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Peer-reviewed publications reporting on studies of moodgym:

McDermott, R., & Dozois, D. J. A. (2019). A randomized controlled trial of Internet-delivered CBT and attention bias modification for early intervention of depression. Journal of Experimental Psychopathology, 10(2), 2043808719842502.

Dorow, M., Stein, J., et al. (2018). Implementation of the Internet-Based Self-Management Program "moodgym" in Patients with Depressive Disorders in Inpatient Clinical Settings - Patient and Expert Perspectives. Psychiatr Prax, 45(5), 256-62.

Howell, A. N., Rheingold, A. A., et al. (2018). Web-based CBT for the prevention of anxiety symptoms among medical and health science graduate students. Cognitive Behaviour Therapy, 1-21.

Lobner, M., Pabst, A., et al. (2018). Computerized cognitive behavior therapy for patients with mild to moderately severe depression in primary care: A pragmatic cluster randomized controlled trial (@ktiv). J Affect Disord, 238, 317-26.

Gilbody, S., Brabyn, S., et al. (2017). Telephone-supported computerised cognitive-behavioural therapy: REEACT-2 large-scale pragmatic randomised controlled trial. The British Journal of Psychiatry, 210(5), 362-267.

Healey, B. J., Griffiths, K. M., & Bennett, K. (2017). The effect of programme testimonials on registrations for an online cognitive behaviour therapy intervention: a randomised trial. Digital Health, 3, 2055207617729937.

Lobner, M., Stein, J., et al. (2017). Innovative E-Health-Ansatze fur komorbide Depressionen bei Patienten mit Adipositas: Nutzungsakzeptanz aus Patienten- und Expertenperspektive. [Innovative E-Health Approaches for Comorbid Depression in Patients with Obesity: Patient and Expert Perspectives on User Acceptance]. Psychiatr Prax, 44(5), 286-95.

Yeung, A., Wang, F., et al. (2017). Outcomes of an online computerized cognitive behavioral treatment program for treating chinese patients with depression: A pilot study. Asian Journal of Psychiatry, 38, 102-7.

Brabyn, S., Araya, R., et al. (2016). The second Randomised Evaluation of the Effectiveness, cost-effectiveness and Acceptability of Computerised Therapy (REEACT-2) trial: does the provision of telephone support enhance the effectiveness of computer-delivered cognitive behaviour therapy? A randomised controlled trial. Health Technol Assess, 20(89), 1-64.

Twomey, C., & O'Reilly, G. (2016). Effectiveness of a freely available computerised cognitive behavioural therapy programme (MoodGYM) for depression: Meta-analysis. Australian and New Zealand Journal of Psychiatry, 51(3), 260-9.

Gilbody, S., Littlewood, E., et al. (2015). Computerised cognitive behaviour therapy (cCBT) as treatment for depression in primary care (REEACT trial): large scale pragmatic randomised controlled trial. BMJ, 351.

Guille, C., Zhao, Z., et al. (2015). Web-based cognitive behavioral therapy intervention for the prevention of suicidal ideation in medical interns: A randomized clinical trial. JAMA Psychiatry, 1-7.

Sorensen Hoifodt, R., Mittner, M., et al. (2015). Predictors of Response to Web-Based Cognitive Behavioral Therapy With High-Intensity Face-to-Face Therapist Guidance for Depression: A Bayesian Analysis. Journal of Medical Internet Research, 17(9), 1-22.

Kolstrup, N. (2014). The Internet as a medium for delivering treatment for depression. Possibilities and challenges highlighted by our experiences with MoodGYM. Tidsskrift for Forskning i Sygdom og Samfund, 21, 19-36.

Lillevoll, K. R., Vangberg, H. C., et al. (2014). Uptake and adherence of a self-directed internet-based mental health intervention with tailored e-mail reminders in senior high schools in Norway. BMC Psychiatry, 14, 14.

Menga, G., Ing, S. M. D., et al. (2014). Fibromyalgia: Can Online Cognitive Behavioral Therapy Help? The Ochsner Journal, 14(3), 343-9.

Phillips, R., Schneider, J., et al. (2014). Randomized controlled trial of computerized cognitive behavioural therapy for depressive symptoms: effectiveness and costs of a workplace intervention. Psychological Medicine, 44(4), 741-52.

Schneider, J., Sarrami Foroushani, P., et al. (2014). Acceptability of online self-help to people with depression: users' views of MoodGYM versus informational websites. Journal of Medical Internet Research, 16(3), e90.

Twomey, C., O'Reilly, G., et al. (2014). A randomized controlled trial of the computerized CBT programme, MoodGYM, for public mental health service users waiting for interventions. Br J Clin Psychol, 53(4), 433-50.

Wilhelmsen, M., Høifødt, R. S., et al. (2014). Norwegian General Practitioners' Perspectives on Implementation of a Guided Web-Based Cognitive Behavioral Therapy for Depression: A Qualitative Study. Journal of Medical Internet Research, 16(9), e208.

Calear, A. L., Christensen, H., et al. (2013). Adherence to the MoodGYM program: outcomes and predictors for an adolescent school-based population. J Affect Disord, 147(1-3), 338-44.

Christensen, H., Farrer, L., et al. (2013). The effect of a web-based depression intervention on suicide ideation: secondary outcome from a randomised controlled trial in a helpline. BMJ Open, 3(6).

Donker, T., Batterham, P. J., et al. (2013). Predictors and moderators of response to internet-delivered Interpersonal Psychotherapy and Cognitive Behavior Therapy for depression. J Affect Disord, 151(1), 343-51.

Donker, T., Bennett, K., et al. (2013). Internet-Delivered Interpersonal Psychotherapy Versus Internet-Delivered Cognitive Behavioral Therapy for Adults With Depressive Symptoms: Randomized Controlled Noninferiority Trial. Journal of Medical Internet Research, 15(5), e82.

Hoifodt, R. S., Lillevoll, K. R., et al. (2013). The clinical effectiveness of web-based cognitive behavioral therapy with face-to-face therapist support for depressed primary care patients: randomized controlled trial. Journal of Medical Internet Research, 15(8), e153.

Lillevoll, K. R., Wilhelmsen, M., et al. (2013). Patients' experiences of helpfulness in guided internet-based treatment for depression: qualitative study of integrated therapeutic dimensions. Journal of Medical Internet Research, 15(6), e126.

Lintvedt, O. K., Griffiths, K. M., et al. (2013). Evaluating the translation process of an Internet-based self-help intervention for prevention of depression: a cost-effectiveness analysis. Journal of medical Internet research, 15(1), e18.

Lintvedt, O. K., Griffiths, K. M., et al. (2013). Evaluating the effectiveness and efficacy of unguided internet-based self-help intervention for the prevention of depression: a randomized controlled trial. Clinical Psychology & Psychotherapy, 20(1), 10-27.

Powell, J., Hamborg, T., et al. (2013). Effectiveness of a web-based cognitive-behavioral tool to improve mental well-being in the general population: randomized controlled trial. Journal of Medical Internet Research, 15(1), e2.

Sethi, S. (2013). Treating Youth Depression and Anxiety: A Randomised Controlled Trial Examining the Efficacy of Computerised versus Face‐to‐face Cognitive Behaviour Therapy. Australian Psychologist, 48(4), 249-57.

Wilhelmsen, M., Lillevoll, K., et al. (2013). Motivation to persist with internet-based cognitive behavioural treatment using blended care: a qualitative study. BMC Psychiatry, 13, 296.

Farrer, L., Christensen, H., et al. (2012). Web-Based Cognitive Behavior Therapy for Depression With and Without Telephone Tracking in a National Helpline: Secondary Outcomes From a Randomized Controlled Trial. Journal of medical Internet research, 14(3), e68.

