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This model explores research that suggests connection to self, others and nature can improve wellbeing.  It also provides some suggestions of ways young people can be supported to achieve this.

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Information Leaflet on the offer to schools regarding group consultations.

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An introduction to universal and targeted support interventions for use in schools with young people.

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Explanation of the 5 Rs, which are referenced throughout the SEMH Training documents. Also explains the importance of connectedness.

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Video: How to navigate the SEMH Document

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Video: How to navigate the SEMH Document

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This video describes how to get the most from the two SEMH Training documents (The 5 Rs) and who they might be most appropriate for.

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Guidance: 5 Rs Framework for Children and Young People

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Guidance: 5 Rs Framework for Children and Young People

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Linked to the SEMH Training Offer, this guidance explains how schools can build on existing foundations to support the SEMH needs of children and young people they work with.

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Linked to the SEMH Training Offer, this guidance discusses how to support staff so they feel psychologically ready to support children and young people.

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The document provides guidance for a meeting and subsequent action plan around a young person with SEMH needs.

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This video explores how choice led art can improve emotional wellbeing and support the development of relationships within the classroom.

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Self Determination Theory, is a model developed by Deci and Ryan, which explores an individual’s motivation to complete tasks and activities.

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This video introduces the theory behind Zones of Regulation and explains how it may be used within a school setting.

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Video made with Biteable. The World's Simplest Video Maker

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Everyday interactions matter and this video highlights the benefits of the small connections we make with others across our day.

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The EPS Core Offer details the training and support packages offered to schools and other settings for the 2024-25 academic year.

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The Role of the Educational Psychologist

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The Role of the Educational Psychologist

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Video: The Role of the Educational Psychologist

Information about what an Educational Psychologist is, the different roles they may take and their perspective on the role.

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Meet the Newcastle EPS Team

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Short video explaining the main features of worry and how to support young people effectively.

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This video is part of Newcastle Educational Psychology Service's 'Moving Forward Together' series.

'Let's Talk About...Worry' is a short video for parents and teachers which explores the questions:

What is worry?
What might children worry about?
What does worry do?
What does worry look and feel like?
What can we do to help children with their worries?

'Let's Talk About...Worry' offers strategies which will, when practised frequently over time, help teach children to recognise what worry feels like for them, so that they can understand it and start to manage it. The video introduces these ideas through the framework: Listen. Label. Lead. Although this video has been created with children of primary school age in mind (i.e. those aged 5-11 years), the information and strategies it contains will be helpful when supporting children of all ages.

To get the most from the information and ideas contained in this video, you may wish to watch it more than once. Remember that you can also use the 'pause' button if you feel you need more time to think about a particular scene.

Further information and advice about what you can do to support a child who is feeling worried will be posted here shortly - please keep checking back.

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Moving Forward Together: Let's Talk about...Worry

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This video is part of Newcastle Educational Psychology Service's 'Moving Forward Together' series. 'Let's Talk About...Worry' is a short video for parents and teachers which explores the questions: What is worry? What might children worry about? What does ...

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A story explaining what worry may look and feel like and how to manage worrying feelings.

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Video made with Biteable. The World's Simplest Video Maker

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Information about the Mental Health Lead Training and the training offer supported by Newcastle EPS.

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Flow is a state where a person is fully immersed in an activity.  It involves energised focus, full involvement and enjoyment.  This infographics highlights how Flow can be applied in the classroom.

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Narrative approaches can be a useful tool when supporting young people who feel overwhelmed by negative thoughts, feelings and experiences.

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The PACE model, developed by Dan Hughes, explores how to utilise Pace, Acceptance, Curiosity and Empathy to support young people and help them feel safe and build trusting relationships.

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Self Determination Theory considers how people are motivated to complete activities or tasks and how this can be applied to different situations to encourage competence, autonomy and relatedness.

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The Stress Response System: Fight, Flight and Freeze

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The Stress Response System: Fight, Flight and Freeze

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The stress response model explores our bodies and how they respond to stressful situations – usually through flight, fight or freeze. This model helps us to consider how to respond to stressful situations.

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This information guide summarises some of the key difficulties experienced by someone with Tourettes and simple strategies that can be applied to the classroom for additional support.

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A collection of documents to enable schools to gain a good understanding of a young person as they transition from day 6 provision.

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Document detailing the strengths and needs of a young person in four key areas (Emotional and Behavioural, Learning, Language and Social Skills and Medical/ Health needs).

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Document for schools to use when detailing the needs and support requirements of a young person.

