAI TEMBO - WRITING, BLOGS & ARTICLES. 

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5/25/22 Shaddai Tembo 5/25/22

Book contribution - Representation Matters

I’m pleased to have contributed toward a brilliant book on anti-racism for Aisha Thomas (pictured with me above). I wrote a decent-length section on racism in the early years, and provided some steps to follow to support more equitable practice with young children.

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Shaddai Tembo 5/10/22 Shaddai Tembo 5/10/22

Video - The role of gender in the early years

I delivered a webinar on the role of gender in the early years for Best Practice Network. You can watch the full video above.

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Shaddai Tembo 5/9/22 Shaddai Tembo 5/9/22

Diversity in Unity: Developing an anti-racist framework within Froebelian pedagogy

A new research project, funded by the Froebel Trust, set to begin in the summer of 2022; prefaced by a new journal article on collaborative writing about race with/on early childhood.

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Shaddai Tembo 4/4/22 Shaddai Tembo 4/4/22

Video - Birth to 5 Matters Festival: Supporting LGBTQ+ inclusive practice with Fifi Benham

Hi all,

I recently delivered a presentation with Fifi Benham for the Birth to 5 Matters Festival on Supporting LGBTQ+ inclusive practice with Fifi Benham.

You can view this presentation here., enjoy :)

Shaddai

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Shaddai Tembo 3/15/22 Shaddai Tembo 3/15/22

When should my child start doing chores? When they’re two, is the surprising answer from the experts

I contributed my views for an article in The Press and Journal about the appropriate age for children to support with household tasks. You can view the full article here. An extract below:

Shaddai Tembo is a lecturer in early education and childhood practice at the University of the Highlands and Islands (UHI).

He said: “Children should be encouraged to support with activities around the house from a young age, as the research shows that it can be a meaningful way to encourage personal and social responsibility.

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Shaddai Tembo 2/2/22 Shaddai Tembo 2/2/22

Video - Liminal Relationalities: On collaborative writing with/in and against race in the study of early childhood

This presentation was presented for the European Congress of Qualitative Inquiry 2022 by myself and Simon Bateson in advance of a forthcoming paper of the same title.

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Shaddai Tembo 1/7/22 Shaddai Tembo 1/7/22

Developing a positive sense of self - Birth to 5 Matters article

In this conversational blog, Shaddai Tembo, Dr Sharon Colilles, Vicky Hutchin and Aaron Bradbury discuss with Donna Gaywood practical ways to support children to develop a positive sense of self and feel that they belong in their early years setting. They tackle how to talk about race and racism openly, how practitioners can give space to children from mixed ethnic backgrounds to develop a positive sense of self, ways to support children to feel that they belong and how to provide positive spaces for children to develop their own gender identity.

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Shaddai Tembo 11/12/21 Shaddai Tembo 11/12/21

Video - Black educators in (white) settings: making racial identity visible in early childhood education and care for Early Childhood Forum 10/21

This is a short research presentation on my journal article. It was presented to the Early Childhood Forum in October 2021.

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Shaddai Tembo 8/31/21 Shaddai Tembo 8/31/21

Journal article - Bodies out of place: Affective encounters with whiteness

This essay foregrounds the role of affect in felt experiences of whiteness by illustrating two accounts, one that took place on 25th May 2020 between Amy Cooper and Christian Cooper in Central Park, and an encounter from the authors previous study on Black educators’ experiences of working in white spaces. In doing so, this essay is an affective attunement to the ways that felt intensities inform our experience of power relations and ultimately constrain the capacities of bodies to act.

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Shaddai Tembo 8/12/21 Shaddai Tembo 8/12/21

Thoughts on the Dundee nursery case

The recent allegation of discrimination against Humza Yousaf and his family by a nursery in Scotland presents an important opportunity to reflect on the presence of Islamophobia within early childhood spaces. This article reflects on some of themes that have emerged from this case, situated within the wider political context in the UK.

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Shaddai Tembo 7/12/21 Shaddai Tembo 7/12/21

BBC Radio 4 Feature - Rethink Education

I was invited on to BBC4’s Rethink Education series, presented by Amol Rajan. This programme is part of the Re-Think series that R4 started last year, asking academics, thinkers, artists etc to re-think their areas of expertise post pandemic.

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Shaddai Tembo 5/24/21 Shaddai Tembo 5/24/21

Video - Play is the Way – Book Group 7 – Inclusion, Equality & Diversity

Hi all,I gave a short presentation titled ‘Toward Political Childhoods’ for Upstart, in my relation to my chapter in their recent ‘Play is The Way’ book. al.

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Shaddai Tembo 3/26/21 Shaddai Tembo 3/26/21

Tapestry Education Conference (TEC): Reflecting on Anti-racism in the Early Years

I took part in a webinar for Tapestry focusing on anti-racism in the early years. This event was co-hosted by Liz Pemberton, I spoke alongside Faith Chow.

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Shaddai Tembo 3/17/21 Shaddai Tembo 3/17/21

Scottish Government CPL: Gender and Language Webinar

I took part in a webinar focusing on gender and language as part of the Scottish Government’s early learning and childcare practitioner’s training modules.

We discussed the importance of language for equity, being conscious of the labels we use around children and much more around how gender plays a part in early childhood experience’s.

This webinar is part of Module 3: Supporting the development and progression of children’s early language and literacy.

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2/15/21 2/15/21

The MITEY UK and Other Methods: How to Get More Men to Join the EYFS - Feb 21

An Interview with Early Education Expert Shaddai Tembo

Recently Blossom interviewed Shaddai Tembo, lecturer in Early Education and Childhood Practice at Perth College UHI. He is currently pursuing his doctorate in LGBTQ+ inequalities in Early Education.

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1/29/21 1/29/21

'More work to do' PITW Book Chapter - Jan 21

Hi all,

It's very exciting for me to have an actual chapter in an actual book!