Ellis, L., Campbell, A., et al. (2011). Comparative randomized trial of an online cognitive-behavioral therapy program and an online support group for depression and anxiety. Journal of Cybertherapy and Rehabilitation, 4(4), 461-7.

Farrer, L., Christensen, H., et al. (2011). Internet-Based CBT for Depression with and without Telephone Tracking in a National Helpline: Randomised Controlled Trial. PLoS One, 6(11), e28099.

Hickie, I. B., Davenport, T. A., et al. (2010). Practitioner-supported delivery of internet-based cognitive behaviour therapy: evaluation of the feasibility of conducting a cluster randomised trial. Med J Aust, 192(11 Suppl), S31-5.

Hind, D., O'Cathain, A., et al. (2010). The acceptability of computerised cognitive behavioural therapy for the treatment of depression in people with chronic physical disease: A qualitative study of people with multiple sclerosis. Psychology & Health, 25(6), 699-712.

Sethi, S., Campbell, A. J., & Ellis, L. A. (2010). The Use of Computerized Self-Help Packages to Treat Adolescent Depression and Anxiety. Journal of Technology in Human Services, 28(3), 144-60.

Topolovec-Vranic, J., Cullen, N., et al. (2010). Evaluation of an online cognitive behavioural therapy program by patients with traumatic brain injury and depression. Brain Injury, 24(5), 762-72.

Calear, A. L., Christensen, H., et al. (2009). The YouthMood Project: a cluster randomized controlled trial of an online cognitive behavioral program with adolescents. J Consult Clin Psychol, 77(6), 1021-32.

Neil, A. L., Batterham, P., et al. (2009). Predictors of adherence by adolescents to a cognitive behavior therapy website in school and community-based settings. Journal of Medical Internet Research, 11(1), e6.

O'Kearney, R., Kang, K., et al. (2009). A controlled trial of a school-based Internet program for reducing depressive symptoms in adolescent girls. Depress Anxiety, 26(1), 65-72.

Batterham, P. J., Neil, A. L., et al. (2008). Predictors of adherence among community users of a cognitive behavior therapy website. Patient Prefer Adherence, 2, 97-105.

Burgess, N., Christensen, H., et al. (2008). Mental health profile of callers to a telephone counselling service. J Telemed Telecare, 14(1), 42-7.

Mackinnon, A., Griffiths, K. M., & Christensen, H. (2008). Comparative randomised trial of online cognitive-behavioural therapy and an information website for depression: 12-month outcomes. The British Journal of Psychiatry, 192(2), 130-4.

Christensen, H., & Griffiths, K. (2007). Reaching standards for dissemination: a case study. Stud Health Technol Inform, 129(Pt 1), 459-63.

Christensen, H., Griffiths, K., et al. (2006). Free range users and one hit wonders: community users of an Internet-based cognitive behaviour therapy program. Australian and New Zealand Journal of Psychiatry, 40(1), 59-62.

Christensen, H., Griffiths, K. M., et al. (2006). Online randomized controlled trial of brief and full cognitive behaviour therapy for depression. Psychological Medicine, 36(12), 1737-46.

O'Kearney, R., Gibson, M., et al. (2006). Effects of a cognitive-behavioural internet program on depression, vulnerability to depression and stigma in adolescent males: a school-based controlled trial. Cognitive Behaviour Therapy, 35(1), 43-54.

Christensen, H., Griffiths, K. M., & Jorm, A. F. (2004). Delivering interventions for depression by using the internet: randomised controlled trial. BMJ, 328(7434), 265.

Christensen, H., Griffiths, K. M., et al. (2004). A comparison of changes in anxiety and depression symptoms of spontaneous users and trial participants of a cognitive behavior therapy website. Journal of Medical Internet Research, 6(4), e46.

Griffiths, K. M., Christensen, H., et al. (2004). Effect of web-based depression literacy and cognitive-behavioural therapy interventions on stigmatising attitudes to depression: randomised controlled trial. The British Journal of Psychiatry, 185, 342-9.

Christensen, H., Griffiths, K. M., & Korten, A. (2002). Web-based cognitive behavior therapy: analysis of site usage and changes in depression and anxiety scores. Journal of Medical Internet Research, 4(1), e3.

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moodgym - Interactive skills training for depression and anxiety

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moodgym is an interactive self-help program that provides cognitive behaviour therapy (CBT) training to help users prevent and cope with depression and anxiety.

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Unlock hundreds of mood-boosting meditations, relaxing sleep exercises, focus music, and more with our biggest offer of the year.

It's the healthiest, happiest deal you'll find this Black Friday, and it won't last long.

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Meditation and Sleep Made Simple - Headspace

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Live a healthier, happier, more well-rested life in just a few minutes a day with the Headspace app.

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

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Did you know heart rate and anxiety are closely related? ChillPanda allows you to better understand and manage this relationship

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Molehill Mountain is an app to help autistic people understand and self-manage anxiety.

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Making Sense of Your Moods

Catch It is a joint project between the Universities of Liverpool and Manchester, to help users better understand their moods through use of an ongoing diary.

The app was designed to illustrate some of the key principles of psychological approaches to mental health and well-being, and specifically Cognitive Behavioural Therapy (CBT).

What's in the App?

Step by step mood tracker

Mood diary

Helping me with depression

"Whenever I'm emotionally charged, the phrasing and guidance of the questions really helps to calm me down. And while sometimes my depression just manifests as emptiness, its more often anger. So this is good for getting me into the habit of not using the flight/fight response."

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Catch It is a joint project between the Universities of Liverpool and Manchester, to help users better understand their moods through use of an ongoing diary. The app was designed to illustrate some of the key principles of psychological approaches to mental health and well-being, and specifically Cognitive Behavioural Therapy (CBT).

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"We recommend that higher education institutions advertise the Student Health App and encourage its use."

( Higher Education Policy Institute)
Are some of your students struggling with their physical or mental health? Are your support services stretched? Would you love to offer more support to students? The Student Health App is there to help.
The Student Health App (think of it as a powered-up e-book) makes it easy for you to:

offer your students instant access to reliable, relevant and reassuring health and wellbeing information

promote safe self-care, increase students' resourcefulness, and help them thrive

signpost useful resources, available services and other sources of support

You might want to use the Student Health App to lower the risk of significant events (such as complaints, missed diagnoses and mental health crises), reduce avoidable pressure on your own support services and the NHS (by helping students make better-informed choices), and show your students that you really do care about them (which they may not always appreciate).

The app is certified by the Patient Information Forum PIF Tick, the UK's only quality mark for health information.

"There has never been a more crucial time for students to have access to reliable, safe, relevant health information. Students need to be able to access credible help fast. The Student Health App provides all of this, on a wide range of topics, from mental and sexual health through to emergencies and travel. They shouldn't leave home without it."

( Dr Dominique Thompson, National Student Health Expert)

Customise the app for your university or college

To signpost local services and advertise your own support, you can subscribe to a customised home page on the app.

Institutions that currently offer their students a customised page on the Student Health App include:

Fife College

Lady Margaret Hall, University of Oxford

London Universities and Colleges (Good Thinking)

Trinity College, University of Cambridge

University College London (UCL)

University of Bristol

University of the West of England (UWE Bristol)

University of York

Customise apps for your university or college (PREMIUM) >
What does the app cover?

