# data[].attributes.body
Having conversations with parents and carers about mental health

# data[].attributes.attachment_link.readable_text
Mental health is a very emotional subject to talk about. This is especially true of conversations
between teachers and parents and carers, whether they have approached you, or you have
encouraged them to think about their family's mental health yourself.

We know that parents and carers really appreciate the support they receive from school staff, but between creating the right conditions, looking after yourself, and knowing what to say, it can be difficult to know how to approach that first conversation.

We've provided some simple guidance to help you navigate these conversations.

# data[].attributes.attachment_link.title
Having A Conversation With Parents And Carers About Mental Health

# data[].attributes.attachment_link.description
Mental health is a very emotional subject to talk about. This is especially true of conversationsbetween teachers and parents and carers, whether they have approached you, or you haveencouraged them to think about their family's mental health yourself.

# data[].attributes.body
SPEECH AND LANGUAGE THERAPY - EARLY YEARS
ADVICE HOTLINE FOR PARENTS
PRE-NURSERY and NURSERY AGED CHILDREN

# data[].attributes.headline
Free, evidence-based resources to support schools, colleges and practitioners working with traumatically bereaved children and young people.

# data[].attributes.subject
Free, evidence-based resources to support schools, colleges and practitioners working with traumatically bereaved children and young people.

# data[].attributes.attachment_link.readable_text
Free, evidence-based resources to support schools, colleges and practitioners working with traumatically bereaved children and young people.

Traumatically bereaved children and young people experience significant distress and difficulties, over and above a more typical grief. Traumatic bereavement can be easily missed or misunderstood by parents, teachers and even bereavement practitioners, meaning that children's difficulties are not recognised.

These resources will give school staff and practitioners the knowledge and tools they need to identify, help and support children and young people experiencing a traumatic bereavement.

# data[].attributes.attachment_link.description
Traumatically bereaved children and young people experience significant distress and difficulties, over and above a more typical grief. Traumatic bereavement can be easily missed or misunderstood by parents, teachers and even bereavement practitioners, meaning that children's difficulties are not recognised.

# data[].attributes.headline
Are you are a Parent/Carer living or working in Newham?Newham’s Early Help Partnership invites you to attend our weeklythemed Parents’ Webinars every Thursday afternoon, 4.30pm-5.30pmvia Microsoft Teams.PARENTS’WEBINARSMAY-JULY 2021

# data[].attributes.subject
Are you are a Parent/Carer living or working in Newham?Newham’s Early Help Partnership invites you to attend our weeklythemed Parents’ Webinars every Thursday afternoon, 4.30pm-5.30pmvia Microsoft Teams.PARENTS’WEBINARSMAY-JULY 2021

# data[].attributes.body
By young people for young people

# data[].attributes.body
Full of updates and opportunities

# data[].attributes.headline
UK Trauma Council Traumatic Bereavement Resources

# data[].attributes.subject
UK Trauma Council Traumatic Bereavement Resources

# data[].attributes.attachment_link.readable_text
Free, evidence-based resources to support schools, colleges and practitioners working with traumatically bereaved children and young people.

Traumatically bereaved children and young people experience significant distress and difficulties, over and above a more typical grief. Traumatic bereavement can be easily missed or misunderstood by parents, teachers and even bereavement practitioners, meaning that children's difficulties are not recognised.

These resources will give school staff and practitioners the knowledge and tools they need to identify, help and support children and young people experiencing a traumatic bereavement.

Traumatic bereavement animation

Traumatic bereavement overview

Resources

These resources will give school staff and practitioners the knowledge and tools they need to identify, help and support children and young people experiencing a traumatic bereavement.

# data[].attributes.attachment_link.description
Free resources for school staff and practitioners to identify, help and support children and young people experiencing a traumatic bereavement.

# data[].attributes.headline
Free training around suicide prevention 

# data[].attributes.subject
Free training around suicide prevention 

# data[].attributes.body
https://www.zerosuicidealliance.com/training

# data[].attributes.attachment_link.readable_text
The 6-year-old boy's eyes welled up with tears. His teacher, 30-year veteran Leigh Yelton, could see the explosive anger building in the first grader. After his mother died unexpectedly in his kindergarten year, he struggled with what his grandmother called "mommy days," or periods during which he would often cry uncontrollably. Instead of asking him what was wrong or trying to distract him, Yelton asked him to do something simple and unexpected: go to a private part of the room and push against a wall. It worked.

Yelton learned the technique from a resilience training program that shows teachers how to help themselves-and their students-calm the central nervous system. Stress and trauma can trigger a response in the amygdala, the part of the brain that sends the body into fight, flight, or freeze mode, hijacking the rest of the brain so it becomes focused solely on responding to or fleeing the perceived threat.

"Our thinking brain is where we process language, so if I have flipped my lid, and you talk to me, you sound like the Charlie Brown teacher," says Ann DuPre Rogers, executive director of Resources for Resilience, the nonprofit organization that conducts the training. When a person is triggered and can't be reached through conversation, the training directs them to take a sip of water, press against a wall, or try a quick walk while paying close attention to their physical sensations.

For example, when drinking a sip of water, a participant might try to feel every droplet of water in their mouth. How does it feel as it passes over the lips? Is it cool or warm? Does it have texture? This process of closely examining sensory details called sensing-in is similar to mindfulness practices which are increasingly backed by research, and even prescribed by doctors, for addressing acute stress and trauma.

"You notice all the sort of sensory elements of the sip," said Rogers, explaining one of the strategies that allows teachers and kids to calm their brains and bodies. Once the amygdala is calmed, she continues, "then the brain can come back and we can talk it through. We can make a plan."

Understanding Triggers

The simple techniques, called rapid resets, are designed for "anyone with a nervous system," Rogers says, but they can be especially helpful in the school setting where teachers and students of all grade levels experience different levels of stress and trauma. Students or teachers who have had many adverse childhood experiences (ACEs), such as living in an abusive household or having an incarcerated parent, may be more easily triggered.

Rogers and her staff train teachers, counselors, and other school personnel to recognize the triggers that cause a person to "flip their lid," or activate the stress response. Triggers in a classroom can seem minor: a student takes another student's pencil or a student teases another student about their appearance. But even these events can spark a response rooted in mounting frustration or underlying trauma and disrupt learning-for both the student and the wider classroom.

While the methods tackle the immediate problem-getting the child to calm down is the first step-the program advises teachers to follow up and address the deeper issues as soon as they can. Getting brains back "online" is a vital prerequisite for exploring the student's challenges and making plans to help the child or teen self-regulate in the future.

"These are quick strategies that you can implement into your classroom with a little effort, but get a big response," says Susan Puckett, a counselor at Forest Park Elementary.

Put On Your Mask First

Despite initial skepticism, Yelton calls the training "the most valuable workshop experience that I have ever been to." Like the flight directive about putting an oxygen mask on yourself before helping a child, the training encourages teachers to use the strategies for their own fight, flight, or freeze responses before teaching them to students.

After learning the rapid resets, Yelton tried them first on herself and then her husband. When she found herself growing angry, she would practice the grounding technique by focusing on the sensory experience of feeling the floor beneath her feet. The strategy brought Yelton back to a place where she could interact again.

The skills she learned in the training had immediate application in her classroom and transformed how she relates to her students. She taught her kids to imagine that their amygdala-which produces the first inkling of anger or anxiety-is like a barking dog. When the "lid is flipped," the dog barks to alert the rest of the brain to fight, flight, or freeze, and getting children to recognize the presence of the dog is a necessary prerequisite for getting them back to a place where they can learn. In her class today, Yelton's students use hand signals to demonstrate that a dog is in the house, periodically gesturing to indicate that they are starting to get anxious.

Before the training, if a child became upset, Yelton might ask "What's wrong?" and press the student to articulate the reason for their discontent. "Often I would say, when kids were really flipping their lids, 'Give me your words. Use your words and tell me,' not really thinking that they can't do that at this point," she says.

The training sparked a paradigm shift in Yelton's interactions with her students. Instead of trying to fix the problem, she approaches triggered students with a new sense of patience and understanding. She realized that "when they get that out of control, they're not in a zone where they know what's happening. They are so amped up or so shut down... and they can't hear you. They can't listen."

Yelton related to the grief of her young student who lost his mother in a different way than she would have before the training, acknowledging his anger without trying to distract or control him. "He was angry, and he had every single right to be angry. I never tried to change that," she said. "You have a right to be angry. I get it. I understand where you're coming from. I would be upset too."

Over time, the student's crying became less frequent and he began to self-regulate, taking time-outs when he felt himself getting triggered. The young boy moved at the end of the year, but Yelton feels she sent him off with a toolbox of tactics he could use to deal with some of the effects of the trauma he had experienced.

Changing School Community

The shift in Yelton's classroom is just one of many in the Kannapolis City School system, a small district in the central part of the state that began training school personnel in the resilience practices in 2016.

Teachers and staff appreciate the simplicity of the practices and their easy implementation in the classroom. "I remember walking out and thinking I can use this tomorrow. I don't have to wait," says elementary school psychologist Amy Roberts. "I don't have to prepare anything. I don't have to make anything. I can just do it."

The practices have created a positive shift in the overall school culture at Forest Park. "Teachers would come to my office and say, 'I did this and this worked for these kids. I haven't seen anything work like this before,'" says counselor Puckett.

The shared practices have created a common language in the school community. Fourth grade teacher Kelcie Lewis says her students know the strategies and respond when they observe her using them. "If I am getting frustrated waiting for them to pay attention or if they're not getting a skill, I might just go over and lean against the wall and they're like, 'Uh oh, guys, Mrs. Lewis is about to blow her lid,'" she says.

Bringing themselves back to a calm state is critical for teachers to avoid exacerbating triggers students may be experiencing. "Through the training, I learned that even the way that you approach the room can make such a difference," says Martha Motley, principal of Forest Park Elementary. "If you get called if there's a fight, a disturbance, or a student being disrespectful, and you show up... escalated, even from the quick walk there, then kids are going to respond differently."
Kelcie Lewis
When school takes place in-person, Forest Park teachers create physical space for students who need to take a break and reset. Lewis set up a corner of her classroom for her students to try the strategies with a wall adorned with posters of typical emotions along with more specific synonyms. If a child says, "I'm mad," she asks for a more nuanced understanding of their feelings-are they betrayed, frustrated, or annoyed? For kids who can't yet read, Yelton uses a board with emotion words, coupled with pictures depicting a range of emotional states.

"The student knows that they can go to the calm down corner and do those strategies without the teacher, or they can let the teacher know that they need help," says teacher Lindsay Stowe.

# data[].attributes.attachment_link.title
With Stress in Schools Increasing, Simple Strategies to Stay Calm

# data[].attributes.attachment_link.description
The 6-year-old boy's eyes welled up with tears. His teacher, 30-year veteran Leigh Yelton, could see the explosive anger building in the first grader. After his mother died unexpectedly in his kindergarten year, he struggled with what his grandmother called "mommy days," or periods during which he would often cry uncontrollably.

# data[].attributes.attachment_link.readable_text
Subscribe to the Happy Newspaper

Subscribe to the Happy Newspaper

Home / Shop / Education / The Happy News Resource Pack 2

Free

The Happy News resource pack is a downloadable/printable PDF full of happy news stories, activities and ideas to inspire children to look for the good. We hope it will encourage you all to look for your own happy news and acts of kindness in your schools and communities.

Whether you're a teacher, carer, parent or sibling I hope this little pack can provide you and those around you with a little bit of happiness.

The free packs will be released quarterly alongside the physical newspapers, please see the education page for more info. We also offer a discounted price for schools to buy copies of The Happy Newspaper, please contact us here.