The intention for this chapter is to serve as a corrective to the lack of attention to equalities and diversity in the early childhood field, both within this book and more broadly within the Scottish context as a whole. To issue a corrective is recognise that something was incorrect before and I am incredibly grateful for the invitation to write this chapter.

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1/4/21 1/4/21

NW Feature: Hopes and dreams for 2021

Happy New year all,

A short piece of writing on my hopes and dreams for 2021 is now available in Nursery World. It's always nice to be asked and I feel as if I could probably write an essay on all my hopes for the early years profession!

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12/14/20 12/14/20

Foregrounding racial equalities in the Birth to 5 Matters guidance - Dec 20

This is a piece of writing by Liz Pemberton and myself that considers the need to address racial equalities as part of the broader equalities drive within the forthcoming alternative EYFS guidance. I enjoyed writing this with Liz, it feels fair and well-balanced.

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11/25/20 11/25/20

Interview - Nov 20

It was nice to be interviewed by Freddie and Hannah this month, some great questions were put to me. I've pasted the transcript below and you can see the original tweet release here.

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11/9/20 11/9/20

Nursery World feature - Nov 20

I was interviewed for a piece in Nursery World recently on 'Diversity - In the minority'. You can read the full article online here. Here's a snippet below:

Read More

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Writing and Updates — Critical Early Years

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Shaddai Tembo. Writer, Speaker, and PhD Student.

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EYFS 4 ME, NEURODIVERSITY AFFIRMING PRACTICE WEBSITE & INFOGRAPHICS. 

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EYFS 4 ME, NEURODIVERSITY AFFIRMING PRACTICE WEBSITE & INFOGRAPHICS. 

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Early Childhood Specialist, Trainer, Lecturer & PhD student

My name is Kerry and I am an early childhood SEND specialist. I have worked in the early years for fourteen years. I developed strategic expertise while working for a local authority as an EYFS advisor, and have since moved in to HE lecturing and freelance work. I am also completing my PhD at UCL with a focus on early childhood early intervention.

In 2012, I will be releasing two books. My first with Bloomsbury is an Early Years Guide to SEND and my second with Routledge, which focuses on mental health & well-being in SEND.

I run the social media campaign #EYLibrary which signposts and offers free CPD to early years educators.

If you want to work with me! Get in Touch!

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kerry payne - early years send specialist

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Early Childhood Specialist, Trainer, Lecturer & PhD student My name is Kerry and I am an early childhood SEND specialist. I have worked in the early years for fourteen years. I developed strategic expertise while working for a local authority as an EYFS advisor, and have since moved in to HE lecturing and freelance work.

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NEURODIVERSITY AFFIRMING PRACTICE - KERRY MURPHY - TEACH EARLY YEARS. 

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NEURODIVERSITY AFFIRMING PRACTICE - KERRY MURPHY - TEACH EARLY YEARS. 

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The term neurodiversity is gaining popularity within the early years sector as practitioners navigate their ever-growing understanding of inclusion and anti-bias practice.

Neurodiversity refers to the unique neurological variations within the human mind (Walker, 2014) and was initially coined by autistic sociologist Judy Singer in the 1990s.

Put simply, neurodiversity embraces the fact that not all brains take the same developmental pathway, and while many children have neurotypical minds and bodies, others have development that diverges from this.

This is referred to as neurodivergence, and this umbrella term includes autism, ADHD and dyslexia, to name a few.

Being neurodiversity-affirming

A fundamental principle of neurodiversity, and those who believe in this idea, is that difference is not a bad thing, and so-called special educational needs (SEN) should not be viewed wholly through the lens of delays, deficits, and impairments.

Unfortunately, this remains the dominant view in the early years and can lead to children being labelled negatively - considered problems to be fixed - and reinforcing stereotypes.

However, when practitioners take a neurodiversity-affirming approach, they acknowledge that all children's development is holistic and consists of strengths, interests, differences, and areas of need.

Furthermore, practitioners recognise that neurodivergence itself, such as being autistic, is not just a set of symptoms but is a valid lived identity for a child that should be celebrated and supported.

To be neurodiversity-affirming means that you believe in a strengths and rights-based approach to developmental differences and aim to provide support and adaptations that affirm the child's neurodivergent identity, rather than thinking that the child needs to be fixed or cured of their neurotype.

Dispelling myths

Early childhood is a critical phase of development, and what happens during these years can have a lasting impact on how the child comes to view themselves and their place within the world.

It is up to us as practitioners to remain up to date when it comes to child development, and this includes challenging outdated narratives and beliefs about SEN.

For so long, we have been conditioned to view developmental differences as delays, concerns and "red flags", and then we often wonder why the parent may seem in-denial or reluctant to engage.

We are often supporting children and families at the early stages of identification, assessment and diagnosis, and it is here that we can utilise a neurodiversity-affirming stance to ensure that a child's neurotype is understood from a strengths viewpoint.

One way to do this is to challenge the neurodivergent myths that can exist and offer new perspectives for families. For example, I have often heard practitioners talk about the absence of empathy being a "symptom" of autism.

The reason for this is that the now-debunked research (Gernsbacher & Yergeau, 2019) from Simon Baron-Cohen argued that autistic children and children with Down Syndrome appeared to lack the ability to perceive the world from another person's point of view, often referred to as Theory of Mind. This became tangled up with empathy, leading to a common misconception becoming a popular belief.

A counter to this "no empathy" research comes from autistic scholar Damien Milton (2012), who explains that empathy is a two-way street, and rather than a lack of empathy, autistic children just express empathy in different ways, leading to a breakdown in shared and mutual understanding with neurotypicals (National Autistic Society, 2018).

Many autistic people report having lots of empathy and, in some cases, this can feel overwhelming. Research also suggests that neurodivergent people often grow deep emotional connections to objects and animals, which can form part of their special interests and be a place to situate their empathy (White & Remington, 2019).

This example illustrates why we must engage with research, training and support from people who themselves are neurodivergent, and who continue to challenge stereotypes that are simply not true.

To explore this further, visit Autistic Speech & Language Therapist Emily Lee's website autisticslt.com and access her FAQ section where she uncovers lots of myths about autism.