The app offers instant access to information and advice on more than 125 topics, including:

Mental health: Managing a crisis, low self-esteem, stress, depression, anxiety, self-harm and feeling suicidal

First Aid & Emergencies: First aid, unconsciousness, asthma attack, burns, fainting, head injury, meningitis and sepsis, severe allergy

Love and Sex: Healthy relationships, sexual health, contraception, sexually transmitted infection, pregnancy, relationship abuse, sexual violence

Healthy Living: Wellbeing, healthy eating, staying active

Common symptoms: Covid-19, sleep problems, coughs and colds, tiredness, hay fever, dizziness, cancer worries

Head and chest: Headache, sore throat, cough, eye injury, ear infection, sinusitis, toothache

Abdomen: Abdominal pain, urine infection, nausea and vomiting, diarrhoea, constipation, piles

Skin: Healthy skin, spots (acne), moles, eczema, sweating, tattoos, piercings

Female health: Vaginal discharge, period problems, pelvic pain, breast lumps, cervical cancer

Male health: Testicular lumps, penis problems

Bone and Muscle: Neck and back pain, shoulder pain, sports injuries

Drink & Drugs: Alcohol, smoking, drug use, drug overdose

Travel: Travel preparation, vaccinations, what to pack, malaria, travel safety, sun safety, food and water safety

Safety: Personal safety, nights out, online safety, transport, cycle safety, safer driving, electrical safety, fire safety

Services: Navigating healthcare, international students, online health info, pharmacy, GP, A&E, emergency call

NHS support: Useful links when in England, Northern Ireland, Scotland and Wales

Students can use the app offline, so the content is always easily available.

Why we developed this app

Mental health problems among students are soaring, online misinformation is common, and support services are overwhelmed.

We created the Student Health App to make it easy for you to:

offer reassuring health and wellbeing advice - explain symptoms, dispel misinformation, give useful tips, promote healthier choices, guide students in crisis

promote safe self-care - help students manage self-limiting illnesses and long-term conditions, increase resourcefulness, reduce avoidable demand on services

signpost support - provide contact details, give useful links to further information, raise awareness of available services, give students a better experience

Low student satisfaction, complaints, missed diagnoses, poor grades, mental breakdowns, dropouts and suicides - the stakes of not offering crucial health and support information are high.

The aim of the app is to help you improve student health and wellbeing, prevent serious significant events, and reduce avoidable pressure on your support services and the NHS.

Who developed the app?

The Student Health App was developed in partnership with:

What students say

"slick and professional"
"the appearance of the app is great and I like the tabs in the home page with all the topics"
"very clear and easy to understand"
"very well written and easy to use"
"I would recommend this to my friends. I think everyone should have access to quick medical info and this app helps with that!"

(student feedback)

Can I trust the app?

The Student Health App is:

certified by the Patient Information Forum PIF Tick as a source of trusted health information

approved by the Organisation for the Review of Care and Health Applications (ORCHA) - read the review here

safe and secure - no sign-up required, no collection of personal data

entirely free - free download (full version), free use by institutions, no advertising, no in-app purchases

Where can students download the app?

The app is free to download on the Apple App Store and Google Play.

Get in touch

For more information, promotional materials or to arrange a demo, please email knut.schroeder@expertselfcare.com.

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The FREE Student Health App provides useful and reliable health information for students - all in one single place. It can be customised for universities.

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The fear of threat, or anxiety, is like a strong gust of wind. It drags you in and makes you want to fight it or run away.

Instead, face your fear with the Clear Fear app and learn to reduce the physical responses to threat as well as changing thoughts and behaviours and releasing emotions.

Anxiety is a natural response to fear, threat and apprehension. However, when anxiety is extreme or goes on for a long time, or the response to a threat is disproportionately large and affects a person negatively, it may become an anxiety disorder.

Anxiety disorders are the most common form of emotional disorder and respond very well to a form of treatment called Cognitive Behavioural Therapy or CBT.
When you face your fear, you will reduce the threat and glide.

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Clear Fear is the latest app from award-winning teenage mental health charity stem4.

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Move Mood is an app developed for teenage mental health charity stem4

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Childhood Trauma and the Brain | UK Trauma Council

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The 'argument pizza' and helping children to mentalize | UK Trauma Council

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A step-by-step approach to help a child manage strong emotions

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A step-by-step approach to help a child manage strong emotions

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Dalai Lama Center for Peace and Education

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Stress, Trauma, and the Brain: Insights for Educators--The Neurosequential Model

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Supporting bereaved children and young people

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Supporting bereaved children and young people

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Children and young people grieve just as much as adults but they show it in different ways. They learn how to grieve by copying the responses of the adults around them, and rely on adults to provide them with the support they need in their grief.
Further guidance that may be helpful:
How might bereaved children react and what may help?

Children and young people have a limited ability to put feelings and thoughts into words and tend to show feelings with behaviours rather than words. Reactions will vary greatly as children absorb and process information in different ways at different ages.

The following reactions are common, and are likely to settle over time with reassurance, acknowledging what has happened and their feelings, giving them clear and age-appropriate information, and keeping to normal routines.

Picking up on tension and distress

Children pick up on tension, distress or anxiety in adults, and may mirror this in their own behaviour. Even babies sense that something important is missing, and may cry more than usual. Children of all ages may be clingy or unsettled.

Appearing not to react

Children under 6 years old do not understand that death is permanent. Children cannot handle strong emotions for long periods, and may jump quickly in and out of grief ('puddle jumping'). When told that someone important has died, some children may look blank and ask 'can I play' or 'what's for tea?' They may have heard, but they are not able to process what that means yet. They may react later with sudden crying, outbursts, changes in behaviour or asking questions.

Asking questions and exploring what death means

Children may ask repeatedly: "When's Nanny coming back?" or "Where has she gone?" even though they've been told clearly what has happened. They may hunt everywhere for a 'lost' person, and so a clear explanation of what 'died' means may help. Children may play games where the person dies, or is still alive. They may seem fascinated with death, play-act about death or ask repeatedly about it. All of these are ways that children show that they are processing their understanding of what has happened.

Feeling anxious or insecure

When someone dies, a child's sense of safety is rocked. They may not want to leave you, and may cling to you or follow you everywhere. They may behave as if they are younger: being very quiet or tearful, having temper flare-ups, sucking their thumb, being reluctant to do things they used to do with confidence, or wetting the bed.

Try to keep to normal routines which will help them feel safe, and keep them informed about plans for the days ahead. Tell them who will take them to school or activities. If you need to leave them, tell them when you will be home, or who will be looking after them.
Include them in simple decision-making that affects them. If the person who died was ill, address any fears about the illness (for example that it is not catching), and reassure them that you are not ill and not leaving them.

Anger

Anger and other strong emotions are natural reactions to sad or shocking news, and some children and young people may not be able to understand or manage their own feelings. They may feel angry at the person who died, at family, at themselves or at the world in general.

It can help to tell them it is understandable for them to be angry, as long as they don't hurt themselves or anyone else. Safe ways to release anger include hitting cushions, vigorous physical exercise, messy painting sessions, or going outside to shout very loudly.

Another idea is a 'safe zone' where they can go to calm down. This could be a quiet corner with familiar items that help them to feel safe.

Looking after adults or feeling responsible

As children realise that death is permanent, they also become aware that it happens to other people including themselves. They may be protective and try to look after their important adults and siblings. They may feel that they were somehow responsible for the death.

Primary aged children may show 'magical thinking' where they think 'if I do this, Dad will come back'. They may behave very well to compensate for what's happened, or be less well-behaved because they feel angry or guilty.

Denying what has happened or taking risks

Bereavement can be overwhelming, and can bring huge changes, alongside other challenges that young people face as they grow up. They may want to forget or deny the death or how strongly they feel. They may feel 'what's the point?' with school or social activities. Some young people may be impulsive or take risks, in an attempt to get back some control in a life that for them currently feels very out of control.