Related products

# data[].attributes.attachment_link.keywords[]
freelance photographer and graphic designer

# data[].attributes.attachment_link.keywords[]
striving to carve my own way in the world

# data[].attributes.attachment_link.keywords[]
with a passion for music and all things magical.

# data[].attributes.attachment_link.description
Subscribe to the Happy Newspaper Subscribe to the Happy Newspaper Home / Shop / Education / The Happy News Resource Pack 2 Free The Happy News resource pack is a downloadable/printable PDF full of happy news stories, activities and ideas to inspire children to look for the good.

# data[].attributes.attachment_link.description
The children who need love the most will always ask for it in the most unloving ways Welcome to SEMH.co.uk, a site designed in 2016 to bring education staff together on the topic of SEMH and explore the best methods to support children and young people with social, emotional and mental health needs.

# data[].attributes.attachment_link.readable_text
Home / Free Webinars / Staff Wellbeing: 4 Ideas for Leaders Who Care (8th December)

£0.00 plus VAT

8 December, 2020

Aimed at middle and senior leaders who are keen to support the wellbeing of their team, this webinar will explore four simple ideas that will help you to lead with empathy and compassion and look after the wellbeing of your incredible teams during these... interesting... times. The session will be led by Dr Pooky Knightsmith and will be followed by an informal Q&A session.

Event Details

Start date: 8 December, 2020

End date: 8 December, 2020

Start time: 16:00 GMT

End time: 17:00 GMT

# data[].attributes.attachment_link.title
Staff Wellbeing: 4 Ideas for Leaders Who Care (8th December) - Creative Education

# data[].attributes.attachment_link.description
Aimed at middle and senior leaders who are keen to support the wellbeing of their team, this webinar will explore four simple ideas that will help you to lead with empathy and compassion and look after the wellbeing of your incredible teams during these... interesting... times.

# data[].attributes.attachment_link.readable_text
Anxiety is Normal - learn how to control it. S chool Resource Pack

This resource is designed for school staff who are supporting children and young people who are experiencing anxiety. It explains what anxiety is, how to assess it and offers a range of practical strategies and resources.

Managing Anxiety during COVID-19
This guide has been written to help develop an understanding of why we feel anxious, how we can recognise this in ourselves and how we can use this to support children and young people, particularly during the pandemic. It contains many practical strategies as well as a list of useful websites.
School-Based Resilience Assessment Tool Pupil Resilience Assessment Tool Coaching Conversations Pack
This resource uses the six domains of resilience to support school staff in assessing pupil's development of resilience factors within a school. The resource also provides practical strategies to promote these factors, which can be used to inform pupil planning.
PACE School Leaflet Window of Tolerance Poster
This resource complements the school-based resilience assessment tool and offers a framework for gathering pupil voice in relation to the six domains of resilience. This will enable pupils to contribute to their own support plans.

This pack is designed as an introduction to the practice of coaching conversations between adults and the children and young people they work with and know well. It provides a brief evidence base for this practice and some practical guidelines.

Drawing on the work of Dan Hughes, this leaflet aims to introduce school staff to 'PACE' - a trauma-informed approach to supporting children and young people. The leaflet outlines the four central components of Playfulness, Acceptance, Curiosity and Empathy, and provides examples and scripts to support practice.

'Window of tolerance' is a term coined by Dan Siegel. It is used to understand our optimal zone of feeling open and engaged. The poster provides a way for adults to support pupils identify how they might be feeling (just right, hyper-aroused, hypo-aroused) and what factors can shrink this window such as stress, as well as factors which can enlarge the window such as coaching support.

Further information and support resources specifically tailored for parents/carers, children and young people can be found on our Fife Council website: www.fife.gov.uk/educationalpsychology

# data[].attributes.attachment_link.title
Anxiety, Resilience and Coaching - GIRFEC

# data[].attributes.attachment_link.description
Anxiety is Normal - learn how to control it. S chool Resource Pack This resource is designed for school staff who are supporting children and young people who are experiencing anxiety. It explains what anxiety is, how to assess it and offers a range of practical strategies and resources.

# data[].attributes.attachment_link.title
Newham Talking Therapies - support available for all school staff

# data[].attributes.attachment_link.readable_text
Good staff wellbeing is essential for cultivating a mentally healthy school, for retaining and motivating staff and for promoting pupil wellbeing and attainment.

Wellbeing is all about our holistic health, including the physical and emotional. When we have good levels of wellbeing we feel that life is in balance and that we can generally cope well. We feel motivated and engaged, we're resilient and able to deal effectively with daily troubles, as well as 'bounce back' from life's challenges.

As education staff juggle a multitude of different tasks and demands, it is important that everyone is given the right emotional and practical support so that they can, in turn, support their pupils.

In addition to having a positive impact on colleagues and pupils, staff wellbeing can improve performance and job satisfaction, which can lead to reduced staff turnover. It can also help to reduce absence (both short and long term), increase productivity and promote staff engagement.

How schools and further education settings can support staff wellbeing

An education setting's caring ethos and environment will have a major impact on the wellbeing of its staff and pupils. It's important for leaders to define that culture and vision, making it clear what behaviours, values and beliefs underpin it.

It is important too for the leadership team to build a culture of trust where staff feel valued, can be open about their health and wellbeing and know how to access support if they need it. For all of this to happen, it is essential for the head teacher and the leadership team to model good mental health and wellbeing behaviour and practice.

It is also important for head teachers to remember to look after their own mental health and wellbeing alongside that of their staff.

Changing a school's culture may take time, but it is possible. Even in the most supportive school environments, there still may be changes that can be made to improve things.

Schools and settings can support staff wellbeing in a number of ways.

Strategy and policies

Does your school have a staff wellbeing strategy? Has it been co-produced with staff, governors and parents/carers? Is it effectively implemented and routinely reviewed through a process of consultation?

Are there clear policies and procedures around staff wellbeing and are the same processes and expectations applicable to all staff? Is there clarity and fairness around implementing policies and processes?

What practical strategies does your school have in place to promote good staff wellbeing? For example:

Providing staff mindfulness, relaxation and managing stress sessions.

Offering resilience-based workshops for staff to help normalise the process of speaking about wellbeing.

Teacher appraisal that is encouraging and that concentrates on the 'praise' aspect. Targets should be realistic and concentrate on raising standards of children and young people.

Encouraging staff to buddy up with colleagues to support each other in providing opportunities for reflective practice and problem-solving school-based challenges.

Creating a sense of belonging to the school (e.g. through team development opportunities).

Making staff recognition and praise a part of your school's culture - setting aside regular time slots in meetings to do this.

School culture and environment

Is the workplace a positive environment for staff? Is there a dedicated space where they can go and take time out? Is it appealing and looked after? Are there any low cost ways to promote wellbeing and make staff feel valued (e.g. acknowledging good work, having fruit in the staffroom, bringing in treats to thank staff or for inset days)?

Do the senior leaders in the school model good working practices and self-care to encourage an appropriate work-life balance? Encouraging staff to take breaks, for example, finishing on time, having regular debriefs or supervision from colleagues or line managers when dealing with difficult situations.

Is there a culture of clear communication about workplace wellbeing?

Do staff feel able to talk about concerns?

Do all senior staff members have an open-door policy and do staff know they can discuss anything with them?

How are staff consulted about change and involved in developing problem-solving strategies? A regular staff wellbeing survey, for example, could help to generate feedback and ideas.

Does the school communication style help engage staff and build good staff relationships? Is there a staff champion for wellbeing?

Help and support

Are staff and the school leadership team confident and encouraged to notice and offer support early when a colleague's wellbeing is under threat? Early problem solving and support can help de-escalate difficulties.

Is there clear information for staff about how they can get help inside and outside the school environment if they need it? Does the school have a confidential employee assistance programme and do staff know how to access it?

Is there advice and guidance for senior staffabout supporting a member of staff with mental health difficulties?

Are there good training and development opportunities for staff at every level? These opportunities can often be reduced due to increasing budget pressures. However, studies show that continuing professional development increases job satisfaction and contributes to good health and wellbeing.

Wellbeing framework for schools

A wellbeing framework for schools from the Health Education Partnership.

View resource

Working together to reduce stress at work

A general guide for employees on reducing work-related stress.

View resource

Education Support

Education Support provide a free and confidential helpline available 24/7 to everyone working in...

View resource

NHS: Moodzone

Whatever you need to know about coping with stress, anxiety or depression, or just the normal...

View resource

# data[].attributes.attachment_link.title
Supporting staff wellbeing : Mentally Healthy Schools

# data[].attributes.attachment_link.description
Good staff wellbeing is essential for cultivating a mentally healthy school, for retaining and motivating staff and for promoting pupil wellbeing and attainment. Wellbeing is all about our holistic health, including the physical and emotional. When we have good levels of wellbeing we feel that life is in balance and that we can generally cope well.

# data[].attributes.attachment_link.readable_text
For those who work in education, stress can seem a major part of daily life. HSE's Talking Toolkit for schools helps to address this by enabling simple, practical conversations with school employees.

# data[].attributes.attachment_link.title
Supporting staff wellbeing in primary schools

# data[].attributes.attachment_link.description
Primary school staff juggle all sorts of demands. Mentally Healthy Schools recommend ten ways to start supporting their wellbeing.

# data[].attributes.attachment_link.readable_text
In teaching, there are many things out of your control such as targets and inspections dictated by education authorities. But there are also many things you can control, so it's best to focus your efforts on areas such as:

workload efficiency

autonomy

opportunities for professional learning

addressing professional isolation

rewarding achievement at work

How you address these is down to you and will depend on various factors, some of which will be unique to your school.

However, the following 2-stage process should provide you with a great framework to start addressing the wellbeing of teachers in your school.
1. Nurture Resilience
Start by creating an environment where staff feel able to seek help from one another. You can do this by encouraging them to form groups or pair up with a buddy.

This can help create a mutual support network where staff can influence outcomes positively and work towards solutions as a tea.

Another key factor in this step is training. Make sure you offer staff at every level continuing professional development (CPD) - it's been proven in many studies to increase job satisfaction and contribute to wellbeing and resilience.

Once you've identified sources of stress in your staff, there are many ways to address them. Here are a few ideas to get you started:

Work-life balance - make sure the day isn't only dominated by work and ensure your staff have time off for eating and can fence off set times in the day for their families. This way, the burden of the workload can be broken up and make it more achievable.

Tackle the environment - make sure you have a good environment for your teams to work in. Simple things like essential repairs, tidying and de-cluttering are easy and affordable changes to make to do and can enhance the workplace to help reduce stress.

Discourage perfectionism - nobody's perfect, but the desire to be can be overwhelming. So make sure you encourage your staff to be the best they can be, but don't put unrealistic demands on them - these can offer spill over into their personal lives too and are a major contributor to stress and anxiety.

Focus on happiness - rewarding achievements, sharing success and encouraging your staff to spend time in reflection whether it's prayer, meditation or contemplation have all been shown to improve happiness. So look to encourage these practices and consider running classes for your staff to help promote them.

Book our Staff Resilience in School Training

A bespoke, 1 day course suitable for all school staff. Find out how to build resilience in yourself and others; and how resilient systems can help young people.
Find Out More

# data[].attributes.attachment_link.title
Caring For The Wellbeing Of Teachers And School Staff - YoungMinds

# data[].attributes.attachment_link.description
In teaching, there are many things out of your control such as targets and inspections dictated by education authorities. But there are also many things you can control, so it's best to focus your efforts on areas such as: workload efficiency autonomy opportunities for professional learning addressing professional isolation rewarding achievement at work How you address these is down to you and will depend on various factors, some of which will be unique to your school.

# data[].attributes.attachment_link.readable_text
1. This is a worrying time. The pandemic doesn't just impact on physical health; your mental health can also be affected. If you already experience poor mental health, you may find your condition has worsened. Even if you have never been affected, you may be struggling. All education staff are key workers. Depending on your circumstances, anxieties about your family's health and wellbeing will likely be compounded by concerns related to full opening of schools/colleges from September.