Neurodiversity and play

Historically children with special educational needs have been viewed as problems to fix, and so the usual approach is to use play-based intervention programmes to train the child to behave more "normally".

This usually involves taking a child away from their everyday play and offering structured programmes with a measurable outcome. The rationale for this is that play does not come naturally to all children. This emerges from the belief that there is a 'right' or 'appropriate' way to play.

Unfortunately, lots of neurodivergent styles of play are undermined or considered non-functional. Research by Sidhu et al. (2021) states that play is diverse and by narrowing it down by how functional it is, we miss lots of opportunities to fully understand the child's unique identity.

The reality is that play is defined by the child and we, as adults, don't get to say what is right and wrong when it comes to playing. For example, many neurodivergent children have diverse play skills involving special and intense interests.

Practitioners will often report being concerned when a child appears fascinated by one type of play. For example, a child who loves vehicles or another who engages in the same repetitive play sequences.

Instead of viewing this as inappropriate play, or something to be concerned about, we have an opportunity to use this special interest as a springboard for their learning. It isn't about taking the child away from the vehicles. Rather, it is about including those vehicles as much as possible as hooks for extending learning.

A neurodiversity-affirming practitioner recognises that play doesn't need to make sense to them if it makes sense to the child.

Neurodiversity is a complex and exciting concept in the early years. It has given us an opportunity to question our current practice, and to think about how we might become more inclusive.

At its core, neurodiversity empowers us to think differently about difference and it's only when we embrace this, that we can truly help our children to thrive and learn positive self-identity.
Watch Famly's free webinar session with Kerry Murphy on Neurodiversity-affirming practice.
Kerry Murphy is a lecturer in early years and SEND at Goldsmiths University. Author of A Guide to SEND in the Early Years and Little Minds Matter: Supporting the Wellbeing of Children with SEND.

Follow Kerry on Twitter @EYFS4M or Instagram @EYFS4Me

References

eyfs4me.com
autisticslt.com National Autistic Society, The double empathy problem
Gernsbacher, M.A. and Yergeau, M., 2019. Empirical Failures of the Claim That Autistic People Lack a Theory of Mind. Archives of scientific psychology, 7(1), p.102.

White, R.C. and Remington, A., 2019. Object personification in autism: This paper will be very sad if you don't read it. Autism, 23(4), pp.1042-1045.

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Neurodiversity-affirming practice in early years | A Unique Child | Teach Early Years

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The term neurodiversity is gaining popularity within the early years sector as practitioners navigate their ever-growing understanding of inclusion and anti-bias practice. Neurodiversity refers to the unique neurological variations within the human mind (Walker, 2014) and was initially coined by autistic sociologist Judy Singer in the 1990s.

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ANTI-RACIST LEADERSHIP, LIZ PEMBERTON, NURSERY WORLD, 4 PART SERIES.

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ANTI-RACIST LEADERSHIP, LIZ PEMBERTON, NURSERY WORLD, 4 PART SERIES.

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Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:

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Anti-Racist Leadership: Part 1 - Think again

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Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates.

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EARLY YEARS ACTIVISM - BLOG BY FIFI BENHAM 

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EARLY YEARS ACTIVISM - BLOG BY FIFI BENHAM 

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Supporting and centring SEND

Person-first language relating to disability (e.g. child with autism rather than autistic child), is often emphasised in educational settings. In reality, centring the individual over the diagnosis cannot be achieved by switching words around. Often people will use person-first language to introduce someone by their disability alone and offer no other information about them. Language […]

26th Nov 2020 26th Nov 2020

Gender inclusive practice

Often in the early years and education sectors people talk about creating a ‘gender neutral’ environment, which seems to almost exclusively mean that practitioners won’t stop boys from wearing dresses or pushing prams. This is a passive process, with a limited view of inclusion. If we shift our aim to creating a gender inclusive environment, […]

by Fifi_EY

27th Sep 2020 27th Sep 2020

Celebrating difference and promoting equity

A lot of practitioners still hold the belief that we can and should be treating every child the same. It might sound like a nice idea on a surface level but in reality it isn’t practical and shouldn’t be the goal. The intention behind the sentiment isn’t malicious in itself but the idea that absolute […]

by Fifi_EY

3rd Aug 2020 7th Aug 2020

Influence and Responsibility in Early Years

Everyone in early years has some level of influence and with that comes a responsibility to advocate for human rights. I’ve been an early years educator for four years and SENCO for two. I’m 22, autistic and gay. I’ve been reading and learning a lot these past few weeks about activism, early years and sometimes […]

by Fifi_EY

12th Jul 2020 7th Aug 2020

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A Beginner's Guide to Anti-Racism - by Liz Pemberton, The Black Nursery Manager with Tapestry. 

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A Beginner's Guide to Anti-Racism - by Liz Pemberton, The Black Nursery Manager with Tapestry. 

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Anti-Racism

We first worked with Liz Pemberton in the summer of 2020. Since then, she has inspired us, as well as the rest of the Early Years sector and beyond, to challenge our thoughts, actions and policies on a daily basis.

Before the national lockdown, Liz was the manager of a 46-place private day nursery, which was part of a small family-owned chain of 3 Early Years settings based in Birmingham. With children on roll who were predominantly of Black African-Caribbean heritage, and rooted in a community that she was part of, Liz ensured that it was more than a place to drop children off - the nursery evolved into a community-based hub providing authentic and culturally compatible support for hundreds of children and families.

Through her ever-growing consultancy work as The Black Nursery Manager, Liz has worked in collaboration with nursery settings, local authorities, professional early years organisations and various working groups to develop policy and guidance in order to drive the focus towards the development of anti-racist pedagogy within the sector.

After appearing as a guest on the FSF and Tapestry podcast to discuss how we should talk to our children about racism, Liz went on to host a Tapestry Education Conference on the subject of 'Reflecting on Anti-racism in the Early Years' in March 2021. During the conference, we heard from Shaddai Tembo and Faith Chow, who both provoked deep thinking on how we need to improve as a sector.