What helps grieving children and young people

Every child is unique and will cope with the death of someone important in their own way. There is no magic formula but things that help include:

Clear, honest and age-appropriate information

Reassurance that they are not to blame and that different feelings are OK

Normal routines and a clear demonstration that important adults are there for them

Time to talk about what has happened, ask questions and build memories

Being listened to and given time to grieve in their own way

Further information

More about how children and young people grieve, and what helps:

Finding support

For many bereaved children and young people, they may get all the support they need from those already around them that they know and trust. However, some children and young people may need additional support depending on their situation.

Latest

Most read

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Short films delivered by our support practitioners giving guidance on a range of bereavement topics. Read more

A list of books and resources relating to grief and bereavement and what may help. Read more

Watch short films and read experiences of bereaved families and how support has helped them. Read more

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charity bereavement child death grief loss baby stillbirth miscarriage suicide young people

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Supporting bereaved children and young people

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Children and young people grieve just as much as adults but they show it in different ways. Find out how you can help them and more about child grieving.

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Ryan’s story: How I started talking about my grief

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Dealing with grief and loss | Mental health advice

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It can be really hard and painful to lose someone you know. Find out how to deal with grief and loss, and what help is available for bereavement.

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When someone you know dies, the grief that follows can be a really difficult and painful process. People are sometimes surprised by just how painful it can be, and just how long the process can last.

This short video won't take that pain away, but it does have some ideas based on what other young people have said, that might help you through it.

Below the video we've included links to some charities who offer a range of support for young people who may be grieving. You can look at each organisation, read their advice and contact them direct if you would like someone to talk to or need support.

A guide on traumatic bereavement for children and young people has been created by the UK Trauma Council . The guide will help you learn about traumatic bereavement and what might help if you are worried about yourself or someone else.

The UK Trauma Council is hosted and supported by Anna Freud.

Do you need help right now?

The AFC Crisis Messenger text service provides free, 24/7 crisis support for young people across the UK.

If you are experiencing a mental health crisis and need support, you can text AFC to 85258. Read more about the AFC Crisis Messenger service .

Download the AFC Crisis Messenger poster for your school, college or workplace.

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Ideas and support on how to deal with a loss or bereavement.

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Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

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Social Media & Mental Health: Guide for Parents

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Social Media & Mental Health: Guide for Parents

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If you are worried about your child or teenager using the internet, this guide provides tips and advice for talking to your child about their use of social media and the internet.

Get advice and updates directly to your inbox

Join our fight for children and young people's mental health. Sign up to the YoungMinds mailing list to receive our monthly e-newsletter, campaign updates, information about events and fundraising and other opportunities to get involved in our work.

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Guide Menu for Social media

The internet offers huge opportunities. From a young age, children have the chance to learn, research, play games, have fun and connect with family who may not live nearby. But it's important to help them to use the online world in a way that's safe and positive for their mental health.

That's why it's good to have regular conversations about the internet and social media from a young age - it should be as ordinary as talking about the weather, the dog, or something you've watched on TV.

You don't need to pry or quiz your child about every website they've seen, but checking in with them for a minute or two can make a huge difference.

Take a look at our tips below for having positive conversations with your child about social media.

Although most social media platforms are officially 13+, most children sign up to at least one when they're much younger. It's better that you encourage them to be open with you, rather than thinking they need to keep it a secret from you. And be aware that if they accept your follow/friend request on a social media account, it's very possible they have another one that they're not sharing with you.

Remind your child that every social media platform has privacy settings, and show them how to use them.

Talk to your child about the sort of information they want to keep private.

Make sure your child understands how to report or block things that aren't appropriate.

Help your child to understand that they shouldn't feel the need to be available all the time on social media. It's okay to take a break, and you don't need to take part in every conversation.

Setting realistic boundaries

The boundaries you set for internet use will depend on your child's age. It's like teaching your child to cross the road: you'll make sure they hold your hand when they're very young, but as they grow older you want them to assess the risks and stay safe more independently.

Whatever their age, it's a good idea to sit down together with your child to agree some rules about how much time they spend online. For example, you might want to agree that they shouldn't go online just before bed or use any devices at night, because this can affect their sleep. You can often set timers on devices to limit internet use - but try to help your child manage this for themselves as well.

You can also set up parental controls to stop your child from accessing harmful content online, but your child may well learn how to get round these. That's why it's important to make sure your child is able to make good decisions for themselves.

Talking to your child about gaming

It is worth checking the ratings on the games your child is playing. If your child wants to buy a game that looks like it's extremely violent or too old for them, then trust your judgement if you don't feel it's appropriate.

We have more information and advice to help you and your family create a healthy culture around gaming, and to help you support your child if they're struggling.

Cyberbullying

Bullying isn't okay, whether it happens at school, at home or on the internet. If your child is receiving nasty messages, or people are posting unwanted things about them, or they feel harassed, they should do something about it.

Encourage them to talk to you. Even if it seems like a small thing, it can really help to talk things through with you about what to do.

Make sure they understand how to block and report the people involved, and to use the privacy settings to limit what people can see on their profiles.

Help them understand that they are responsible for what they post. They should remember to think about what effect their posts might have on others, and that they probably shouldn't say anything online that they wouldn't say in person. That means not writing nasty things about people you know - but it also means not posting abuse to celebrities, who are real people too.

Spotting and acting on the warning signs

You know your child well, and may well recognise it if something is wrong. It's important to act on the warning signs. If you start to feel concerned:

Talk to your child openly.

Listen to what they have to say.

Don't rush to judgement.

Make sure they know you'll always be there for them.

Where to get further support

Useful helplines and websites

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

You might also find helpful...

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Social Media & Mental Health | Guide For Parents

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If you are worried about your child or teenager using the internet, read our guide and resources on talking to your child about their use of social media.

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Social media, online communities and safeguarding | NSPCC Learning

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Find out how to set up an online community or use a new social media platform. Includes assessing, mitigating and addressing risk and ensuring you have appropriate moderation and hosting.

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It's not always easy to tell why you're feeling down when you're online. Take some time to go through your social media feed to work out what's making you feel good, and what's not.

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At the top of the image, the text reads: Clean your feed. Underneath that there is smaller text which reads: How do the posts you see make you feel? The first post-it note is of a smiley face emoji with the text: Wahey! Keep it coming. The next post-it note is a sleeping emoji with the text: Bored? Worth your time? The third post-it is the angry emoji with the text: Angry, probably unfollow. The fourth is an emoji with no mouth, it reads: Speechless, good way or bad? The next is a smiley emoji with two hands that reads: Inspired, share the love. The final post-it has a sad face with the text: negative, nobody needs this.

Unfollow or mute accounts

Try unfollowing or muting accounts that annoy you, upset you, or take up too much of your time.

Delete social media apps

Remember you don't have to be on every social media channel. Try deleting one app from your phone for a week and see what happens.

Limit your time online

Try limiting your time on social media before you go to sleep and when you first wake up.

Think before you post

Before you post or comment ask yourself: am I doing something positive for myself and the people who'll see this?

Use the emoji scale

Use our emoji scale to work out how stuff in your social media feed is making you feel.

Whatever your passions are in life, you're not alone. There are accounts out there that will interest and excite you, and help you explore your passions.

Being part of a positive online community can give a boost to your mental health.

Explore and discover

See which accounts people you enjoy following follow themselves, and explore the hashtags they use to discover more stuff like it. Don't forget to shout out positive people by liking, commenting and sharing their posts.

Positive content

Follow accounts that make you feel good, keep you interested and share positive content (e.g. @youngmindsuk).