2. There is much we can do collectively and individually to alleviate concerns and many resources are available. As a member of the NEU puts you are wellplaced to help yourself and colleagues through this difficult time and get support from your workplace reps or branch officers.

3. Many schools and colleges have trained Mental Health First Aiders. These colleagues will be alert to signs that others are struggling and will be able to signpost you to sources of support.

4. If COVID-19 protocols or new working practices in your workplace are unsafe or causing distress, don't put up with them. The nation is depending on education staff more than ever before and, in return, you have the right to be treated fairly. Your employer must negotiate new protocols with staff and not seek to impose them. Adaptations to working arrangements must happen in consultation with NEU reps and members.

5. Expectations around workload must be both reasonable and negotiated. Whatever your working arrangements, taking regular breaks is essential. Despite the crisis, there must be agreement that no-one should be constantly available or expected to respond to messages within unrealistic timeframes, or at evenings and weekends. If there is no reasonable email protocol in place in your school/ college, discuss with fellow NEU members what you think is reasonable, and then raise this collectively with management. For example, you may decide that there should be no expectation to read or reply to emails before 8am and after 5pm on working days. At this stressful time, when there is an even greater need to rest and relax, it might also be worth having an understanding that work-related emails and group messages, eg on WhatsApp, will not be sent by anyone outside of set times. At the end of your working day, put your phone away, switch off your computer and try to relax.

6. Working with fellow NEU members and members of other unions in your workplace, you can tackle collectively some of the issues which are causing concerns. For example hygiene issues, refusal to follow Government and union guidance to allow vulnerable people to work from home, refusal to pay those self-isolating, employers pressing ahead with redundancy procedures and other employment procedures such as disciplinary and capability and refusing to postpone restructures. You can read examples here about how NEU members and reps have secured important protocols to keep members and pupils safe both physically and mentally. If you are successful, please submit your story about how NEU is making a difference in your area.

7. Some staff may still be working from home in September and the possibility of local lockdowns means that this could be the case for many more education staff over the coming months. If working from home, try to ensure that your work environment is separate from your living space and is as comfortable as possible.

Physical health can impact on mental health so make sure you can sit comfortably (see NEU guidance on working safely at home).

Try to talk to colleagues often during the day, rather than emailing all the time. Having a virtual social event to look forward to will help you bond as a team, for example a drink at the end of the day or a virtual quiz.

Make sure your line manager is aware of any caring responsibilities you may be juggling. If you have young children at home, this may impact on your working arrangements and cause stress. If you are sharing childcare responsibilities, it is important to think about how to balance these. This might mean working at different times during the day, or blocking out periods of time to be with children. It is important to discuss your specific working arrangements and any restrictions during this period with your head teacher/ line manager. The NEU expects all leaders to be reasonable in their expectations - these are exceptional times.

Take regular breaks, including a lunch break every day, and whatever outside exercise is permitted, along with as much fresh air as possible. Set a time to finish work and stick to it.

8. Take advantage of technology. Using Microsoft Teams, Zoom, Skype or other communication/collaborative working platforms can help you connect with colleagues and work together. See here for information on popular video conferencing services. It can be good to use a range of technologies so you're not always typing or looking at a screen - mix things up with a telephone or video call, or have a virtual coffee break.

In order to avoid isolation, it's important that colleagues who may struggle with this new environment receive support. If you are struggling, you are unlikely to be alone. A colleague may be able to help, or you should be provided with on-line training.

9. Look after your own wellbeing when you're not working. There are simple steps we can all take to look after ourselves. You may be struggling with loneliness or, in the event of further lockdowns, may be finding it hard to be cooped up with your family

Keep in touch digitally with family and friends and consider reconnecting with those with whom you've lost touch. Talk about your worries. And focus on what you can control rather than what you can't.

Look after your body by staying active and busy - sit less, dance, walk up and down stairs, clean your home or have a clear out, or a digital clear out!

Keep your mind stimulated - read, listen to podcasts, watch films, do puzzles and jigsaws, but limit your intake of news if this is upsetting you.

Find ways to relax and be creative, eg DIY, arts and crafts, yoga, listening to music, exploring new recipes.

Try to stick to your normal sleeping and waking schedule.

10. Accessing further support Check what is on offer from your employer. You may be able to access free, confidential wellbeing or counselling services.

Help and advice

The Education Support Partnership supports the mental health and wellbeing of education staff in schools, colleges and universities. Call the helpline on 08000 562 561.

Some staff, particularly leaders, will sadly need to offer support to children who have lost a loved one or who have a family member who is seriously ill. The Charity Winston's Wish provides guidance and resources for schools.
Mind has published useful guidance on coronavirus and wellbeing. Government advice is here. The NHS has published helpful tips for staying at home. Contact details for Samaritans.
If your query is not addressed in our coronavirus or advice information, contact the AdviceLine via email at adviceline@neu.org.uk or by telephone on 0345 811 8111.

Mental Health First Aid (England) includes resources for working at home. If your symptoms don't improve, contact your GP surgery.

GPs are still offering telephone and video consultations throughout the coronavirus crisis.

# data[].attributes.attachment_link.title
Coronavirus: what you need to know - staff mental health and wellbeing

# data[].attributes.attachment_link.description
1. This is a worrying time. The pandemic doesn't just impact on physical health; your mental health can also be affected. If you already experience poor mental health, you may find your condition has worsened. Even if you have never been affected, you may be struggling. All education staff are key workers.

# data[].attributes.attachment_link.description
Heathy Schools London is a whole school approach to wellbeing and therefore we must also incorporate the Health and Wellbeing of all teaching and educational staff.

# data[].attributes.body
Free 24/7 text line for those struggling with their wellbeing and mental health

# data[].attributes.attachment_link.readable_text
24/7

You can text us any time, day or night.

Confidential

Your messages with us are confidential and anonymous.

Free

It is free to text Shout from all major mobile networks in the UK.

Get involved

Donations doubled in the Big Give Christmas Challenge

Simply support Shout's Big Give campaign by midday on 5 December, and your donation will be doubled!

Can you help us hit our match funding target of £50,000 and support a further 5,000 people this winter?

Find out more

Get help

Ways to cope with upsetting events in the news

If you're feeling overwhelmed, anxious or sad about what's going on in the news, know that you're definitely not alone. Here are some actions we can take to help us cope better through times like this.

Find out more

I think Shout saved my life tonight... no one has ever made me feel so safe, listened to and understood

Shout texter

GET HELP

Online resources and support

However you're feeling right now, you don't have to face it alone. We're here to support you with your mental health.

Take a look at our resources, information and support, find further help or reach out to one of our volunteers.

Resources for you

# data[].attributes.attachment_link.title
Shout - UK's 24/7 Crisis Text Service for Mental Health Support

# data[].attributes.attachment_link.description
Shout 85258 is the UK's first 24/7 text service for anyone in crisis. Get free, confidential mental health support anytime, anywhere. Text 'SHOUT' to 85258.

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

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

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

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

# data[].attributes.attachment_link.title
Upcoming workshops - Newham Talking Therapies

# data[].attributes.attachment_link.title
Free practical mental health resources | Charlie Waller Trust

# data[].attributes.attachment_link.description
Resources on mental wellbeing for parents, teachers, line managers and young people. Available to download and printed copies are available for some items

# data[].attributes.attachment_link.title
Free practical mental health resources | Charlie Waller Trust

# data[].attributes.attachment_link.description
Resources on mental wellbeing for parents, teachers, line managers and young people. Available to download and printed copies are available for some items

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

# data[].attributes.body
Toolkit to support a focus on staff wellbeing

# data[].attributes.attachment_link.readable_text
Newham Talking Therapies, one of the Trust's psychological therapy services, is offering a range of services to support people at the present time, including 1:1 and group therapy, as well as one-off webinars.

The team are here to support everyone in Newham, including NHS staff and would like to invite you to attend any of their workshops advertised.

They also offer bespoke workshops and can arrange for a specific staff group to attend, which can help with supporting wellbeing during these difficult times.

Topics covered can include Stress Management, Improving Resilience, and Managing Uncertainty or Low Mood.

Visit their website for more information here: Newham Talking Therapies

If you have any questions or would like to think about arranging a workshop for your team please contact the team on elft.nttworkshops@nhs.net.

They very much look forward to hearing from you!

# data[].attributes.attachment_link.description
Newham Talking Therapies, one of the Trust's psychological therapy services, is offering a range of services to support people at the present time, including 1:1 and group therapy, as well as one-off webinars. The team are here to support everyone in Newham, including NHS staff and would like to invite you to attend any of their workshops advertised.

# data[].attributes.attachment_link.readable_text
This classroom resource links with the Professional Learning Activity (PLA), Compassionate and Connected Community (Glow login required) which specifically aims to build teacher confidence to support the emotional and mental wellbeing of children in upper primary.

How to use this resource

This curricular resource is designed to specifically build teacher confidence and support the emotional and mental wellbeing of children in upper primary. It aims to support children to:

It will also support adults to recognise the importance of positive, nurturing relationships in protecting children from the impact of adversity and trauma.

Improvement questions

This resource will help schools to deliver the health and wellbeing (HWB) curriculum. While implementing it, it would be helpful to consider the following:

To what extent do we have a positive culture and ethos in our school that embraces the principles of nurture, recognises the importance of the United Nations Convention on the Rights of the Child (UNCRC) and supports positive relationships?

How aware are staff of safeguarding processes and do they have the skills to support children who might disclose as part of the discussions within this resource?

Has there been sufficient professional learning to support staff's own understanding of adversity and trauma?

Are we able to support all staff to have an awareness of the resource so that they will be in a position to support the children through it?

Explore this resource

Background

Scottish education has a clear focus on wellbeing and relationship-based approaches to support children and young people which is influenced by the UNCRC. An understanding of how early experiences impact on children and young people's social and emotional development and the importance of relationships in shaping later outcomes is the foundation which underpins much of Scottish policy.

Getting it Right for Every Child (GIRFEC) recognises that children and young people have different experiences in their lives, but that every child and young person has the right to expect adults to allow them to grow and develop and reach their full potential. Approaches such as nurture and trauma informed practice and an awareness of Adverse Childhood Experiences have helped to support children's wellbeing in schools, while public health approaches such as those focused on reducing violence and supporting positive mental health also emphasise the need for prevention and early intervention. Teaching children at the primary stages about the impact of adversity and trauma and helping them to develop empathy and support for others along with coping skills is therefore an effective means of taking forward these priorities.

The resulting curricular resource has been developed to support all children to cope with challenges and adversity and develop their confidence, resilience, compassion and empathy for others. Whilst there is a growing body of professional learning resources to support professionals' understanding of adversity and trauma, it was recognised that alongside this should be a curricular resource to help the understanding of the impact of adversity and trauma on children and young people.

Audience

This resource is intended to be delivered as part of the health and wellbeing curriculum by a class teacher, but it is important that it is implemented in the context of a positive school culture and ethos which is built on positive relationships. Senior managers will require to study the resource and ensure all staff are aware of it before supporting its delivery in the classroom. As there are aspects of the resource that support children to become more aware of the impact of adversity and trauma, it is particularly important that schools take account of their safeguarding processes when considering how it should be implemented.