We were delighted when Liz agreed to write this free 'Beginner's Guide to Anti-Racism'. The aim was to produce a straightforward, consumable document that could start necessary conversations about racism across the education sector. Whether you print a copy out to share in the staff room, or read and share it on your mobile phone, we urge you to consider the content of this guide.

Download 'A Beginner's Guide to Anti-Racism'

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A Beginner's Guide to Anti-Racism | Tapestry UK

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The free document 'A Beginner's Guide to Anti-racism' has been created to support settings and schools in having necessary conversations about racism.

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A Beginner's Guide to Ableism - Emily Lees with Tapestry. 

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A Beginner's Guide to Ableism - Emily Lees with Tapestry. 

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Ableism

On 4 th November 2021 at the Tapestry Education Conference (TEC), Emily Lees spoke on the subject of 'Understanding Neurodiversity and Combatting Ableism in CPD'. It was a powerful presentation which received enthusiastic feedback - many suggesting that they hadn't previously considered the thought provocations that Emily provided. We recognised the need to use our platform to spread these important messages further.

Emily is an autistic Speech and Language Therapist (SLT) based in Manchester. She works in a specialist setting supporting autistic children and teenagers. Emily advocates and campaigns for Autism Acceptance through public speaking, training, and education in order to transform the way professionals assess and support autistic children and young people.

It has become clear since working with Emily at the TEC, that most educators aren't very far along their journey when it comes to understanding and tackling ableism in our nurseries and schools. In fact, many are still unfamiliar with the term. It is for this reason that we approached Emily with the idea of creating a free, downloadable guide that would enable initial discussions in education settings. Although traditionally, the Early Years has been at our core, this is not a subject that should be exclusive to any particular stage or type of establishment. Everyone needs to have a better understanding of what ableism is and why we need to combat it. There is a particular need for work to take place in our specialist schools, where there can be a level of saviourism. In his book, No More Heroes: Grassroots Challenges to the Savior Mentality, Jordan Flaherty claims the saviour mentality exists when "you want to help others but are not open to guidance from those you want to help."

We are aware as an Education Team here at Tapestry that conversations around ableism aren't always easy - they can make us feel uncomfortable. There is a level of realisation that our language and practices in the past haven't always been neurodiversity affirming. Even worse, there can be heart sinking moments when we realise that strategies we have used may even have had a negative or harmful impact on the children we have worked with.

The intention of this guide is not to leave educators feeling guilty or bad about themselves. After all, we only know what we know - and until we invest time in educating ourselves, we cannot grow and evolve our practice. Initially, as you begin this journey, you may feel overwhelmed at the thought of un-learning things you have considered a given for so long. The fact is that the only way to start is to have conversations and reflections on the subject. What achievable changes can we make to our practice in the short and longer term, and why are they important? Who is providing us with guidance and strategies? Are we seeking answers and support from neurodivergent experts?

Working in education has never been more challenging than it is right now. This, however, should not be a reason for delaying or shelving discussions about the appropriateness of our practice. Please take a short amount of time from your day to read Emily's guide and if at all possible, pass it on to someone you know who works in education - or actually, just someone you know.

Download 'A Beginner's Guide to Ableism'

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A Beginner's Guide to Ableism | Tapestry UK

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The free document 'A Beginner's Guide to Ableism' has been created by autistic Speech and Language Therapist Emily Lees to support childminders, nurseries and schools in having necessary conversations about ableism.

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PODCAST - EARLY YEARS CONVERSATIONS WITH KERRY MURPHY. 

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PODCAST - EARLY YEARS CONVERSATIONS WITH KERRY MURPHY. 

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Great podcasts

I have started to listen to the podcasts from Kate and already looking forward to the others. Some real food for thought and great advice. Listening to other professionals is inspiring. Thanks Kate.

Yikes has to be my word for 2021

Excellent

These podcasts are just wonderful! Open, honest and human! Everyone can relate! Thanks so much to you all! I'm booking me time out this weekend to listen to more! Anna Lucas x

Lovely Resource

Really enjoyed listening to these podcasts. As an early year practitioner it's lovely to hear different practices in place to support wellbeing. Lots of lovely ideas to take away and put into my own practice. Great resource for early years settings.

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‎Early Years Conversations on Apple Podcasts

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I have started to listen to the podcasts from Kate and already looking forward to the others. Some real food for thought and great advice. Listening to other professionals is inspiring. Thanks Kate. Yikes has to be my word for 2021 These podcasts are just wonderful! Open, honest and human!

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My LINKTREE with all the latest articles, blogs, news, training and collaborations.  

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My LINKTREE with all the latest articles, blogs, news, training and collaborations.  

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Kate Moxley Wellness For All

She/her MHFA England Instructor Wellbeing Specialist

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Book your ticket and join the conversation with Tiney.

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Why identity is essential for our wellbeing

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Supporting the wellbeing and mental health of People of Colour and Black people in the workplace

Nursery World Article - Alls not equal

Anti-bullying Week – let kindness fuel action, intentionality & accountability.

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Cultural perspectives on mental health - Wellness For All

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She/her MHFA England Instructor Wellbeing Specialist

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EARLY YEARS STAFF WELLBEING - RESOURCES FOR MANAGERS & TEAMS 

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EARLY YEARS STAFF WELLBEING - RESOURCES FOR MANAGERS & TEAMS 

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Early years staff wellbeing: a resource for managers and teams

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Early years staff love their work, but it can be emotionally demanding & stressful. Our latest early years resource shows that staff wellbeing needs to lie at the heart of nursery settings.

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Early Years Mental Health & Wellbeing Hub | Facebook

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This is a safe space for sharing, taking care of, and learning about our mental health and wellbeing; for ourselves, each other and the children we care for.

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The NHS Talking Therapies, for anxiety and depression programme (formerly known as Improving Access to Psychological Therapies, IAPT) was developed to improve the delivery of, and access to, evidence-based, NICE recommended, psychological therapies for depression and anxiety disorders within the NHS.