Build your feed

Build your own positive following, as well as following positive people. Did you know that you can select who follows you and what they see?

You are not alone

You are not alone. Whatever your passion is, there will be other people online who share it. Find like-minded online communities and use social media to fuel your passions.

Be aware

It's important to remember that while many online mental health communities are positive spaces, some can be negative for you and your recovery. Avoid any spaces that encourage you to do things which are harmful for your physical or mental health. If you're struggling with things you're experiencing online, talk to someone you trust.

You never know what someone else is going through and, whether you realise it or not, your support could make all the difference.

Social media is a great place to let your friends know you haven't forgotten them, that you care about them and that they matter - and getting involved in making the online world a more positive place to be could give you a boost too!

Support causes

What change would you like to see in the world? Use your feed to support the causes you care about and help make them happen.

Check in with yourself

Check your mood before using social media, and think about what you're going on there to do before you dive in. Ask yourself: is social media going to make me feel better or worse right now?

Positive communities

Remember: not all the advice you get online is from experts, even if it comes from people who know what you are going through. Positive communities will never advise you to do anything harmful, or anything which makes you feel worse.

Apps like Facebook, Instagram and YouTube make it easy to track your time online, whether you're on iOS or Android.
For Facebook, go to More > Settings and privacy > Your time on Facebook.
For Instagram, go to Your account > More > Settings and your activity.

You can set daily reminders telling you how long you've been using an app. On Facebook for example, go to Your time on Facebook > Set daily reminder. Then set your ideal daily usage.

Apps like Hold are handy, especially if you're trying to focus on studying. Hold rewards you for putting your phone down. You get 'pocket points' which can be exchanged for coffee vouchers and cinema tickets. There are many other apps out there that help you stay off your phone, but don't reward you, like Moment, Stay Focused and OFFTIME.

Meditation apps like Calm have stories that can help you get to sleep, as well as daily breathing exercises that help you relax. Calm even has masterclasses taught by world-renowned experts.

If you'd like to switch off the blue night your screen emits at night, some phones have night mode.
iOS
Go to Settings > Control Centre > Night Shift
Older iPhones have shortcuts to Night Shift if you swipe up from the bottom of the screen. The shortcut on newer iPhones appears if you drag down from the top right of the screen.
Android
Android devices often have an 'eye comfort' mode. This setting can be found by dragging your finger down from the top of the screen and tapping 'eye comfort'. If you press and hold this option, you'll also find a convenient schedule option to save you more work.

When you need to unwind, you may find that something simple like trying an audiobook rather than reading on your phone may help. Apps like Audible come with a 30-day free trial.

For free advice, pop into any O2 shop to speak to an O2 Guru. Whether you're an O2 customer or not, you can chat to a Guru about setting up your phone and choose apps to work for you.

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Graphic by @crazyheadcomics that shows a list of things it's okay to do on social media to look after your mental health.

If you are experiencing online bullying, you need to report it. You need to remember that the people who are hurting you might be hurt themselves. You are never alone and your problems are not insignificant.

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Social Media and Mental Health | Tips and Advice

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How you experience social media can affect your mental health. Find out what help is available if you ever feel overwhelmed by social media.

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Mr Burton’s top 5 tips for mobile phone and online safety

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Head teacher Matthew Burton gives his advice on how to manage your child’s mobile phone and online use.

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Starting secondary school - BBC Parents’ Toolkit - BBC Bitesize

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Advice for parents who have a child starting secondary school this year, with tips on the emotional and practical sides of the transition.

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Moving Up! The transition to secondary school

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Supporting school transitions | Resources

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Resources providing practical tips and tools to help pupils, schools, parents and carers to manage changes and transitions throughout their time at school.

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Supporting children and young people's transitions to secondary school

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Supporting children and young people's transitions to secondary school

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Transition to secondary school - Parent_Carer booklet_rebrand

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Sometimes, it can feel like no one understands what we are going through or what we are feeling. Or you might feel like people just don't get you. You might look at other people's lives and feel like yours is very different. This can be very isolating and frustrating, and can make us feel worse and more alone.

As difficult and painful as this can be, it's important to know that there are things you can do to feel valid, seen and heard. You are important, and your feelings matter.

Why do I feel alone and misunderstood?

It is our human instinct to want to connect with others, to express ourselves and to be understood. That's why it can be so hard when we feel disconnected and alone. You might be experiencing some of the following:

bullying, or being made to feel like an 'outcast'

having a different communication style to people around you

worrying about how people will respond to you if you tell them how you really feel

assuming people won't understand you, so you might avoid people altogether

a difficult family, abuse or trauma

When we start to feel bad about who we are this can make things a whole lot worse and stop us from being ourselves, or even trying to open up to others. But whatever you're going through, you are not alone.

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Illustration by @elziebug. White text and stars over square notebook paper reads, 'you are enough.'

Not everyone is going to get you, and that's ok. But when loneliness starts taking over your life, often the first step to feeling better, is to accept yourself as you are. You are unique and that's incredible. The more you love who you are - including all your 'flaws' and even the things other people can't accept - the more comfortable you will feel.

If you're having negative thoughts

When people judge us, dislike us or react to us negatively it can make us feel guilty, ashamed, helpless, angry, fearful and lots of other uncomfortable emotions. When we have these emotions, we might blame ourselves or feel like we don't deserve to be happy. Once we start judging ourselves, our negative thoughts can spiral. These thoughts and feelings can make you want to hide from other people, or feel scared of opening up. But there is support out there that can help you. You do matter and you deserve to be happy.

If these negative thoughts feel overwhelming, you might be struggling with:

Depression - If you're feeling down all the time and you are having a lot of negative thoughts, you might be experiencing depression.

Suicidal thoughts and feelings - When these negative thoughts feel so overwhelming, you might feel like there is no way out. If you are feeling like this, it's important you get the help you need.

Low self-esteem - if you feel bad about yourself, struggle with confidence or the way you look.

If you're not sure where to turn to for help right now, these services can support you.

If you feel like people don't understand you

Everyone interacts with and experiences things differently, whether it's chatting with friends, understanding how people are feeling, finding crowded spaces tough or coping with change. If you are neurodivergent, for example if you are autistic or have ADHD, this can affect how you see the world and how you interact with others.

Sometimes you might feel lonely because people might not understand what you're going through and think you're being difficult. But you deserve support. Talk to friends and family about how you are feeling and what you do or don't find helpful so that they can do their best to support you.

Advice that can help

If you are feeling misunderstood, we have tips, advice, and real stories from other young people like you.

If you're being bullied or discriminated against

If people are saying or doing horrible things to you, this is bullying. It can be a very isolating experience, especially if it feels like no one is there to help you. Bullying is always unacceptable.

If you are experiencing bullying, speak to someone you trust. They can help you get the support you need.

You might also be experiencing discrimination because of your race, ethnicity, gender, sexuality or disability. This can feel very lonely, especially when people around you can't relate to your experience, or make you feel like you're overreacting. But how you feel and your experience is completely valid.

If you are experiencing discrimination, it's really important to talk to someone so that you can get the support you deserve. No one should be treated differently for who they are.

It is illegal to discriminate against someone because of:

age

gender reassignment

being married or in a civil partnership

being pregnant or on maternity leave

disability

race including colour, nationality, ethnic or national origin

religion or belief

sex

sexual orientation

Support available to you

We have advice, tips and information on where you can get support.

If you're struggling with school or university

School can be a place that we enjoy, but sometimes it can be tough. You might be struggling with school when it feels like others around you are coping, or you might find yourself continuously getting into trouble. You might also be struggling with a friend or a friendship group.