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Day 6 Provision: Transition back to School

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Day 6 Provision: Transition back to School

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Guidance detailing the processes to follow when supporting a young person into a new educational provision.

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Guidance for education explaining how to identify their own good practice and supporting themselves and those they work with to be resilient following the pandemic.

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Guidance: Effective Interventions in School

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Guidance: Effective Interventions in School

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Support and guidance utilising Assess, Plan, Do, Review to support young people following the return to school after the pandemic.

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Guidance: What supports effective school transitions?

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Guidance: What supports effective school transitions?

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Literature review on the features of effective transition for young people.

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Leaflet explaining the Resilience video and details for further guidance.

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Guidance document for adults supporting young people with worries and strategies to support them.

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Information on what person centred practice is and how you can apply the principles to your work.

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Video made with Biteable. The World's Simplest Video Maker

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Resource sheet designed to identify specific issues or areas of difficulty around an individual. Often used following critical incident or trauma.

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Supports people in identifying the ways in which they best cope to deal more effectively with stressors.

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Video detailing the theory behind group consultation and explaining how the sessions will be structured.

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This video introduces the concept of energy accounting and how it can support individuals to manage the demands of a day.

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Video giving brief overview of what resilience means and how to support young people becoming more resilient.

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Follow on training video detailing descriptors of ADHD and practical support strategies.

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ADHD: Theoretical and Practical Strategies

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ADHD: Theoretical and Practical Strategies

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Background, features of ADHD and information about toolkit strategies to be used by professionals.

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Provides information and resources for families, young people and schools.

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Advice and signposting for schools and other settings following a critical incident.

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Emotionally Based School Non-Attendance (EBSNA) Padlet

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Emotionally Based School Non-Attendance (EBSNA) Padlet

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Newcastle specific resources and information about Emotionally Based School Non-Attendance (EBSNA) alongside information and guidance from other Educational Psychology Services and Support Services.

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Resources and guidance for schools around supporting international new arrivals into their setting.

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The Transition padlet which shares guidance to support schools in delivering a Transition workshop to their parents. Alongside this, there are additional resources to support the workshop, including handouts and flyers. The EPS has also produced further research around transition, presented via literature review and infographics. Further guidance and resources are also provided from other Educational Psychology Services and educational sources, such as the Anna Freud Centre.

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Information and guidance for schools and families on how to use and adapt Zones of Regulation to your setting, alongside Newcastle EPS Resource guides.

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This information guide explains the main components to executive functioning skills, what difficulties we might see in the classroom and how to support children with their executive functioning in school. 

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The Importance of Play is something that resonates with every adult. This video explores how play can be supported by adults to ensure young people have the chance to explore play and social opportunities in a safe and supportive way.

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A tool designed for schools to consider all areas of their practice in relation to welcoming new pupils into their Early Years settings.

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This video explores how Executive Functioning plays an important role in our educational and life outcomes. It explains the three main components of executive functioning and how they impact on our ability to coordinate our skills to complete a goal orientated task.   

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Educational Psychology - Executive Functioning

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Feedback on good practice gathered from staff who attended the Ready Schools Early Years Workshop in March 2024.

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Supporting children to talk about race - a presentation for professionals.

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Supporting Children to Talk About Race v2

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Supporting Neurodiversity in the Classroom

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Supporting Neurodiversity in the Classroom

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Supporting neurodiversity in the classroom, moving away from "whole body listening" and towards neurodiversity affirming approaches and practices.

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Supporting Neurodiversity in the Classroom v2

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Information, guidance and resources for families and professionals who support children and young people experiencing Selective Mutism.

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KaleidRAScope: Supporting International New Arrivals in Newcastle #2

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KaleidRAScope: Supporting International New Arrivals in Newcastle #2

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A Role to Play: Bringing Therapeutically-Applied Roleplaying Games to Newcastle Schools #3

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A Role to Play: Bringing Therapeutically-Applied Roleplaying Games to Newcastle Schools #3

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Practical activities to connect with self

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Practical activities to connect with self

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Simplified Connection Guide self practical

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Practical activities to connect with others

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Practical activities to connect with others

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Simplified Connection Guide others practical

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Practical activities to connect with nature

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Practical activities to connect with nature

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Simplified Connection Guide nature practical

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Supporting Learning in Residential Settings Using an Applied Trauma Responsive Model #4

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Supporting Learning in Residential Settings Using an Applied Trauma Responsive Model #4

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AI in Newcastle EPS: Thoughtful, Ethical, and Efficient Practice #5

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AI in Newcastle EPS: Thoughtful, Ethical, and Efficient Practice #5