From small beginnings in 2008, the programme has steadily grown so that nearly 1.2 million people were able to access services in 2021/22. This expansion was the result of training and deploying thousands of new psychological therapists and practitioners, as well as providing additional training modules for existing therapists. Taken together The Five Year Forward View for Mental Health and The NHS Long Term Plan commit the NHS to further expand the NHS Talking Therapies, for anxiety and depression programme so that 1.9 million people per year will be able to access services by the end of 2023/4.

Details of local NHS Talking Therapies, for anxiety and depression services are available on the nhs.uk website: Find an NHS psychological therapies service.

What are NHS Talking Therapies, for anxiety and depression services?

NHS Talking Therapies, for anxiety and depression services are characterised by three key principles:

All psychological therapies offered are evidence-based and delivered at the appropriate dose: where NICE recommended therapies are matched to the mental health problem, and the intensity and duration of delivery is designed to optimise clinical outcomes.

All within the clinical workforce are appropriately trained and supervised: high-quality care is provided by clinicians who are trained to an agreed level of competence and accredited in the specific therapies they deliver, and they receive weekly outcomes focused supervision from senior clinical practitioners with the relevant competences to support continual improvement.

Routine outcome monitoring via standardised measures is used on a session-by-session basis, so that the person having therapy and the clinician offering it have up-to-date information on the person's progress. The outcomes of all NHS Talking Therapies, for anxiety and depression services are published so that the sector can learn from variation in outcomes and public transparency about the benefits and limitations of the services is maintained. This helps guide the course of each person's treatment and provides a resource for service improvement, transparency, and public accountability.

Services are delivered using a stepped-care model, which works according to the principle that people should be offered the least intrusive intervention appropriate for their needs first.

For more information on how the services work, please see the NHS Talking Therapies, for anxiety and depression manual.

Who are NHS Talking Therapies, for anxiety and depression services for?

NHS Talking Therapies, for anxiety and depression services provide NICE recommended psychological interventions for adults and older adults with anxiety disorders and/or depression. This can be standalone or in the context of a long term physical health condition where this can be managed effectively in a uni-professional service. Evidence-based therapies are delivered by trained clinicians, with or without concurrent pharmacological treatment.

NHS Talking Therapies, for anxiety and depression services provide treatment for people with the following common mental health problems:

agoraphobia

body dysmorphic disorder (BDD)

depression

generalised anxiety disorder

health anxiety (hypochondriasis)

mixed depression and anxiety (the term for sub-syndromal depression and anxiety, rather than both depression and anxiety)

obsessive-compulsive disorder (OCD)

panic disorder

Post-traumatic Stress Disorder (PTSD)

social anxiety disorder

specific phobias (such as heights, flying, spiders etc.).

In addition to evidence-based talking therapies for the common mental health problems listed above, NHS Talking Therapies, for anxiety and depression services also provide employment advice in many areas of England, to support people to reach their employment goals.

Aligned with the Long Term Plan and the Advancing mental health equalities strategy, NHS Talking Therapies, for anxiety and depression services are working to reduce health inequalities, ensuring services meet the needs of all in the population that they serve. Our work on advancing equalities focuses on improving access, outcomes and experiences for specific populations and under-represented groups.

How are NHS Talking Therapies, for anxiety and depression services accessed?

Referral pathways have been specifically developed to promote access and equality. They include:

self-referral into every service (find an NHS psychological therapies service - www.nhs.uk)

community or voluntary service referral

primary care referral

secondary care referral (including both mental health and physical health care services).

What does NHS Talking Therapies, for anxiety and depression involve?

All talking therapies involve the patient and therapist, or practitioner, working as a team to understand problems, overcome current difficulties and achieve identified goals. Therapy involves talking, but usually also involves doing practical exercises and tasks both in and outside of sessions. It is an active process, and the therapist or practitioner will regularly check in with the patient to ensure progress.

Talking therapies are provided in different ways, including:

using a self-help workbook or website with the support of a therapist

one-to-one in person, over the phone or through video consultation

in a group.

If a patients first language is not English, talking therapies can be delivered in their chosen language through multi-lingual therapists or confidential translators. NHS Talking Therapies, for anxiety and depression are also available in British Sign Language (BSL) through SignHealth.

What types of therapy are offered in NHS Talking Therapies, for anxiety and depression services?

The following are the NICE recommended talking therapy options for depression, anxiety and post-traumatic stress conditions. You can find out more about these options on the NHS website's Types of talking therapy page.

Depression

Guided self-help based on cognitive behavioural therapy principles

Cognitive behavioural therapy (CBT)

Interpersonal therapy (IPT)

Couple therapy for depression (CTfD) or behavioural couple therapy (BCT)

Dynamic interpersonal therapy (DIT)

Counselling for depression (PCE-CfD).

Mindfulness-based cognitive therapy (MBCT)

Anxiety which can include disorders such as panic, phobias, obsessive compulsive disorder, and generalised anxiety disorder:

Guided self-help based on cognitive behavioural therapy principles. This is not advised for social anxiety disorder or post-traumatic stress disorder

Cognitive behavioural therapy (CBT)

Post-traumatic stress disorder

Trauma-focused cognitive behavioural therapy (TfCBT)

Eye movement desensitisation and reprocessing (EDMR)

Social anxiety disorder

Cognitive behavioural therapy (CBT)

How are NHS Talking Therapies, for anxiety and depression services delivered?

Services should offer a choice of in-person or remotely delivered therapies. Most of the in-person therapy is provided in local settings that are as easy for people to access such as GP practices, physical health clinics, community settings and voluntary organisations. In recent years, expedited by the pandemic, more people are opting to have therapy remotely (via video platform, telephone or text talk). Alongside these options, services are also offering digital treatment (digitally enabled therapies, DET), provided via the internet. Such platforms encourage learning through patient self-study, reinforced and supported by a suitably trained therapist. As well as maximising the geographic reach of the NHS Talking Therapies, for anxiety and depression programme, delivering treatment via digital platforms means that treatment can be accessed anywhere and at any time. It can also help promote access to treatment for people who may be less likely to engage with more traditional face-to-face therapy appointments. Other people prefer in person therapy and can choose this. It is a matter of choice.