Problems like this at school can make you feel alone, or like no one understands you. If you are struggling with other students or teachers, try talking to someone outside of school about how you are feeling. There are people who love you and will want to support you.

For more tips and advice, our page has information that can help you.

There can be a lot of pressure for university to be 'the best years of your life', but university can be really difficult. It might be the first time you have lived away from home, you might not be enjoying the course you have chosen, or you might be finding it tough to make new friends.

If you are finding it hard to cope, your university will have services you can turn to for support, like your local GP, your tutor, student welfare officers or university counselling services.

Real stories

Our real stories from young people like you, have lots of helpful tips about looking after your mental health at uni.

If you're struggling with family

Families can be complicated. And we know that family can have a big impact on your mental health. When family relationships become difficult, it can make life feel hard.

If any of your family members are treating you badly - not taking your feelings into account, shouting at you, being physically abusive, making you feel like you have to do things you don't want to do, or putting too much pressure on you - it's really important you get the support you need.

The first step is speaking to someone you trust about what's going on. If you feel unable to tell anyone because you are worried about how others will judge you or your family, there are helplines and online services you can access. It is so important that you don't just keep things bottled up and struggle on your own.
Grief and loss
If someone in your life has died, even if you had a difficult relationship with them, it is completely normal to feel down, sad, depressed or angry. If you're finding it tough we have some advice that might help.

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Illustration by @fiorenza_art. A sitting fox has a thinking bubble with a heart inside and text on their tail reads, 'at this very moment, someone somewhere feels the same way you do. And that makes me feel a bit less alone.'

Tips that can help you get through this

If you're finding family relationships tough, or you have lost someone, our pages have information and tips on how you can get through this.

If you're questioning your gender or sexuality

At points in your life, you might explore your gender and sexuality. This can be at any point in your life, and it is completely normal to explore different parts of who you are. Sometimes, this can feel difficult because you might feel 'different' from your friends, like you don't fit in, or that you are being treated differently because of who you are.

If you are feeling lonely, finding a 'safe space' can help you share how you are feeling with people who have a similar experience. Safe spaces can be groups, like an LGBTQIA+ group where you can connect with others and talk about your experiences.

Things you can do to help you feel less alone

Find ways to meaningfully connect with people can be hard. But you are more likely to do this when you have a shared passion with someone. Try different hobbies until you find one that brings you joy - writing, sport, music, art, school/youth clubs. You can connect with people online through things like gaming and fansites.

Talk about how you're feeling

More often than not, you'll find that other people experience the same feelings and thoughts as you, even though you might not think so. Remember you are not alone, and if you don't know where to turn or how to open up, we have some tips.

Stories from young people like you

Read about the experience of others who share their tips and advice on how you can feel better.

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

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

This form is anonymous. Please do not include personal details like your name or email address. As this form is anonymous, you will not receive a reply. If you would like us to reply, you can contact us instead at ymenquiries@youngminds.org.uk.

We only monitor responses during working hours, Monday to Friday.
At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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Alone And Misunderstood | What To Do If You're Struggling

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Sometimes, it can feel like no one understands what we are going through, which can make us feel alone. Read our tips and advice to help you feel valid.

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How to deal with bullying and getting help

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How to deal with bullying and getting help

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If you're being bullied, whether it's online or at school, university or work, it can be really difficult and leave you feeling hurt - but you are not alone. We have advice on how you can tell someone and get help.

What is bullying?

If somebody physically hurts you, or verbally abuses you, that's bullying.

Specific types of bullying include:

homophobic bullying based on your sexual orientation

racist bullying because of your skin colour or ethnicity

religious bullying because of your beliefs or faith.

sizeist bullying referring to your body size

sexist bullying focusing on you being of the opposite sex

cyberbullying targeting you online, often anonymously

bullying because you are different

Bullying can be a one-off or it can go on for a long time. And bullying can happen to anyone.

No matter how alone you might feel, there is always someone you can talk to and someone who can help.

Talking to someone about being bullied

Ignoring bullying won't make it go away. You need to tell someone about what is happening.

If the bullying is happening at school
Talk to your parents or carers and your teacher. Your teacher may have no idea that you are being bullied, and the school will have an anti-bullying policy to tackle it.

If you feel you can't speak to your teacher, maybe a friend can do it for you. You can also speak to a school counsellor, welfare officer or nurse.

In extreme cases, if bullying is interfering with your education it may be possible for you to change schools if it doesn't stop once you have reported it.

If the bullying is happening outside school
Talk to your parents or carers, close relatives such as grandparents, aunties and uncles, or even your friends' parents. Youth workers and leaders may be able to help too.

If the bullying is happening online
Tell a trusted adult - your parents or carers, or a teacher. You can report abusive posts on Facebook and other social media platforms. You can also report abuse to CEOP (Child Exploitation and Online Protection Centre).

Keep reporting the bullying until it stops. It may not stop the first time you tell your parents or teacher and they try to stop it. If the bullying continues, tell them again. Don't put up with it. No one deserves to be bullied.

Tips on bullying from young people like you

Real stories and advice on bullying

Get help now

Whatever you're going through, you don't have to go through it alone. Here are some organisations who can support you.

You might also find helpful...

Bullying can affect us in lots of ways. Here's some more advice and information you might find helpful.

If you're a parent or carer

If you are a parent or carer of a child or young person who is being bullied, we can support you through our Parents Helpline. We are here to listen to you, and give you free, confidential advice and information.

Help us improve our content

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

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

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

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Bullying | How To Deal With Bullying and Getting Help

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If you are being bullied, or know someone who is, read our advice on where you can get help; whether it's at school, uni or in the workplace.

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Promoting healthy relationships in schools

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Promoting healthy relationships in schools

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Introduction

Why is it important to teach children and young people about healthy relationships?

Relationships play a key part in every child or young person's wellbeing.

Healthy relationships can help a child feel secure and supported, but unhealthy relationships can have a long-lasting negative impact.
> Find out more about healthy and unhealthy relationships
Healthy relationships education

In every nation of the UK, schools are required to teach children and young people about healthy relationships. But we know it can be challenging to find age-appropriate ways to address the subject and embed learning in a wider context.

Using insight from our practitioners, we've put together some information to help you promote healthy relationships to children of different ages.
> Learn more about the important role of relationships and sex education (RSE) in informing and empowering young people in our How safe? 2020 report

Early years

Early years

Early years settings provide valuable opportunities for younger children to develop their social skills and form healthy bonds with peers and adults.

How to promote healthy relationships in the early years

Provide opportunities for children to play in different sized groups. Plan activities that promote turn-taking.

Encourage boys and girls to play alongside one another and avoid gender stereotyping.

Ask children what they like or dislike about an activity. Help them express their thoughts and feelings in different ways and listen to the views of others.

Where possible, allow children to decide whether or not they want to join in with an activity. Help them to say "no" if they don't want to do something.

Talk about the ways that people are different and similar. For example we may have different hair, eye or skin colour but we all eat, breathe and have feelings.

Talk about personal space and explain that some people might like more or less than others. Teach children that it's OK to say "no" if they don't want someone to touch them.

Useful resources

Our free PANTS lesson plans help you teach young children about the Underwear Rule and encourage them to speak out in situations that make them feel uncomfortable.

We've put together a list of books which you can read and share with younger children to help start discussions about healthy relationships.

5- to 11-year-olds

5- to 11-year-olds

As children get older they begin to develop stronger and more independent relationships. They may start to realise that some relationships and situations can have an impact on the way they feel.

Keep parents informed about the work you're doing to promote healthy relationships. This means they can reinforce positive messages at home.