Themes

The resource has a number of sections including:

Introduction and guidance on the use of the resource

Theme 1 - My rights

Theme 2 - Me and my life

Theme 3 - My relationships

Theme 4 - How I think, feel and behave

Theme 5 - Building our resilience together

Additional resources

The Compassionate and Connected Classroom curricular resource can be downloaded as a complete document which contains all of the above. However, in order to support implementation and delivery, a number of separate word files are also available to download. These include:

Theme 1: Lesson and facilitator resources folder
Zipped file: Theme 1 - Lesson and facilitator resources (4.7 MB) Zipped file: Theme 1 Lesson and facilitator resources (Gaelic version) (390 KB)

LR 1.2 - Getting it right for every child wellbeing wheel

LR 1.3 - Wants, needs and rights PowerPoint presentation

FR 1.4 - UNCRC: Information for facilitators

LR 1.4 - Child-friendly article cards

Theme 2: Lesson and facilitator resources folder
Zipped file: Theme 2 - Lesson and facilitator resources (119 KB) Zipped file: Theme 2 Lesson and facilitator resources (Gaelic version) (113 KB)
Theme 3: Lesson and facilitator resources folder
Zipped file: Theme 3 - Lesson and facilitator resources (158 KB) Zipped file: Theme 3 Lesson and facilitator resources (Gaelic version) (136 KB)

LR 3.1b - Empathy guide

LR 3.1c - Scenario cards

LR 3.4 - Problem scenario cards

Theme 4: Lesson and facilitator resources folder
Zipped file: Theme 4 - Lesson and facilitator resources (120 KB) Zipped file: Theme 4 Lesson and facilitator resources (Gaelic version) (128 KB)

LR 4.1a - Reaction scale

LR 4.1b - Body outline

FR 4.2 - Stresses and challenges - exemplars

LR 4.2a - Responding to stresses and challenges

LR 4.2b - Scenario cards

LR 4.4b - I need statements

Theme 5: Lesson and facilitator resources folder
Zipped file: Theme 2 - Lesson and facilitator resources (35 KB)
Zipped file: Theme 5 Lesson and facilitator resources (Gaelic version) (37 KB)

LR5.1 - What works for me sheet

Additional Resources
Zipped file: Additional resources (5.4 MB) Zipped file: Additional resources (Gaelic version) (4.1 MB)

Introductory presentation

Parent leaflet

Supporting information for parents

Teacher proforma for planning

Children's reflective proforma

Baseline for children's skills, knowledge and confidence

Baseline for teacher's skills, knowledge and confidence

Personal Journals

Emotional check-ins

Relaxation activities

Listening and responding to children

Glossary

Downloads

Please find Gaelic versions of human rights resources, produced by The Children's Commissioner's Office, that can be used along with The Compassionate and Connected Classroom materials on the CYPCS website.
PDF file: The Compassionate and Connected Classroom curricular resource (Large file - 14 MB) PDF file: The Compassionate and Connected Classroom - Introductory guidance (Gaelic version) (2.9 MB)

# data[].attributes.attachment_link.title
The Compassionate and Connected Classroom: A health and wellbeing curricular resource for upper primary

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

# data[].attributes.body
Staff wellbeing free training

# data[].attributes.attachment_link.title
Whole School Approach: Enhancing Staff Mental Health

# data[].attributes.attachment_link.description
Whole School Approach: Enhancing Staff Mental Health

# data[].attributes.body
Free conference

# data[].attributes.attachment_link.readable_text
Due to the pressures schools are under, dealing with Covid-19 and related issues, we have decided to run the Teachers Come First Annual Conference 2020

free of charge in a different format.
Teachers Come First Annual Conference
Online #tcfc20
The speakers will each video record their keynotes and workshops, condensed to 20 minutes.
You will be able to watch and download the presentations from

9am: Monday, 19th October 2020

here.

We haven't forgotten the raffle!

Four books up for grabs:

Making it as a Teacher : Victoria Hewett (First prize)

Stop Talking About Wellbeing (2 copies): Kat Howard (Second Prizes)

Doing your Research Project : Judith Bell and Stephen Waters (3rd Prize)
Scroll to the foot of the page to enter the raffle ________________________________________
Your conference hosts

# data[].attributes.attachment_link.description
Due to the pressures schools are under, dealing with Covid-19 and related issues, we have decided to run the Teachers Come First Annual Conference 2020 free of charge in a different format. Teachers Come First Annual Conference Online #tcfc20 The speakers will each video record their keynotes and workshops, condensed to 20 minutes.

# data[].attributes.attachment_link.readable_text
Resources to support individuals and organisations working to nurture and protect children and young people following trauma. You will find articles, animations, videos, guidance, handouts, presentations and more - all created by the UK's leading childhood trauma experts.

# data[].attributes.attachment_link.description
Resources to support individuals and organisations working to nurture and protect children and young people following trauma.

# data[].attributes.attachment_link.title
Looking after your mental health | Mental Health Foundation

# data[].attributes.attachment_link.description
Get evidence-based advice on protecting and sustaining good mental health, overcoming fear and anxiety, sleeping better and looking after your mental health using exercise and minfulness.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
This site's content is based on clinical research verifiable from published studies. Clinical staff at the Charlie Waller Institute, University of Reading review our materials and provide quality assurance. We involved site users in scoping, content and design, and the site meets AA accessibility standards.

# data[].attributes.attachment_link.title
Charlie Waller Trust, mental health charity - The Charlie Waller Trust

# data[].attributes.attachment_link.description
We understand mental health. Our aim is to educate young people, & those with responsibility for them, about their mental health & wellbeing. The Charlie Waller Trust was created by the Waller family in 1997 in response to the loss of their son and brother Charlie to suicide having suffered from depression.

# data[].attributes.attachment_link.title
Supporting a child with anxiety | Charlie Waller Trust

# data[].attributes.attachment_link.description
A guide for parents & carers on how to support a child who is experiencing anxiety & provides practical strategies to help manage it

# data[].attributes.attachment_link.readable_text
This site's content is based on clinical research verifiable from published studies. Clinical staff at the Charlie Waller Institute, University of Reading review our materials and provide quality assurance. We involved site users in scoping, content and design, and the site meets AA accessibility standards.

# data[].attributes.attachment_link.title
Charlie Waller Trust, mental health charity - The Charlie Waller Trust

# data[].attributes.attachment_link.description
We understand mental health. Our aim is to educate young people, & those with responsibility for them, about their mental health & wellbeing. The Charlie Waller Trust was created by the Waller family in 1997 in response to the loss of their son and brother Charlie to suicide having suffered from depression.

# data[].attributes.body
Healthy Schools

# data[].attributes.attachment_link.readable_text
Healthy Schools

Our aim is to support schools to help their children and young people to grow healthily, safely and responsibly. The Healthy Schools toolkit within this site builds on the underlying principles of the English National Healthy School Programme and is available to all schools and settings. It has been revised in consultation with schools with content aligned to current Ofsted guidance.

# data[].attributes.attachment_link.description
Our aim is to support schools to help their children and young people to grow healthily, safely and responsibly. The Healthy Schools toolkit within this site builds on the underlying principles of the English National Healthy School Programme and is available to all schools and settings.

# data[].attributes.body
Education Support

# data[].attributes.attachment_link.readable_text
In these unprecedented times we are here for you, the UK's only charity providing mental health and wellbeing support services to all education staff and organisations. Find out how we are supporting education during the coronavirus epidemic.

Who are we?

We are your charity! As the UK's only charity providing mental health and wellbeing support services to all education staff and organisations, we are here for you.

Established in 1877 as a benevolent fund for teachers, we have been continuously evolving to meet the changing needs of the education sector. Today we are proud to support anyone working in education, at any level and in any institution.

With a record number of educators leaving the profession, we are needed more than ever. Stress and anxiety levels across the sector are reaching alarming levels and calls to our helpline are increasing year on year.

We champion good mental health and wellbeing of teachers, lecturers, school leaders, support staff and prison educators throughout their careers and during retirement as well as supporting education leaders with a wide range of tools to help improve professional and organisational development too.

Vision and Mission

Vision
That everyone working in education is respected, supported and resilient.

Mission
We give all educators, present and past, access to support services in their workplace and outside. We champion their health and wellbeing, because that is how our education sector will thrive. We recognise each individual as a person as well as a professional.

For education staff
Helpline
There are many stresses on those who work in education - a challenging student, stress & depression, personal financial worries and so many more. That's why we offer free, confidential help and support, no matter what the problem.

Our trained counsellors listen without judgement. No issue is too big or too small.

Our free and confidential helpline is available 24/7 to everyone working in education and is available UK wide on 08000 562 561.
Grants
Our grants service helps working in or retired education staff experiencing short-term financial issues. Use our online form to apply for a grant. We can also support with training costs if you're wishing to change career or re-join the education sector.

For education organisations

Employee Assistance Programme - 24/7 advice, support and counselling for your whole team

Positive Workplace Survey - tailored to the needs of your organisation and specifically designed to improve workplace culture and staff morale

Headspace and Yourspace - confidential, group programmes designed to develop headteachers, deputy heads and senior leaders through facilitated peer learning

To further discuss how we can support you or your organisation, please call 0207 697 2750 or email info@edsupport.org.uk. Find out more about the services we offer.

Information

Our website has information and advice on topics including:

grappling with work-life balance

handling stress

managing disagreements at school

managing your time

relationships at work

managing difficult student behaviour

Visit our resources page for more.

Research

We campaign for healthy and supportive conditions for all education staff in the UK:

Teacher Wellbeing Index
Each year we survey education staff to gauge the health and wellbeing in the sector. We identify trends and offer solutions to organisations and individuals.

How we do it

We receive no government grants or funding. We exist thanks to the generosity of our donors and income from our work with organisations. Please donate to help us be there for education staff.

Our work is overseen by the Board of Trustees, many of whom have personal experience of education. Our staff are committed to improving the mental health and wellbeing of education staff throughout the UK.

Education Support
40A Drayton Park
London
N5 1EW
020 7697 2750

# data[].attributes.attachment_link.description
In these unprecedented times we are here for you, the UK's only charity providing mental health and wellbeing support services to all education staff and organisations. Find out how we are supporting education during the coronavirus epidemic. We are your charity!

# data[].attributes.attachment_link.readable_text
When a sudden violent incident or a natural disaster happens it's hard for people and communities to understand or comprehend the situation.

We cannot protect children from feelings of fear, anxiety or pain but we can help them to process what has happened and help them to move forward.

Major incidents or events, whether through direct exposure or by seeing and hearing about them in the media or from families, can affect children at any age, and because children's brains are still developing they can be more vulnerable to trauma than adults.

The belief that children are not affected by trauma can lead to their experiences being ignored or their behaviour interpreted incorrectly.

Spotting the signs

See the information in the Spotting the signs section on our trauma page.

Top Tips

Recognise how you feel.

If you have also been involved in a traumatic event, you may not be as emotionally available as usual. It's important for children to know that you have been affected too. Explaining and naming your emotions may help them to understand their own feelings.

Children often worry about the adults closest to them.

Tell them it is not their responsibility to look after you. If you can't support the children in your care, make sure that other adults can do this.

Children need routine, attention and reassurance to help them feel safe again.

Sometimes children (and adults) may need professional counselling support after a traumatic experience so that they can get back to normal quickly and prevent or reduce the harmful effects of prolonged stress.

What schools can do

After a traumatic event, school staff should:

Be calm.

Help children feel safe.

Keep routines and habits the same.

If appropriate ask children what they know and tell them what happened without overwhelming them, and let them ask questions.

Help children enjoy themselves and get distracted.

Make sure that colleagues are coping and seeking help for themselves where necessary.

There's further information in the 'what schools can do' section on our trauma page.

# data[].attributes.attachment_link.title
Disasters and collective trauma : Mentally Healthy Schools

# data[].attributes.attachment_link.description
When a sudden violent incident or a natural disaster happens it's hard for people and communities to understand or comprehend the situation. We cannot protect children from feelings of fear, anxiety or pain but we can help them to process what has happened and help them to move forward.