How are NHS Talking Therapies, for anxiety and depression services commissioned?

Services are commissioned by local integrated care boards (ICBs) and are overseen by NHS England on a regional and national basis.NHS Talking Therapies, for anxiety and depression services will also work closely with community mental health services for people with severe mental health problems (also referred to as severe mental illness) to ensure people are able to receive support from the right service for their needs.

NHS Talking Therapy for Anxiety and Depression services need to develop strong relationships with professionals across a broad range of mental and physical health care pathways, as well as social care, to ensure that people with needs that are either not appropriate or are too complex for NHS Talking Therapy for Anxiety and Depression services receive the necessary care in the right place.

Patient and public participation is an essential part of the NHS Talking Therapies, for anxiety and depression programme. The knowledge and expertise of those using services is key to driving all aspects of our programmes development.

Psychological therapies for severe mental health problems (adults and older adults)

Psychological therapies for people with severe mental health problems (also referred to as severe mental illness) are a key part of the new integrated offer for adults and older adults, as set out in the NHS Long Term Plan. Severe Mental Health problems include psychosis, bipolar disorder, 'personality disorder' and eating disorders. All areas of the country are seeking to increase availability of these therapies as part of a wider transformation of adult and older adult community mental health services. For more information on community mental health services please see our community mental health services page.

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NHS Talking Therapies, for anxiety and depression

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The NHS Talking Therapies, for anxiety and depression programme (formerly known as Improving Access to Psychological Therapies, IAPT) was developed to improve the delivery of, and access to, evidence-based, NICE recommended, psychological therapies for depression and anxiety disorders within the NHS.

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Communicating the evidence
Latest: Read about Five Ways to Wellbeing during the Coronavirus crisis.
On the available evidence to date, this report identifies five key actions around the themes of social relationships, physical activity, awareness, learning, and giving. In general, the evidence base around the influencers of well-being is growing. Having strong social relationships, being physically active and being involved in learning are all important influencers of both well-being and ill-being. By contrast, the processes of giving and becoming more aware have been shown to specifically influence well-being in a positive way. A combination of all of these behaviours will help to enhance individual well-being and may have the potential to reduce the total number of people who develop mental health disorders in the longer term. However, there is agreement in the Foresight Challenge Reports that more work needs to be completed on intervention-based strategies to better understand issues of causality, effect size and favourable conditions for sustainable behavioural change.

The messages identified in this report are intended to have generic appeal, while offering concrete activity-based ideas on how to improve personal well-being. They aim to prompt people into thinking about those things in life which are important to their well-being and perhaps should be prioritised in their day-to-day routines. It is almost certainly the case that people will, to some extent, already be involved in specific activities under the overarching themes of connecting, being active, learning etc. Rather than encouraging a completely novel set of behaviours, the outcomes of a campaign of this kind are, therefore, more concerned with increasing the time people spend in activities known to enhance wellbeing.
Check out NEF's more recent wellbeing analysis.

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Communicating the evidence Latest: Read about Five Ways to Wellbeing during the Coronavirus crisis. On the available evidence to date, this report identifies five key actions around the themes of social relationships, physical activity, awareness, learning, and giving. In general, the evidence base around the influencers of well-being is growing.

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Seven in ten people say the early years should be more of a priority for society

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Seven in ten people say the early years should be more of a priority for society

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Seven in ten people say the early years should be more of a priority for society

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New research for the Royal Foundation shows the need to increase action and awareness on the importance of the early years of childhood.

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As an Amazon Associate I earn from qualifying purchases at no extra cost to you.

Welcome to the Neurodivergent Mental Health Center, we're so glad you're here! Take a look around, there's lots of fun and interesting content to see!

Neurodivergent Mental Health Articles From the Blog

Keep up with ALL of our latest Neurodivergent Mental Health blog articles here!

Neurodivergence and Trauma

Sadly, Neurodivergence and trauma go hand in hand. C-PTSD is very common in our community because of both traumatic life events in early childhood (ACEs) and consistent invalidation from the world at large. As the saying goes: "Society produces no untraumatized Neurodivergents."

Neurodivergent trauma takes so much of your life, with many of us just struggling to survive as adults.

At MSB, we think you deserve to more than just survive. We think you deserve to thrive.

So how do we thrive?

We learn about trauma processes (check out the posts below)

We get support and effective advice from affirming communities like the Neurodivergent Learning and Lifeskills Group and the Neurodivergent Trauma Support Group

We get access to therapy and resources that are effective and safe for Neurodivergent Mental Health

Together, we can do this.

ND Resources From Around the Web

Cleaning is Hard Accountability Group on Facebook and the Neurodivergent Cleaning Crew

Neurodivergent Magic Course by Neurodivergent Magic-helping you get sh*t done!

Neurodiversity Network - resource site connecting Neurodivergents to affirming workplace connections and other life resources

MSB's Self Care Center - a great place to get self care with a neurodivergent perspective

The Neurodivergent Learning and Lifeskills Group - come connect, ask questions and vent in a safe, private group for Neurodivergents only

Neurodivergent Artists group on FB- an awesome place to share your art and creative pursuits with other NDs

Learning Disability Resources

Learning disabilities are a Neurodivergence within a Neurodivergence (meaning they can be considered Neurodivergencies on their own but most often co-occur with other processing differences).

These Learning Disabilities include

Dyslexia

Dyscalculia

Auditory Processing Disorder

Left - Right Confusion

Apraxia and Dyspraxia (motor and speech disabilities)

Dysgraphia (difficulty writing)

And many more. But why are we talking about them on a mental health page? Well because of our old friends: SHAME and ABLEISM.

Internalized ableism tells us that we're somehow inferior for having Learning Disabilities, especially as adults. Because for some reason, people think LDs only happen to children. All that can lead to depression, anxiety, and Neurodivergent Burnout for many ND adults.