Make sure children and young people know how to contact Childline for support if they need it. Show them the Childline website for under 12s.

Tips for promoting healthy relationships to 5- to 11-year-olds

Empower children to have individuality and help them understand that everyone is unique.

Praise children for demonstrating honesty, kindness, and respect for others.

Give children opportunities to voice their opinions and encourage them to listen to other people's views.

Help children understand that "no" means "no" and make sure they know who to talk to if they are ever uncomfortable with something they have been asked them to do.

Work with children to resolve conflicts and help them understand how others might be affected.

Talk to children about bullying in all its forms and make sure they know how to get help if they need it.

It can be difficult to tell the difference between what is healthy or concerning sexualised behaviour. Increase your understanding of how to provide an effective response to harmful sexual behaviour for primary schools.

Useful resources

AGENDA is a free online toolkit that's available in English and Welsh. It provides creative ways to help children to speak up about the issues they care about and challenge gender inequalities and gender norms.

We've also put together a list of books about healthy relationships which you can use to help start conversations.

12- to 18-year-olds

12- to 18-year-olds

In the teenage years children and young people may begin to experience more intense and intimate relationships.

You can help them navigate these new experiences. Make sure they know what to do if a relationship or situation makes them feel uncomfortable, or if they're worried about someone else.

Let parents know about the topics you're discussing and make time to answer their questions. Make sure children and young people know how to contact Childline for support.

Tips for promoting healthy relationships to 12- to 18 year-olds

Encourage young people to be proud of what makes them an individual.

Introduce activities like peer mentoring to help young people support each other.

Talk about relationships that are presented in films, books or the media. Ask young people which aspects they think are healthy or unhealthy, for example independence or control. Talk about the way relationships happen online as well as offline.

As young people get older, discuss issues around sex and consent.

Do you need to increase your understanding of what healthy and unhealthy sexual behaviour looks like? Take our interactive online course to learn how to manage harmful sexual behaviour.

Useful resources

AGENDA is a free online toolkit that helps children and young people explore issues that matter to them. Available in English and Welsh, it provides creative ways to help young people engage as active citizens and safely challenge oppressive gender norms.

These lesson plans, films and activities help children and young people understand the characteristics of healthy relationships. Topics covered include sexual exploitation, grooming and harmful sexual behaviour.

This resource helps teach 11- to 16-year-olds how to stay safe online. Topics covered include teaching young people to be good digital citizens and how to respond if they encounter online bullying.

We've also created a reading list which you can use to start conversations with older children about healthy relationships.

SEND/ASN/ALN

Children and young people with special educational needs, additional needs and disabilities

If you're working with children and young people who have special educational needs (SEN), additional support needs (ASN) or additional learning needs (ALN), it's important to take their individual needs into consideration when it comes to healthy relationships education.

You may need to have regular and ongoing conversations about healthy relationships. This helps children and young people to understand and remember what you've talked about.

Show them the Childline website and talk to them about the support available for them, for example the resources about disability and Deaf Zone.

You should also make sure that any resources you're using to teach about sex and relationships are accessible to all children.

Tips for promoting healthy relationships to children and young people with special educational needs, additional needs and disabilities

Follow children and young people's support plans to ensure you're meeting their individual needs.

Work with parents and carers to make sure they are comfortable with the discussions you're having and know how to talk about healthy relationships at home.

Use a range of methods such as books, stories, drama, audiovisual material and role play to help keep regular messaging fresh.

Emotion boards or charts may help children and young people to express how some relationships make them feel.

Useful resources

This set of films and resources is designed to help young people with learning disabilities aged between 11 and 25 learn about staying safe in relationships. It includes supporting resources to help you start conversations about a range of topics including privacy and boundaries, online safety and feelings.

Our free PANTS resources can be used with children and young people who have learning disabilities.

We've also put together a reading list of books you can use to start conversations about sex and relationships with children and young people who have SEND.

Curriculum guidance

Curriculum guidance

Each nation of the UK has curriculum guidance which sets out how schools should educate children and young people about healthy relationships.

In England, the Department for Education (DfE) has published statutory guidance about how relationships education, relationships and sex education (RSE) and health education should be implemented (DfE, 2021a).

The DfE has also published guidance on planning your relationships, sex and health curriculum (DfE, 2020) and training materials on teaching about relationships, sex and health (DfE, 2021b). The training materials include modules for primary and secondary school teachers on topics such as caring friendships, online relationships, sexual relationships and consent. They also include a module on teaching relationships, sex and health education (RSHE) to pupils with special educational needs and disabilities (SEND).

The DfE has also published guides that primary and secondary schools can use to explain RSE to parents (DfE, 2019).

The House of Commons Library provides answers to frequently asked questions about RSE in schools in England (House of Commons Library, 2019).

In Northern Ireland, relationships and sexuality education is taught as part of personal development and mutual understanding (PDMU) in primary schools, part of the personal development and home economics statements of requirement for key stage 3 and as a statutory component of the personal development strand of learning for life and work (LLW) at key stage 4. The Council for the Curriculum, Examinations and Assessment (CCEA) provides guidance on what should be included at each level (CCEA, 2021b).

The CCEA also provides guidance and resources on relationships and sexuality education for primary and post-primary children (CCEA, 2021a).

In Scotland, relationships, sexual health, and parenthood (RSHP) education is part of health and wellbeing; one of eight curriculum areas of Curriculum for Excellence, introduced in August 2010 for 3- to 18-year-olds. RSHP Scotland has developed an RSHP online resource. It provides learning activities, lesson plans and resources for all year groups in mainstream, specialist and non-denominational and denominational schools (RSHP Scotland, 2021).

The Scottish Government has provided guidance on the Conduct of relationships, sexual health and parenthood education in schools (Scottish Government, 2014).

In 2019, the Scottish Government published its Review of Personal and Social Education, which outlined steps to improve Personal and Social Education (PSE) delivery in schools and school counselling services (Scottish Government, 2019). The Review included recommendations for the forthcoming statutory guidance for relationships, sexual health and parenthood (RSHP), which is currently under consultation and will replace the existing Conduct of relationships, sexual health and parenthood education in schools (Scottish Government, 2014).

In Wales, the Welsh Government has published guidance on the new curriculum for primary and secondary schools (Welsh Government, 2022a). The curriculum includes an area of learning and experience on health and wellbeing, which covers topics including recognising relationships and developing and maintaining healthy ones (Welsh Government, 2022b). The curriculum was implemented in primary schools from September 2022 and continues to be phased in for school years 7 to 11, with all schools working to the new curriculum by 2026.

As part of the new curriculum, Relationships and Sexuality Education is mandatory for all 3- to 16- year olds in schools and other funded, non-maintained settings. The Relationships and Sexuality Education (RSE) code (Welsh Government, 2022c) sets out the themes that must be covered in RSE. This includes relationships and identity, and the healthy and unhealthy aspects of a range of romantic, sexual and familial relationships.

Inclusive education

Guidance across the UK highlights the importance of providing inclusive and accessible sex and relationships education (Council for the Curriculum, Examinations and Assessment, 2019a; 2019b; Department for Education, 2021a; Scottish Government, 2014; Welsh Government, 2022c).

When teaching children and young people about sex and relationships, it's important to make sure you're representing everyone in the class. Use resources that reflect a broad range of people, for example different sexualities, gender identities, races, cultures and disabilities. You should also make sure teaching reflects different kinds of families, for example single parents, same sex parents, adoptive parents, foster care and residential care (Council for the Curriculum, Examinations and Assessment, 2019a; 2019b; Department for Education, 2021a; Scottish Government, 2014; Welsh Government, 2022c).