# data[].attributes.body
Support for Head Teachers

# data[].attributes.body
The same but different

# data[].attributes.body
Story links

# data[].attributes.attachment_link.readable_text
We all know about the war in Syria, and most of us have an opinion about it, but very few of us have had the opportunity to sit in a refugee's tent and listen to their story. Refugees' Stories aims to change that.

We all know about the war in Syria, and most of us have an opinion about it, but very few of us have had the opportunity to sit in a refugee's tent and listen to their story. Refugees' Stories aims to change that.

# data[].attributes.attachment_link.title
‎Refugees' Stories Podcast on Apple Podcasts

# data[].attributes.attachment_link.description
‎We all know about the war in Syria, and most of us have an opinion about it, but very few of us have had the opportunity to sit in a refugee's tent and listen to their story. Refugees' Stories aims to change that.

# data[].attributes.body
Dr Karen Treisman

# data[].attributes.attachment_link.description
Relational and developmental trauma in children

# data[].attributes.attachment_link.readable_text
Lockdown is having a devastating effect on children and young people's mental health. It's been unbelievably hard, but together, we can make a difference and show young people they are not alone.
Join thousands of schools, offices and community groups on Friday 9 October by taking part in #HelloYellow and raising vital funds to support our work.

It's simple: wear yellow, get fundraising and have fun!

Whether we're all two-metres apart, back to normal or locked-down and keeping it virtual our #HelloYellow kits are filled with ideas for a fun-filled day on 9 Oct!

Dig out your neon socks, custard scarf and banana hat - let's show young people they're not alone with their mental health!

For schools

We know the mental health and wellbeing of your students is incredibly important to you. We also know this is a stressful time and teachers are juggling a lot right now. That's why our fundraising kit contains a special mental health lesson plan, wellbeing tips and fun wellbeing activities for you and your class - whether pupils are back in school buildings or not on Friday 9 Oct. When you sign up we'll also send you new resources and tips on how to fundraise online.

You, your colleagues and your students all need something to look forward to. Let's come together to feel positive about the future.

For offices, workplaces and community groups

We know you and the young people in your lives have been going through a difficult time, and it can be hard to feel positive. But you're not alone. Let's join our friends, colleagues and loved ones in a show of solidarity. By taking part in #HelloYellow, your support means YoungMinds can help even more young people and their families at a time when it's needed most.

For individuals

Anyone can get involved in #HelloYellow, no matter who or where you are! All you need to do is wear something yellow on 9 October, take a selfie and post on social media using #HelloYellow - don't forget to tag us @YoungMindsUK - and donate what you can to YoungMinds.

Spread the word, get your friends and families involved - and why not try throwing a #HelloYellow fundraiser. Sign up for ideas on how to get your loved ones involved!

Setting up a fundraising page

To kick-start your fundraising we recommend setting up an online donation page as soon as possible. It just takes three simple steps!

1. Go to our #HelloYellow JustGiving campaign page

2. Click 'Start Fundraising'

3. Create or log in to your JustGiving account to begin building your fundraising page for #HelloYellow!

Check out our #HelloYellow resources hub

Our #HelloYellow resources hub has heaps of downloadable resources to help you raise funds and have fun doing it, from photobooth props to wellbeing activities and posters for your school or office!

And check out our Pinterest page for more fun ideas.

Paying in your donations

When donating, please make sure to use your 'Supporter Reference' and the initials 'HY' so that we know it has been raised towards the campaign. There are a number of different ways you can donate what you have raised to us.
Donate via an online fundraising page:
Join other #HelloYellow supporters and build towards a fundraising target by setting up an online fundraising page linked to our campaign here.

All donations including Gift Aid will come directly to us so there's nothing you need to do!
Donate by bank transfer:
Please use your 'Supporter Reference' or your Name/Organisation followed by 'HY' as the reference and transfer your donation to:

CAF Bank Ltd - Sort code: 40-52-40 - Account number: 00002523
Donate by post:
Make any cheques payable to 'YoungMinds' and send to us at:

Fundraising Team
YoungMinds
Fourth Floor
India House
45 Curlew Street
London SE1 2ND

Please note, we are unable to accept any cash donations sent by post.
Donate by credit/debit card:
Call us on 0207 089 5050 or donate any funds raised securely online at youngminds.org.uk/donate

# data[].attributes.attachment_link.description
Lockdown is having a devastating effect on children and young people's mental health. It's been unbelievably hard, but together, we can make a difference and show young people they are not alone. Join thousands of schools, offices and community groups on Friday 9 October by taking part in #HelloYellow and raising vital funds to support our work.

# data[].attributes.attachment_link.description
A special presentation about managing strong emotions for primary aged children

# data[].attributes.body
Return to school activity

# data[].attributes.headline
Borrowed from the NHS - a great reminder of how to look after ourselves

# data[].attributes.subject
Borrowed from the NHS - a great reminder of how to look after ourselves

# data[].attributes.body
Southern Road and Place 2 Be have worked together to create questions for a staff wellbeing survey

# data[].attributes.body
Recovery Curriculum

# data[].attributes.attachment_link.keywords[]
charity bereavement child death grief loss baby stillbirth miscarriage suicide young people

# data[].attributes.attachment_link.description
Fun resources to equip pupils with coping skills for bereavement, now and in later life. By talking about death and dying as a normal and natural subject, it can help enable bereaved children to have better coping skills. Giving children support from familiar, trusted adults will mean that most will not need professional help.

# data[].attributes.attachment_link.readable_text
Social and Emotional Learning

The pandemic and many recent events have been tough for students, and promoting social and emotional learning skills can help them process their reactions.

Bob Daemmrich / Alamy Stock Photo

Recent events-the onset of the pandemic in March, and then the heightened tensions around the country since the killing of George Floyd-have been pushing many educators to make pedagogical shifts and cover topics they typically wouldn't with students.

The traumas and anxiety associated with the pandemic, as well as the issues associated with race and inequities in education, have caused many of our young people to experience a wide range of unhappy emotions, such as grief, terror, and anger. Individual teachers cannot solve these issues, but they can effectively respond to students' needs by focusing on equity and integrating social and emotional learning (SEL) into lessons.

While some teachers are fortunate to work in districts where training in SEL and connected topics like trauma-informed and culturally responsive teaching is available, many educators have to figure out how to integrate these critical concepts and skills into daily lessons on their own.

Here are ideas to consider to prepare for holding space for difficult emotions and conversations around sensitive topics, like race, that students may seek to address, as well as strategies for integrating SEL skills into upcoming lessons.

Focus on Equity in Tandem With SEL

Promoting SEL can accompany a focus on equity. This requires teachers to know the students and their needs, and to have resources for use in the classroom. CASEL's integrated framework is useful in helping students comprehend their emotional responses, which strengthens their emotional intelligence skills by focusing on self-awareness and social awareness, in tandem with intrapersonal, interpersonal, and cognitive competence.

We do need to understand that we can do more harm than good if we don't have the right language and background knowledge on some of the topics affecting our students. Really focusing on equity requires us to become more socially and culturally competent and know the systemic conditions that led to the disadvantages and associated traumas facing those students who are furthest from opportunity. We need to be deeply informed about the effects of structural racism and the traumatic stress it causes them. In a recent guide to antiracism for teachers for Edutopia, Hedreich Nichols curated a plethora of resources. Other useful educator guides with resources for evidence-based approaches for culturally responsive teaching, trauma-informed teaching, and restorative justice can help us level up our SEL plan.

After diving into these resources, we can begin to create our own plan. I like to keep this simple, using a graphic organizer to help me categorize and list the strategies-and their purposes-that I want to focus on and include in future lessons. This serves as a quick reference and guide for my future learning and planning.

For example, I know that there are times I need to restore justice in my classroom and facilitate restorative practices effectively. This might be because one of my students feels wronged either by me or a peer. And there are also times when my classroom culture feels off, and due to either internal or external factors like current events, we need to regain our synergy. I keep strategies for situations like these on a simple T chart as a reminder.

Integrate Emotion Check-ins Into Daily Lessons

Naming emotions is a critical first step needed for students to become self-aware and begin to manage their own emotional states effectively-psychologists call this labeling. They need to learn how to label their emotions and then identify and implement appropriate SEL strategies to get themselves back in a peaceful state. I like to use emotion check-ins daily for this purpose and tie them to either impactful current events, happenings in my classroom, or the concepts and student work in the day's lesson.

You can begin early in the school year by providing your kids with vocabulary words appropriate to their grade level. I like to use Plutchik's Wheel of Emotions because it simplifies emotions for students and helps us focus on eight basic ones (anger, anticipation, joy, trust, fear, surprise, sadness, and disgust). I find that this helps them categorize their emotions and their responses to those emotions. Additionally, students can recognize that other emotions are an amalgamation of the eight basic emotions or are derived from one or more of them. This is a very powerful realization for them-it serves to help them identify emotional triggers and begin planning to respond with good self-management strategies.

I then utilize a very simple to follow " emotions planner " as part of a daily check-in with students to label their emotions in response to a new concept we are covering or product they need to create. We settle on SEL strategies that either they or I need to use to help them regulate the emotion effectively.

A Last Word

As teachers, we're often on the front lines for dealing with some of the most challenging emotions that burden students. Most of us have seen that when those emotions aren't dealt with appropriately, healing doesn't take place, with adverse effects that can show up throughout our society.

Our students need tangible steps for labeling emotions (particularly the negative ones) and strategies for being present with them while taking appropriate actions. Developing a classroom that helps them develop these skills demands us to do the work alongside them with empathy, new learning, and considerable planning. The result will be students possessing the emotional intelligence skills required for self-awareness, social awareness, and better self-management, relationship building, and decision making.

# data[].attributes.attachment_link.title
Getting Started With Integrating SEL Into Lessons

# data[].attributes.attachment_link.description
Social and Emotional Learning The pandemic and many recent events have been tough for students, and promoting social and emotional learning skills can help them process their reactions. Bob Daemmrich / Alamy Stock Photo Recent events-the onset of the pandemic in March, and then the heightened tensions around the country since the killing of George Floyd-have been pushing many educators to make pedagogical shifts and cover topics they typically wouldn't with students.

# data[].attributes.body
Introduction to Adverse Childhood Experiences

Early Trauma Online Learning

# data[].attributes.body
Free educational resource on children and young people's mental health for all adults

# data[].attributes.attachment_link.readable_text
MindEd is suitable for all adults working with, or caring for, infants, children or teenagers, adults and older people, including people with a learning disability and autistic people; all the information provided is quality assured by experts, useful, and easy to understand. We aim to give adults who care for, or work with people:

the knowledge to support their wellbeing

the understanding to identify a child, young person or adult at risk of a mental health condition

the confidence to act on their concern and, if needed, signpost to services that can help

MindEd is multi-professional, and can be used by teachers, health and mental health professionals, police and judiciary staff, social workers, youth service volunteers, school counsellors among others to support their professional development.

All registered learners can access a learning path tailored to their needs.

Throughout the MindEd site we make use of images and videos. In all cases, except where specifically noted, these images and videos use actors and are not intended to represent any specific person.

Disclaimer

Please note that the advice provided on MindEd is written and quality assured by experts in mental health and is accurate and comprehensive as possible. It is however only general advice and should not be used as a substitute for any individual advice you might receive from consulting your own doctor/mental health professional. Please use your own judgement when deciding how best to apply our information to any specific situation or proposed treatment. This applies to any clinical professionals, who should use their own clinical judgement when interpreting the information on MindEd and deciding how to best apply it in the treatment of patients.

# data[].attributes.attachment_link.description
MindEd is suitable for all adults working with, or caring for, infants, children or teenagers, adults and older people, including people with a learning disability and autistic people; all the information provided is quality assured by experts, useful, and easy to understand.

# data[].attributes.body
Children's mental health week

# data[].attributes.attachment_link.readable_text
This year, Place2Be's official Children's Mental Health Week will take place from 5-11 February 2024. Our theme is 'My Voice Matters'.