But guess what:
It's a-okay to have a Learning Disability as an adult.
It's also okay to:

1. Take some extra time to process and act

2. Ask for directions to be more clear, written down or repeated

3. Ask for accommodations

4. Need to meltdown when you're overwhelmed

Let me get real here - At age 35 I struggle with my right and lefts. It's also nearly impossible for me to follow spoken directions.

Because of all that- I still get SO anxious anytime a boss or coworker starts explaining something. I don't want them to think I'm incapable.

But the truth is, I'm not incapable and neither are you. We just process things differently.

And there's no age limit on that. Neurodivergent kids grow into Neurodivergent adults after all. It makes sense that we'd struggle with the same issues as when we were younger.

There's no shame in the game for processing things differently.

And if anyone tells you otherwise, they're coming from an uniformed place. You do you and they can kick rocks.

You deserve to thrive as a Neurodivergent. Understanding your brain processes and letting go of ableist expectations on your abilities will help you get there. Speaking of which - here's a bunch of resources on this topic that might help!

1. Do you get your right and left directions confused? It could be " Left Right Confusion" an experience that often co-occurs with Dyslexia (more about that here- https://www.everydayhealth.com/dyslexia/types/)

2. Have a hard time with spoken directions? That's pretty normal for us NDs. A number of brain differences might be at play including Auditory Processing Disorder ( https://www.additudemag.com/auditory-processing-disorder.../) Here's some ND lived experiences on the subject as well. https://www.additudemag.com/problems-following.../ and https://www.reddit.com/.../do_you_have_difficulty.../

3. And last but not least, find out more about motor disabilities here: Dyspraxia and Apraxia https://www.understood.org/articles/en/whats-the-difference-between-dyspraxia-and-apraxia and Dysgraphia: https://www.additudemag.com/what-is-dysgraphia-understanding-common-symptoms/

What is Neurodiversity and Who is Neurodivergent?

Contrary to common belief, Autistics aren't the only neurodivergent people out there.

They're just one of the many "neurotypes" that exist in the world (peep the graphic below).

Neurodiversity is anyone with brain differences diverging from what's considered neurologically "normal". To that end, everyone is actually neurodiverse because everyone's brain works differently!

The difference between neurodiverse and neurodivergent is in how a person perceives, processes and i nteracts with the world. Neurodivergent folx have vastly different (not more, not less, just different) processing systems than neurotypical people.

I'm very proud of my neurodivergence and wouldn't change it for the world. But it does come with some very serious challenges like mental illness.

For example, I have sensory processing sensitivities and ADHD. These are complicated by the fact that I also have depression, OCD and PTSD.

And that's not uncommon for NDs. Most, if not all, of us struggle with adjoining mental health conditions.

Autistics have a higher than average rate of OCD and anxiety issues. ADHDers can struggle to keep up in school which can be pretty soul crushing. And all the neruotypes are prone to depression because of things like the double empathy problem, late diagnoses, masking to appear neurotypical, dealing with unsupportive environments, and bullying.

Basically living as a Neurodivergent in a Nuerotypical world is hard and produces a ton of shame in childhood and adolescence. This shame is something Adult NDs are left to deal with which is also entirely distressing.

Sounds bleak I know, but there's hope. In my experience, embracing my Neurodivergence has tremendously helped my mental health. Knowing that I'm different led me to seek out supportive communities and new life strategies that work with my Neurodivegence vs. working against them.

Visual Lesson: Mental Illness, ADHD and Cleaning - Neurodivergent Strategies for Keeping it Clean When Executive Dysfunction Strikes

Why's it so dang hard to clean with you have a mental illness or processing difference like ADHD?

Well, the first and most important thing to know is that you're not lazy. And it's not a matter of trying hard enough.

Your brain just might be built differently, meaning typical strategies for organization might not work for you. That's why MSB has this visual lesson and its accompanying article (peep it here), to help you get a little perspective. And to start thinking about what kind of strategies work for your beautiful ND brain!

Neurodivergent Mental Health Topic: Weight

CW: Weight management/weight loss

Did you know it's actually a lot harder for Neurodivergent people to manage weight?

Now I don't tell you this to be a negative Nelly (sorry if your name is Nelly <3). I tell you this because, just like with cleaning, you might need different expectations of yourself. And different strategies to accomplish your goals.

Personally, I've struggled with body dysmorphia and unrealistic expectations for my body all my life. That's why I think it's really important to know that life doesn't have to be that way.

You can get affirming body content that helps you find strategies that will help you rather than push you into a one size fits all image. And they're right here below, check em out!!

Amazon and the Amazon logo are trademarks of Amazon.com, Inc, or its affiliates.

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Neurodivergent Mental Health Center-Affirming Mental Health Strategies My Soul Balm

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As an Amazon Associate I earn from qualifying purchases at no extra cost to you. Welcome to the Neurodivergent Mental Health Center, we're so glad you're here! Take a look around, there's lots of fun and interesting content to see! Keep up with ALL of our latest Neurodivergent Mental Health blog articles here!

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So, after a lot of soul searching you’ve worked out that you’re not straight - at all. It’ll probably feel overwhelming and exciting at first, as it should. Unfortunately, the whole coming out thing is likely to put a damper on your mood. It can be a pretty scary thing to consider. Thankfully, you have us to help you through it.

Am I ready to come out?

Sadly, there isn’t a BuzzFeed quiz on social media that’ll definitively tell you whether you’re ready or not. You might be ready to come out to your friends, but deciding how to come out to your parents may leave you stumped. Or vice versa.

No two LGBTQIA+ people are going to have the same experience. Circumstances are individual and – similar to having sex for the first time – usually coming out is a matter of knowing, in yourself, when you’re ‘ready’. This can take months, years, or even decades – and that’s fine. The right time is whenever it feels right for you.