We have free resources available to download so that everyone can take part in Children's Mental Health Week. Take a look and see what's available for schools, families and how you can take part and raise vital funds for children's mental health.

Get your own digital or physical copy of our pack, which is bursting with resources to help you take part - from class activities and assembly guides, to lots of creative arts and crafts and fun photobooth props!

Get a resource pack

Our free resources for families, parents and carers can help you get involved with Place2Be's Children's Mental Health Week at home.

Families

Find out more

Learn about how Children's Mental Health Week started and find out about this year's theme, 'My Voice Matters'.

Learn about the week

Download resources

Use our free resources for primary schools and secondary or high schools to take part in Children's Mental Health Week.

Schools

Take part

Find out how you can take part in the week, spread the word and raise vital funds to get us closer to reaching our goal that no child or young person has to face mental health problems alone.

Take part

Raise money

Help us reach our mission our goal that no child or young person has to face a mental health problem alone.

Fundraise for us

Add yourself to our map!

We'd love for you to add your school or organisation to our map! You can see who else is taking part in Children's Mental Health Week across the UK.

However you're planning on taking part in giving a voice to children and young people, we'd love to hear it.
Add yourself to our map

Tell me more

Sign up for Place2Be's Children's Mental Health Week email alerts to be the first to hear about new updates.

How we made a difference in 2023

Schools, families and organisations across the UK (and the world!) took part in Children's Mental Health Week 2023. Whether you downloaded a resource to use in class, held an assembly, organised a fundraiser, made a donation, or tweeted about the week - your support helped Place2Be to reach more children, young people and families.

114330

raised for Place2Be

197000

downloads of our resources

516463

children and young people supporting the week

News and blogs

Keep up with the latest news and views about Children's Mental Health Week.

Children's Mental Health Week 2024: resources available now

With just over 3 months until the week, we're excited to release our free resources to help everyone get involved.

Read more

Place2Be announces theme for Children's Mental Health Week 2024

Place2Be wants all children and young people to be able to say - and believe - "My Voice Matters".

Read more

Young Voices to support Place2Be's Children's Mental Health Week 2024

Young Voices has selected Place2Be as its charity partner for another year, following two successful years of partnership.

Read more

Would you like to become a supporter for Children's Mental Health Week? Get in touch to find out more.

# data[].attributes.attachment_link.description
Place2Be's Official Children's Mental Health Week shines a spotlight on the importance of children's and young people's mental health.

# data[].attributes.attachment_link.description
We celebrate World Mental Health Day every year on 10 October. The theme for 2023 is ‘Mental health is a universal human right’.

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

# data[].attributes.attachment_link.description
We're the UK's leading charity fighting for children and young people's mental health. We will make sure all young people get the best possible mental health support and have the resilience to overcome life's challenges.

# data[].attributes.attachment_link.description
Is this your domain?Connect it to your Wix website in just a few easy steps:

# data[].attributes.body
7. Children and young people - GOV.UK

COVID-19: mental health and wellbeing surveillance report

# data[].attributes.attachment_link.readable_text
This chapter is part of the COVID-19: mental health and wellbeing surveillance report. The report is about population mental health and wellbeing in England during the COVID-19 pandemic. It includes up to date information to inform policy, planning and commissioning in health and social care. It is designed to assist stakeholders at national and local level, in both government and non-government sectors.

The report is regularly updated with the most recent information available. It currently reflects information up to week 30 of 2020. The report follows a standard structure, to enable regular and easy use. This is chapter 7: Children and young people.

This section presents emerging findings from UK studies on the mental health (MH) and well-being of children and young people ( CYP) in relation to the coronavirus (COVID-19) pandemic and includes published studies found up to 10 July. For this report CYP is considered to be those aged 4 to 19, however some reporting for young adults has been drawn upon where findings include 16 to19 year olds.

Findings presented below need to be considered as indicative and not conclusive evidence of impacts at this stage (due to non-representative sampling, a lack of peer review, and other methodological constraints). Nevertheless, they provide us with an indication of the experiences of children and young people in the current period and the groups at greater risk of impacts on their mental health. Details of the method of searching and compiling evidence can be found in the Methodology document.

This version is based on emerging data found by a combination of rapid and informal searching.

Important gaps in publicly available findings so far include:

measures of mental health in younger children

changes in children's mental health against a recent pre-COVID-19 baseline

representative evidence on the experiences and mental health of children and young people from particular sub-groups, such as those living in areas of deprivation or with protected equalities characteristics

access to or change in protective factors

experiences of important pandemic related risk such as the experience of illness, bereavement or multiple parental stresses

1. Important findings so far

There is growing indicative evidence that coronavirus (COVID-19) and associated interventions, such as social distancing and stay at home guidance including school closures, have likely had an adverse effect on the mental health and wellbeing of children and young people ( CYP).

Loneliness has been a challenge for some CYP, although some have reported benefits for their mental health.

While many children and young people have retained some access to mental health support during this period, a lack of access to mental health support has been associated with worse mental health and wellbeing for some CYP.

There are indications that these experiences may vary by CYP characteristics.

1. There is mixed evidence on whether mental wellbeing varies by ethnicity during COVID-19. Some evidence suggests that young people from Black, Asian and Minority Ethnic ( BAME) backgrounds have experienced a higher rate of mental health and wellbeing concerns, though other studies have not found this to be the case.

2. Emerging evidence on young people with existing mental health conditions suggests that the pandemic has negatively affected the mental health and wellbeing of many of these young people, but there are no robust comparisons.

3. Parents have reported that CYP with Special Educational Needs and Disabilities ( SEN(D)) have been negatively affected by the pandemic, but measures of emotional and behavioural difficulties do not show a widening gap with their peers.

4. There is limited evidence available on the experiences of young people in low income areas - what evidence there is highlights the possible effects of their situation, for example having lower access to technology to communicate with friends, a protective factor in CYP wellbeing.

The latest evidence reviewed here suggests that vulnerable children and other CYP with challenging home environments, are more likely than others to have had experiences during the pandemic associated with a risk to mental health and wellbeing such as:

loneliness

disruption to access to support

difficult relationships within the home

parental stress or poor mental health

a lack of access to the outside or natural environment

2. COVID-19 impact on children and young people's mental health

Across multiple studies many young people report that coronavirus and lockdown have had a negative impact on their mental health and wellbeing. However, not all young people report a change in their mental health and some CYP report an improvement in their mental health. For example, the graph below from the COVID-19 Psychological Research Consortium (C19PRC) (a non-representative study of 2,000 13 to 24 year olds surveyed in April) shows that over half of 13 to 18 year olds felt no more anxious than prior to lock down.

Some of the same studies suggest that a majority of children and young people report that they are coping with changes due to the pandemic.

3. Suicidal thoughts and self-harm

As suicidal thoughts and self-harm are sensitive topics, most studies in CYP during the pandemic do not raise this subject with young people. However, there is emerging evidence in this area from other data sources. These do not offer a full and representative picture and would not ordinarily be routinely monitored, however in the absence of current official statistics for this period these can give an indication of the current situation. There is evidence of increased help seeking for suicidal thoughts from MeeTwo at the beginning of the lockdown cited by Inkster and others. and Kooth active user data from early July 2020 . 'Suicidal thoughts' accounted for 19% of all issues raised on the Kooth platform at this time, and the number of issues was 40% higher than the previous year. A review of likely child suicides in England during the COVID-19 pandemic raised a concerning signal that child suicide deaths may have increased during the first 56 days of lockdown, but that the risk remained low and the numbers were too small to reach definitive conclusions. Kooth user data showed increased proportions of CYP with self-harm related contact over several weeks compared to the same times last year . It is important to acknowledge the complex reasons underlying cases of likely suicide and self-harm, and there is no evidence of a simple link between the pandemic and the increased reporting of suicidal thoughts or self-harm related contact.

4. Reported symptoms of mental ill health

Data from C19PRC from April showed abnormal levels of anxiety were more common than depression; 64% of Young People ( YP), had high scores on an anxiety scale and 34% of YP scored in the abnormal range for depression. Previous reporting of the same study also found that 50% to 60% of CYP showed trauma-like symptoms related to COVID-19 with higher rates for females and older YP (aged 19 to 24). COVID-19 related trauma was examined using the Revised Child Impact Events Scale and relate to response to intrusive thoughts relating to experiences or concerns.

Analysis of mental health measures collected prior to and during the COVID-19 lockdown by the UK Household Longitudinal Study shows that for young adults' (aged 16 to 24) mental health had deteriorated more than any other adult age group. In April 2020, nearly half of 16 to 24 year olds self-reported symptoms which passed a threshold suggesting a possible 'common mental disorder', where they had been below this threshold previously. We do not have a pre COVID-19 baseline for this age group, however it is reported that 14% of all adults in the pre COVID-19 data had newly reported symptoms which showed them to be at or above this threshold. While reaching this threshold suggests a possible 'common mental disorder' it does not necessarily mean the individual has a clinically diagnosable mental health disorder. People self-reporting symptoms which pass this threshold may later report fewer symptoms if the causes of their distress are removed. There are also indications that the deterioration for young adults may be spread across a wider range of dimensions of psychological distress than for older adults.

In the Institute for Fiscal Studies (IFS) analysis (graph below) young women (aged 16 to 24) are shown to have reported the largest deterioration in mental health, whilst separate findings from C19PRC show higher anxiety reported by younger males, suggesting the pattern of impact is not yet clear.

5. Changes in reported symptoms over the period of lockdown

Findings on changes in the self-reported symptoms of mental ill health within the lockdown period are mixed, with some evidence of an increase in emotional difficulties, including anxiety and depression and some reports by young people themselves of there being no change in their emotional difficulties .

Few studies have so far specifically asked about behavioural issues. In a convenience sample Co-SPACE showed that parents of primary aged children reported a significant increase in behavioural difficulties over a one-month period in lockdown, but secondary school aged young people (non-representative sample of 1,000 young people), as well as parents of young people, reported no change in behavioural issues over the same time.

The same Co-SPACE survey showed that parents reported a significant increase in hyperactivity difficulties over a one month period in lockdown for both primary and secondary aged children, but secondary school aged young people themselves reported no change.

6. How mental health and wellbeing may vary by characteristics

6.1 Ethnicity

The emerging findings on outcomes associated with ethnic background are mixed and are complicated by the simultaneous increased profile of racism and anti-racism in the media and community. Some studies found no differences between White British CYP and those with other ethnicities . However, recent Kooth data on active users ( CYP aged 11 to 18. 42,000 active users between 1 March 2020 to 30 May 2020, of which 21% were from BAME backgrounds) suggest increased reporting of depression, anxiety, self-harm and suicidal thoughts amongst CYP from BAME backgrounds since lockdown and that the increase is higher than any among CYP from White ethnic background. The C19PRC study (a non-representative study of 2,000 CYP) found that Black and Mixed ethnic background respondents had higher levels of anxiety and depression compared to White and Asian respondents. On all other measures, similar scores were found across ethnic groups (well-being, somatic symptoms. COVID-19 Trauma, COVID-19 anxiety). It should be noted that there is also variation within CYP from the same ethnic background.

6.2 Special educational needs and disability

Children and young people with SEN(D), and existing mental health issues, and their parents, have reported that COVID-19 has negatively affected their mental health . Most studies do not compare their experiences with the wider population. Those that do, find evidence that children with SEN(D) have experienced poorer mental wellbeing during lockdown than other children . For example, in the Co-Space study, parents of children with SEN reported their children to have higher emotional and behavioural difficulties (as measured by parent completed Strengths and Difficulties questionnaire) than parents of children without SEN did. Parents of children with SEN(D) also reported that their children's levels of emotional difficulties had reduced over the course of a month in lockdown. The Co-Space study also found that children with Autistic Spectrum Disorders and their parents expressed more worry about catching COVID-19 than others, though they reported a reduction in emotional and conduct difficulties through the lockdown. No pre COVID-19 measures are available for comparison in this study.

6.3 Other characteristics

There is also emerging evidence on poorer mental wellbeing, including anxiety and loneliness, during the pandemic for vulnerable children and young people, such as children with experience of being in care, as well as children and young people in economically disadvantaged families or areas.

7.1 Access to existing support

Estimates of the proportion of young people with existing mental health issues who were not able to access their existing mental health or other support vary from around 25% to 80%. This range is likely to be due to the nature of support included by the question. Another study found 58% of young adults (including 16 - 19 year olds) reported some disruption to their mental health care. Children with pre-existing mental health conditions and those already receiving school or social services support appeared more likely to use specialist services for their COVID-19 related 'isolation and relationship' needs than other children who also had a need for COVID-19 related 'isolation and relationship' support.

There are reports of increasing use of online support options, although data is not scrutinised for differences in the characteristics of the CYP to whom the services have been made available.

7.2 Loneliness and social isolation

As seen in many studies, most young people reported increased levels of loneliness, in part attributed to not being able to see and socialise with friends. Experiences of loneliness appear to increase with age and young people themselves associate feelings of loneliness with feeling anxious. The proportion of young people with medium/high level of loneliness appears to have increased between end April and mid May. The Office for National Statistics ( ONS) reports that young adults (aged 16 to 29) are more likely than older adults to be concerned about the impact of the pandemic on their relationships, particularly friendships.

Although loneliness and social isolation have been a challenge for CYP, many can keep in touch with friends to some extent, for example through technology and social media . However, some of these studies and others also indicate a digital divide, with some young people, including those in 'low-income' areas, who report not having access to or not using devices to communicate with friends .

7.4 Home Environment

There is evidence that many CYP have experienced changes within their home environment, some of which could be either a risk to or protective of their mental health. There are indications of strains in some family relationships during the pandemic at the extreme cases including likely abuse within the home environment . Many CYP have, on the other hand, enjoyed more time with family or caregivers . There are indications that some CYP's parents may have had increased stress or experienced worse mental health . With the introduction of support bubbles for lone parents, many families have started using these for childcare. Most CYP have been able to spend time outside and/or in the natural environment, but for some CYP access to outside spaces is limited .

8. Weekly tracking data - children and young people

Data relating to people who live with children can be considered as a proxy for parents. Across most indicators of mental health and wellbeing examined, this group had similar figures to others. For loneliness and thoughts of self-harm and death, it was better than for comparison groups (data not shown). However, levels of anxiety, and stress related to COVID-19 and finance, appeared to be worse among parents - particularly at the start of lockdown.

9. Remote services - children and young people

Xenzone Kooth report relatively steady engagement with their service across the pandemic period. Key presenting issues continue to be anxiety and relationship issues.

The most recent data from Young Minds shows a continued trend of more parents seeking information and advice via email and online during the pandemic. They report that parents have been most likely to call about anxiety, anger, behaviour problems and self-harm.

# data[].attributes.attachment_link.description
This chapter is part of the COVID-19: mental health and wellbeing surveillance report. The report is about population mental health and wellbeing in England during the COVID-19 pandemic. It includes up to date information to inform policy, planning and commissioning in health and social care.

# data[].attributes.body
Children and young people from low income backgrounds show elevated mental health difficulties throughout lockdown

# data[].attributes.attachment_link.readable_text
We're working with employers across the country to create happier, healthier and more productive workplaces.

Developed with the Lord Mayor's Appeal and PwC, Wellbeing in the Workplace (formerly Wellbeing in the City) is an online learning programme which brings Samaritans' listening and wellbeing expertise into the workplace. It teaches employees the skills to look after their emotional health and look out for others, before they reach crisis point.

Join thousands of others and sign up today

Sign up for Wellbeing in the Workplace

The Wellbeing in the Workplace resources allow you to learn at your own pace, at your desk or at home. In as little as five minutes, you can learn skills that will help you understand the importance of emotional health and have the confidence to reach out to a colleague, friend or family member who might be struggling to cope.

93% say it has helped them to recognise emotional distress in others

93% now recognise the importance of looking after their own wellbeing

90% now feel more confident approaching someone in emotional distress

"What Wellbeing in the Workplace taught me was that it's safe to ask another human if they are ok, and not be afraid of their response. On a personal level, it gave me the confidence and courage to be more open with my team about my own mental health."

Holly Buckley, Leeds Building Society

We would recommend working with Samaritans for any organisation looking for a comprehensive online learning programme which suits the busy pace of work life.

Barbara Jay, Senior Talent Specialist, Aon

You're in good company

I found this online training so valuable. It helps by giving practical tips about listening and giving support compassionately, without feeling the need to solve their problems.

Adam Spreadbury, Bank of England

Find out how your organisation can use Wellbeing in the Workplace

Contact the team

# data[].attributes.attachment_link.title
Wellbeing in the Workplace online learning

# data[].attributes.attachment_link.description
We're working with employers across the country to create happier, healthier and more productive workplaces. Developed with the Lord Mayor's Appeal and PwC, Wellbeing in the Workplace (formerly Wellbeing in the City) is an online learning programme which brings Samaritans' listening and wellbeing expertise into the workplace.

# data[].attributes.attachment_link.description
We work with professionals to improve the mental health and wellbeing of children and young people. Learn about our training, services, research and more.

# data[].attributes.attachment_link.readable_text
Learn from the experts at our free webinar Childhood Trauma, War and Conflict taking place 4th December. Register now!

More than one in three children and young people are exposed to at least one potentially traumatic event by age 18.¹ The right support can make a substantial difference to the extent that traumatic events impact on their lives.

The UK Trauma Council (UKTC) creates evidence-based resources to improve professionals and carers' understanding of the nature and impact of trauma. We aim to better equip all those supporting children and young people exposed to trauma.

¹Reference: Lewis, S. J., Arseneault, L., Caspi, A., Fisher, H. L., Matthews, T., Moffitt, T. E., Odgers, C. L., Stahl, D., Teng, J. Y., & Danese, A. (2019). The epidemiology of trauma and post-traumatic stress disorder in a representative cohort of young people in England and Wales. The Lancet Psychiatry, 6(3), 247-256.

# data[].attributes.attachment_link.title
Creating a world that nurtures and protects children and young people following trauma

# data[].attributes.attachment_link.description
The UK Trauma Council's mission is to radically improve the help children and young people receive across the UK following traumatic events and experiences.

# data[].attributes.attachment_link.description
Quality-assured information, advice and resources to help primary schools understand and promote children's mental health and wellbeing.

# data[].attributes.attachment_link.readable_text
Show you care

Focus on the other person, make eye contact, put away your phone.
To really listen to somebody, you need to give them your full attention, maintain eye contact and be engaged.

Getting into this habit takes practice so don't be too hard on yourself and keep using these handy tips:

When starting the conversation resolve not to talk about yourself at all.

Keep a listening diary - just for a week. Record how many times you listened really well, note what challenges and distracts you and what you think went well.

Aim to learn at least one new thing about the person who is talking to you.

Have patience

It may take time and several attempts before a person is ready to open up.
Effective listening is about creating trust with the other person. The person sharing shouldn't feel rushed, or they won't feel it's a safe environment.

If they've paused in their response, wait, they may not have finished speaking. It might take them some time to formulate what they are saying, or they may find it difficult to articulate what they're feeling.

Through non-judgemental listening, you are allowing the person to relax into the conversation and to use it as a place to reflect or work through difficult emotions.

Use open questions

Use open questions that need more than a yes/no answer, and follow up with questions like 'Tell me more'.
An open-ended question means not jumping in with your own ideas about how the other person may be feeling.

These questions don't impose a view point and require a person to pause, think and reflect, and then hopefully expand.

Avoid asking questions or saying something that closes down the conversation. Open-ended questions encourage them to talk, the conversation is a safe space that you are holding for them and nothing they say is right or wrong. Try asking, 'how are you feeling today'?

Say it back

Check you've understood, but don't interrupt or offer a solution.
Repeating something back to somebody is a really good way to reassure them that they have your undivided attention. And you can check to see that you're hearing what they want you to hear, not putting your own interpretation onto the conversation.

Have courage

Don't be put off by a negative response and, most importantly, don't feel you have to fill a silence.
Sometimes it can feel intrusive and counter-intuitive to ask someone how they feel. You'll soon be able to tell if someone is uncomfortable and doesn't want to engage with you at that level.

You'll be surprised at how willing people are to listen and how, sometimes, it is exactly what somebody needs to be able to share what is going on their mind.

How to support someone with suicidal thoughts

Read more

What Mike found helpful

Mike found it helpful when his wife, Linda, used humour when she was supporting him

Mike, was supported by his wife, Linda

# data[].attributes.attachment_link.title
What to do if you think someone is struggling

# data[].attributes.attachment_link.description
Show you care Focus on the other person, make eye contact, put away your phone. To really listen to somebody, you need to give them your full attention, maintain eye contact and be engaged. Getting into this habit takes practice so don't be too hard on yourself and keep using these handy tips: When starting the conversation resolve not to talk about yourself at all.

# data[].attributes.attachment_link.readable_text
Support the whole school community with this set of resources for children, parents and staff.

The coronavirus pandemic has upended our normal way of life.

Schools are now welcoming children back to school - not after a break of a few weeks like normal, but after several months.

Understandably, the return to school may be an anxious or difficult time for children, parents and school staff.

We have created a set of practical resources to help make the transition back to school easier for everyone.

They're designed to be social distancing-friendly, and many can be adapted to be delivered remotely in the case of local lockdowns. They are all are suitable for schools in England, Northern Ireland, Scotland and Wales.

There are assembly and lesson plans for teachers, advice and guidance for parents, and simple activities for children to complete in class or at home.

# data[].attributes.attachment_link.title
Rebuild and recover resources : Mentally Healthy Schools

# data[].attributes.attachment_link.description
Support the whole school community with this set of resources for children, parents and staff. The coronavirus pandemic has upended our normal way of life. Schools are now welcoming children back to school - not after a break of a few weeks like normal, but after several months.

# data[].attributes.attachment_link.readable_text
Running a school can be incredibly challenging, and one of the biggest challenges is keeping the staff happy, healthy and motivated. A happy teacher teaches better, takes less time off sick and wants to build a career at your school.

The profession has changed drastically over the 20 years since I have began teaching. Many teachers are over-worked, stressed and feel undervalued. Stress leads to sickness and absence, and ultimately when teachers feel they don't have the capacity to provide a first class education, they leave. After all, isn't this why we all get into teaching in the first place, because we are passionate about making a difference in children's lives.

Teachers are leaving in their droves, causing a recruitment crisis. From my research across the sector, there is a distinct lack of self-care, skipping lunch and breaks, not hydrating properly, working far more hours than they are paid for and this results in a poor immune system, and then sickness. This is not because teachers do not know how to look after themselves, many just don't have the time to.

There is a growing movement to address this, many schools are attempting put staff wellbeing on the radar, to show their staff that they value their time and efforts. But knowing what to do can be hard. Every school is individual, with different dynamics due to the staff, area and type of school that it is. What works well for staff in one school can be a disaster in others.

Nourish the Workplace helps schools to help themselves. The best way to find out what will work for your particular school is to ask the people who work there. You may have done that already, but asking around a staff room, or even having a open door policy is not the same as asking anonymously.

An anonymous staff survey gives you what you really need to know - how staff feel about working at your school. Are the wellbeing initiates that you have in place actually working? Are people happy and feel able to do their job effectively? You may feel that they are but it's often the small things that go unnoticed that really affect people's mental wellbeing and our staff survey finds that out.