“In a lot of cases, people just have an epiphany moment where they think ‘I need to do this now. If I don’t do it now, I’ll never do it,’” says Wayne Dhesi, founder of RUComingOut. “But if any part of you doesn’t feel ready, then you’re probably not. Just take your time and sit with it until you feel comfortable.”

How to come out

So, you’re ready… as ready as you can be at least. But how do you come out to the different people in your life? Here are some steps to follow.

How to come out to your parents

There’s no instruction manual called How to come out to your parents. You don’t have to sit down with your parents and tell them, face-to-face, that you’re attracted to the same gender, like cross dressing or are transgender. This works for some people, but not everyone. If this idea fills you with absolute horror, why not research some other ways, like:

Writing it in a letter or email. That way they get time to process so they don’t have a knee-jerk negative reaction which they’ll probably regret later!

Ask them if they can guess what you’re going to tell them. They may come up with lots of things they find much harder to accept than you being gay or trans, like getting someone pregnant, or being arrested. Then, what you tell them may come as a relief. Or they may have known for years and were waiting until you were ready.

RUComingOut allows people to share their experiences of coming out – have a look and see if anyone else’s method appeals to you.

Make sure you have a support group in place

Wayne suggests telling one person you really trust first. Someone you know will support you without judgement. Then, whatever happens with other people in your life, you’ve got someone to l ean on. Start with the most open minded people first, and before you know it you’ll have built up a strong support network of close friends.

“It’s much easier once you’ve told one person,” he says. “And it’s probably best not to tell the person you’re worried about first. Always try to build on positive experiences.”

Don’t judge people’s initial reactions

You’ve spent however long ruminating and stressing and pondering what you’re feeling. You’ve taken the time you needed to come to terms with your sexual orientation or gender identity. The people you’re coming out to haven’t. So, don’t judge them on their initial response. Let them digest the new information and don’t expect their first reaction to be perfect.

They may be shocked, and no one in shock behaves their best. They probably need time to process. Wait a week or so before you really know how they feel. In the meantime, distract yourself by doing things you love.

Be selfish – only tell who you want

You may feel like you should tell your parents first, but you don’t have to. If you’re only comfortable telling your mates right now – that’s okay.

“What’s most important is protecting yourself emotionally through this time,” says Wayne. “This isn’t about your parents getting upset or what people think, it’s about you. You’re doing this for you. Don’t be afraid to be selfish.”

What if I get a bad reaction?

If a family member or friend hasn’t responded positively, it’s bound to sting. It may even feel like your heart’s been ripped out. If this happens, surround yourself with people who make you feel comfortable and give it time to settle down. Time heals all wounds. There are also a number of organisations and helplines you can contact for extra support at the end of this article.

Remember: if people have a problem it’s their problem, not yours. Your sexuality or gender identity is nothing to be ashamed of. Ever. Be as loud and proud as you like because, as Lady Gaga said, you were born this way.

If you’re worried you parents will kick you out

This is absolute worst-case scenario. But if you’re worried your parents are going to throw you out, you have to think carefully about your next steps. Weigh up whether it’s worth waiting, just to keep a roof over your head.

If you decide to go for it, here are some useful links if you do find yourself homeless:

The Albert Kennedy Trust supports LGBTQ+ people aged 16-25-years-old who are homeless or living in a hostile environment. AKT has offices in London (call on 020 7831 6562), Manchester (0161 228 3308) and Newcastle (0191 281 0099).

LGBT Youth Scotland has lots of great advice articles about LGBTQ+ issues, as well as running supportive live chats online. Text on 07786 202 370.

Queer Youth Network gives you the opportunity to meet and chat with other LGBTQ+ young people online.

Switchboard LGBT+ Helpline offers a range of help services for the LGBTQ+ community, including message boards and a helpline. 0300 330 0630

You might also want to share your experiences on our Discussion Boards, or read about other people’s experiences of coming out. And of course, you can always reach out to us through our confidential support services.

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How To Come Out | How To Come Out To Your Parents | The Mix

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If you’ve worked out you’re gay, lesbian, bisexual or transgender, the next thing to figure out is how to come out to your parents or friends. Read on.

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This set of questions indicates your current state of overall wellbeing. Answer the questions in the order that they appear. You can then work out your overall wellbeing score and see what it means.

Below are some statements about your feelings and thoughts. Simply tick the box that best describes your experience over the last 2 weeks.

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5 Ways to Wellbeing Quiz - 5 Ways To Wellbeing

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This set of questions indicates your current state of overall wellbeing. Answer the questions in the order that they appear. You can then work out your overall wellbeing score and see what it means. Below are some statements about your feelings and thoughts. Simply tick the box that best describes your experience over the last 2 weeks.

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Prioritising happiness and kindness influences how we approach everything - including our personal lives, families, communities, schools and workplaces. It also shapes our views on public policy and helps us to consider the wellbeing of future generations too.
We have no religious, political or commercial affiliations and welcome people of all faiths (or none) and all parts of society. Our members make a simple pledge: to create more happiness and less unhappiness in the world.

Our patron is The Dalai Lama.

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Action for Happiness is a charity that promotes a happier and more caring society. We promote how to be happy, kindness, connection & wellbeing

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When you're not feeling great about something, or someone, or about yourself, here are some things you can do to feel a bit better.

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When you're not feeling great about something, or someone, or about yourself, here are some things you can do to feel a bit better.

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Visit the Resources Section of the Mental Health First Aid Website 

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Visit the Resources Section of the Mental Health First Aid Website 

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A selection of free mental health resources for your workplace, school or community, including toolkits, guidance, posters, and more.

To check on your own and others' mental health, take a look at our My Whole Self MOT.

For mental health tips and resources for those working remotely, check out our Remote Working resources.

If you want to find out more about how to manage stress, head to the Address Your Stress toolkit.

And if you're looking to get involved with Mental Health Awareness Week, check out our campaign page.

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Free downloadable mental health resources for your workplace, school or community. Interactive toolkits, strategic guidance, gifs, posters and more.

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Helpful Resources for Black People and People of Colour 

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Helpful Resources for Black People and People of Colour 