Price for alternative provisions

A Nourish School should have

- A manageable and appropriate workload

- A fully functioning, well equipped staff kitchen

- A welcoming staffroom with enough room for the staff to sit.

- A member of staff in charge of staff wellbeing who is not on the SLT.

- Wellbeing covered in CPD 3 times a year.

- Flexible access to school during the holidays

- Proof that they are implementing the 'Find Fifteen' initiative.

- Staff absence managed effectively and as low as possible

- A positive staff survey result

# data[].attributes.attachment_link.description
Running a school can be incredibly challenging, and one of the biggest challenges is keeping the staff happy, healthy and motivated. A happy teacher teaches better, takes less time off sick and wants to build a career at your school. The profession has changed drastically over the 20 years since I have began teaching.

# data[].attributes.body
Children and young people’s experiences of completing mental health and wellbeing measures for research: learning from two school-based pilot projects

# data[].attributes.attachment_link.description
Childhood Trauma and the Brain animation and accompanying educational materials for professionals and carers supporting children and young people.

# data[].attributes.attachment_link.provider_name
YouCan: Online Professional Development for Teachers

# data[].attributes.attachment_link.readable_text
Home / Free Resources / How Mentally Healthy is Your School? - A Simple Audit

£0.00 plus VAT

This tool is designed to give you a brief snapshot of how mentally healthy your school is and to help you prioritise areas for development. This audit tool and the ideas in this guide are taken from 'The Mentally Health Schools Workbook' which was written by Dr Pooky Knightsmith, one of Creative Education's directors.

We hope you find the ideas here helpful and we wish you the best of luck with your journey towards becoming a more mentally healthy school.

Related products

# data[].attributes.attachment_link.title
How Mentally Healthy is Your School? - A Simple Audit - YouCan: Online Professional Development for Teachers

# data[].attributes.attachment_link.description
This tool is designed to give you a brief snapshot of how mentally healthy your school is and to help you prioritise areas for development. This audit tool and the ideas in this guide are taken from 'The Mentally Health Schools Workbook' which was written by Dr Pooky Knightsmith, one of Creative Education's directors.

# data[].attributes.attachment_link.provider_name
YouCan: Online Professional Development for Teachers

# data[].attributes.attachment_link.readable_text
Home / Free Resources / 8 Ideas to Enable Staff to Flourish at Work

£0.00 plus VAT

When we look after our staff, everybody wins. Happy staff tend to be healthier, more productive and more innovative. In this resource we've shared eight ideas that you can use as a springboard for thinking about how to enable your staff to flourish. Some ideas will be easier to implement than others, but each has the potential to have an impact.

Pick two or three of these ideas that resonate with you to try and lean into them for the next few weeks. Some ideas are quick wins and you might see an impact right away, other ideas might be slower burners - don't lose faith too soon.

Related products

# data[].attributes.attachment_link.title
8 Ideas to Enable Staff to Flourish at Work - YouCan: Online Professional Development for Teachers

# data[].attributes.attachment_link.description
When we look after our staff, everybody wins. Happy staff tend to be healthier, more productive and more innovative. In this resource we've shared eight ideas that you can use as a springboard for thinking about how to enable your staff to flourish.

# data[].attributes.body
Support resources

# data[].attributes.body
Mentally Healthy Schools - Transition

# data[].attributes.attachment_link.description
Change is a normal part of life and can provide opportunities for children and young people to develop their resilience.

# data[].attributes.body
Anna Freud Resources

# data[].attributes.attachment_link.readable_text
Our use of cookies

We use necessary cookies to make our site work. We'd also like to set optional analytics to help us improve it. We won't set optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.

For more detailed information about the cookies we use, see our Cookies page

Necessary cookies

Necessary cookies enable core functionality such as security, network management, and accessibility. You may disable these by changing your browser settings, but this may affect how the website functions.

Analytics cookies

We'd like to set non-essential cookies, such as Google Analytics, to help us to improve our website by collecting and reporting information on how you use it. The cookies collect information in a way that does not directly identify anyone. For more information on how these cookies work, please see our Cookies page. If you are 16 or under, please ask a parent or carer for consent before accepting.

# data[].attributes.attachment_link.title
Talking mental health: animation & teacher toolkit

# data[].attributes.attachment_link.description
We use necessary cookies to make our site work. We'd also like to set optional analytics to help us improve it. We won't set optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.

# data[].attributes.attachment_link.provider_name
Transformation Partners in Health and Care

# data[].attributes.attachment_link.readable_text
Welcome to the Mental Health in Schools Toolkit. It has been developed in partnership with the Greater London Authority. Supporting children with their emotional wellbeing and mental health is a growing priority for health services and for schools. We encourage school leaders and staff, health care professionals and commissioners to use the toolkit for a wide range of information and guidance on how to promote emotional wellbeing and mental health within schools.
Navigate the toolkit using the information hubs below to find content and resources on mental health. Hubs have been curated for children and young people (CYP), parents and carers of CYP, and education professionals working with CYP, as well as general information and resources to support your own communications.
Back to mental health transformation
[ssba_hide]

# data[].attributes.attachment_link.title
Schools mental health toolkit - Transformation Partners in Health and Care

# data[].attributes.attachment_link.description
Welcome to the Mental Health in Schools Toolkit. It has been developed in partnership with the Greater London Authority. Supporting children with their emotional wellbeing and mental health is a growing priority for health services and for schools. We encourage school leaders and staff, health care professionals and commissioners to use the toolkit for a [...]

# data[].attributes.body
Managing staff anxiety

# data[].attributes.attachment_link.readable_text
Based on the work of Dr Jenn Cooper at Glasgow Caledonian University, psychotherapist, Ben Amponsah outlines 7 key strategies to help teachers and education staff to manage anxiety during the coronavirus crisis. Watch this short video and download our Coronavirus Anxiety Self-Help Survival Guide (pdf).

Here is quick summary of his 7 strategies for you to print out and reference.

1. Manage your worries

Everyone is experiencing worries. Teachers have specific worries such as the current anxiety about when schools will be reopening, worries about vulnerable students and how to teach remotely.

Writing down your worries can help them become more manageable and less overwhelming

Analyse the evidence for and against the worry

Do some problem solving to help decide what you are going to do about it

Allocate, and boundary, specific worry time so that you don't worry throughout the day

Get enough sleep and ensure you have good sleep habits

2. Manage your information

The amount of news and information available currently is overwhelming:

Choose your sources carefully and ensure that they are trustworthy and reliable

Allocate a time for catching up with news and information, rather than reviewing a constant drip feed

Limit the amount of time spent on news

3. Communication with friends and family

Limit the conversations or contact with people that make you more anxious

Let close friends or family know if things that they do make you feel anxious

Limit your consumption of social media, unfollow or mute people or groups that make you more anxious

Talk things through with trusted friends and loved ones, tell them how you are feeling regularly

4. Shift your perspective

Everything feels a bit bleak at the moment and it is easy to start to catastrophize (think the worst case possible)

Analyse negative thinking patterns

Identify positive things that have happened today to balance the negative thinking e.g. keep a gratitude diary

5. Establish a routine to beat isolation and loneliness

The education profession is highly social and so in lockdown you may be particularly affected by the loss of connection with colleagues and students:

Get a routine to avoid bad habits and boredom which can increase anxiety and affect your mental health

Get up, get dressed and eat regularly

Schedule your day

Keep contact with friends and relatives regularly

Keep active and exercise regularly

Do something you never had time for before e.g. writing, gardening, photography etc

6. Manage relationships

Relationships during lockdown will be challenging so acknowledge this

Plan family meetings

Anticipate conflict and agree how to manage it

Have a routine and structure for kids

Be honest with kids about what is going on and how you are feeling

Schedule screen time

Occupy kids and get their input on what activities they want to do

7. Accept uncertainty

Reducing the need for certainty will reduce your worries. It is an uncertain world we live in all the time not just during this crisis.

It is ok to feel sad at the loss of your normal life and social interactions

It is ok to feel angry that you cannot see friends and family

Realising that your feelings are normal will help you accept them

Next steps

Useful further information

How we can help

Teachers and education staff, in schools, colleges and universities, who are feeling stressed or anxious during these uncertain times can get confidential emotional support from our free and confidential helpline: 08000 562561.

What can you do?

If you're in a position to help others in these extraordinary times, please consider making a donation so that we can continue to answer the increasing number of desperate calls and grants applications we are receiving. Thank you so much.

# data[].attributes.attachment_link.description
Based on the work of Dr Jenn Cooper at Glasgow Caledonian University, psychotherapist, Ben Amponsah outlines 7 key strategies to help teachers and education staff to manage anxiety during the coronavirus crisis. Watch this short video and download our Coronavirus Anxiety Self-Help Survival Guide (pdf).

# data[].attributes.body
Newham CAMHS offers therapeutic workshops

for young people and parents/carers who live in

Newham and would like advice and support to

improve their mental health and wellbeing.

Topics include managing worries, anxiety,

mood, anger, relationships, bullying, sleep,

mindfulness and self-care.

# data[].attributes.attachment_link.description
Newham CAMHS offers therapeutic workshops for young people and parents/carers who live in Newham and would like advice and support to improve their mental health and wellbeing. If you have any questions about the workshops you can contact us on 020 8430 9000. DUE TO COVID-19, WE ARE NOW OFFERING OUR WORKSHOPS ONLINE INSTEAD OF FACE-TO-FACE.

# data[].attributes.body
Wellbeing activities for the classroom

# data[].attributes.attachment_link.description
Teaching Health and Wellbeing. 607 likes · 537 talking about this. Teaching Health and Wellbeing aims to develop positive, lifelong habits in children enabling them to live healthier, happier lives....

# data[].attributes.body
Loss and bereavement activities to support CYP

# data[].attributes.attachment_link.provider_name
YouCan: Online Professional Development for Teachers

# data[].attributes.attachment_link.readable_text
Home / Free Resources / Loss & Bereavement: Activities to Support Children

£0.00 plus VAT

When someone significant in a child's life dies, we find ourselves wanting to help but often don't know how. The activities I've created here are to help you bridge that gap and help you to help a child. This guide has been kindly sponsored by SAPHNA, the school and public health nurses association. You can learn more about SAPHNA's work and become a member at https://saphna.co

Related products

# data[].attributes.attachment_link.title
Loss & Bereavement: Activities to Support Children - YouCan: Online Professional Development for Teachers

# data[].attributes.attachment_link.description
When someone significant in a child's life dies, we find ourselves wanting to help but often don't know how. The activities I've created here are to help you bridge that gap and help you to help a child. This guide has been kindly sponsored by SAPHNA, the school and public health nurses association.

# data[].attributes.attachment_link.provider_name
Transformation Partners in Health and Care

# data[].attributes.attachment_link.readable_text
Welcome to the Mental Health in Schools Toolkit. It has been developed in partnership with the Greater London Authority. Supporting children with their emotional wellbeing and mental health is a growing priority for health services and for schools. We encourage school leaders and staff, health care professionals and commissioners to use the toolkit for a wide range of information and guidance on how to promote emotional wellbeing and mental health within schools.
Navigate the toolkit using the information hubs below to find content and resources on mental health. Hubs have been curated for children and young people (CYP), parents and carers of CYP, and education professionals working with CYP, as well as general information and resources to support your own communications.
Back to mental health transformation
[ssba_hide]

# data[].attributes.attachment_link.title
Schools mental health toolkit - Transformation Partners in Health and Care

# data[].attributes.attachment_link.description
Welcome to the Mental Health in Schools Toolkit. It has been developed in partnership with the Greater London Authority. Supporting children with their emotional wellbeing and mental health is a growing priority for health services and for schools. We encourage school leaders and staff, health care professionals and commissioners to use the toolkit for a [...]