In Scotland, LGBT inclusive education is being phased in across all schools. The Scottish Government has created an online toolkit to help teachers embed LGBT learning themes throughout the Scottish curriculum (Scottish Government and Time for Inclusive Education (TIE), 2021).

In Wales, it is mandatory for curriculum content to be inclusive of LGBTQ+ lives and reflect diversity. This is reinforced in the LGBTQ+ Action Plan for Wales (Welsh Government, 2023), which sets out a vision to ensure education across Wales is inclusive of LGBTQ+ lives.

Find out more about:

The right to withdraw children from sex and healthy relationships education

There is guidance in each nation of the UK about whether parents and carers can withdraw their children from sex and healthy relationships education, and how this should happen. It's best practice for schools to help parents and carers understand why sex and healthy relationships education is important. Head teachers should have a discussion with parents and carers about how being withdrawn from lessons will impact on their children.

In England, statutory guidance states that parents and carers cannot withdraw their children from statutory topics such as relationships education, health education or the parts of the science curriculum that cover human reproduction (DfE, 2021a).

In primary schools, parents and carers can withdraw their children from sex education, if it is on the curriculum (DfE, 2021a).

In secondary schools, parents and carers can request that their child is withdrawn from some or all sex education lessons. The head teacher should grant this in all but exceptional circumstances, up until three school terms before the child turns 16. At this point, the child can opt to take part in sex education if they would like to. The school should arrange for the child to receive sex education in one of those three terms, unless there are exceptional circumstances (DfE, 2021a).

In Northern Ireland, relationships and sexuality education is a statutory component of the curriculum. However parents or carers in Northern Ireland have a right to have their children educated in accordance with their wishes (CCEA, 2019a; 2019b).

Schools should consider how they can support parents or carers who choose to withdraw their child from all or part of the relationships and sexuality education curriculum (CCEA, 2019a; 2019b).

In Scotland, guidance for the conduct of RSHP education highlights that schools and authorities must be sensitive to situations where a parent or carer wishes to withdraw their child (or a child wishes to withdraw themselves) from all or part of sexual health education (Scottish Government, 2014). Schools should discuss the issue with the parents, carers and/or child, reminding them of the child's right to an education, explaining why the curriculum is important and encouraging them to see participation as a positive and constructive part of the child's development.

Decisions should be made on a case-by-case basis, bearing in mind the child's age, maturity and capacity. If it is agreed that the child will be withdrawn from RSHP, arrangements should be made for them to have alternative positive educational provision that meets the Health and Wellbeing requirements of the Scottish curriculum (Scottish Government, 2014).

In Wales, relationships and sexuality education (RSE) is a mandatory part of the new Curriculum for Wales framework (Welsh Government, 2022a).

Parents and carers of children in all years up to and including year 6 do not have the right to withdraw their children from lessons on this topic. As the phased introduction of the Curriculum for Wales continues, the right to withdraw will gradually be removed from parents and carers of pupils of all ages (Welsh Government, 2022d).

References and resources

References and resources

References

​Council for the Curriculum, Examinations and Assessment (CCEA) (2021a) Relationships and sexuality education (RSE). [Accessed 27/10/2021].​

Council for the Curriculum, Examinations and Assessment (CCEA) (2021b) Personal development and mutual understanding. Belfast: Council for the Curriculum, Examinations and Assessment (CCEA).

Council for the Curriculum, Examinations and Assessment (CCEA) (2019a) Relationships and sexuality education guidance: an update for primary schools. Belfast: Council for the Curriculum, Examinations and Assessment (CCEA).

Council for the Curriculum, Examinations and Assessment (CCEA) (2019b) Relationships and sexuality education guidance: an update for post-primary schools. Belfast: Council for the Curriculum, Examinations and Assessment (CCEA).

Department for Education (DfE) (2022) Plan your relationships, sex and health curriculum. London: Department for Education.

Department for Education (DfE) (2021a) Relationships Education, Relationships and Sex Education (RSE) and Health Education: statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers. London: Department for Education.

Department for Education (DfE) (2021b) Teaching about relationships, sex and health. London: Department for Education.

​Department for Education (DfE) (2019) Relationships, sex and health education: guides for schools. London: Department for Education

House of Commons Library (2019) Relationships and sex education in schools (England) - frequently asked questions (FAQs) [Accessed 31/03/2021].

Relationships, sexual health and parenthood (RSHP) Scotland (2021) RSHP Scotland. [Accessed 27/10/2021].

Scottish Government (2014) Conduct of relationships, sexual health and parenthood education in schools. [Accessed 27/10/2021].

Scottish Government (2019) Review of personal and social education: preparing Scotland's children and young people for learning, work and life. [Accessed 29/11/2023].

Scottish Government and Time for Inclusive Education (TIE) (2021) lgbteducation.scot [Accessed 27/10/2021].

Welsh Government (2022a) Curriculum for Wales. [Accessed 11/02/2022].

Welsh Government (2022b) Curriculum for Wales: health and well-being. [Accessed 11/02/2022].

Welsh Government (2022c) Curriculum for Wales: relationships and sexuality education (RSE) code. [Accessed 09/02/2022].

Welsh Government (2022d) Curriculum for Wales: summary of legislation. [Accessed 09/02/2022].

Welsh Government (2023) LGBTQ+ action plan for Wales. [Accessed 04/12/2023].

Related resources
> Browse all our safeguarding resources for schools and colleges > Discover the types of child protection training schools can take > Find out more about promoting wellbeing and mental health in children

Introduction

Why is it important to teach children and young people about healthy relationships?

Relationships play a key part in every child or young person's wellbeing.

Healthy relationships can help a child feel secure and supported, but unhealthy relationships can have a long-lasting negative impact.
> Find out more about healthy and unhealthy relationships
Healthy relationships education

In every nation of the UK, schools are required to teach children and young people about healthy relationships. But we know it can be challenging to find age-appropriate ways to address the subject and embed learning in a wider context.

Using insight from our practitioners, we've put together some information to help you promote healthy relationships to children of different ages.
> Learn more about the important role of relationships and sex education (RSE) in informing and empowering young people in our How safe? 2020 report

Early years

Early years

Early years settings provide valuable opportunities for younger children to develop their social skills and form healthy bonds with peers and adults.

How to promote healthy relationships in the early years

Provide opportunities for children to play in different sized groups. Plan activities that promote turn-taking.

Encourage boys and girls to play alongside one another and avoid gender stereotyping.

Ask children what they like or dislike about an activity. Help them express their thoughts and feelings in different ways and listen to the views of others.

Where possible, allow children to decide whether or not they want to join in with an activity. Help them to say "no" if they don't want to do something.

Talk about the ways that people are different and similar. For example we may have different hair, eye or skin colour but we all eat, breathe and have feelings.

Talk about personal space and explain that some people might like more or less than others. Teach children that it's OK to say "no" if they don't want someone to touch them.

Useful resources

Our free PANTS lesson plans help you teach young children about the Underwear Rule and encourage them to speak out in situations that make them feel uncomfortable.

We've put together a list of books which you can read and share with younger children to help start discussions about healthy relationships.

5- to 11-year-olds

5- to 11-year-olds

As children get older they begin to develop stronger and more independent relationships. They may start to realise that some relationships and situations can have an impact on the way they feel.

Keep parents informed about the work you're doing to promote healthy relationships. This means they can reinforce positive messages at home.

Make sure children and young people know how to contact Childline for support if they need it. Show them the Childline website for under 12s.

Tips for promoting healthy relationships to 5- to 11-year-olds

Empower children to have individuality and help them understand that everyone is unique.

Praise children for demonstrating honesty, kindness, and respect for others.

Give children opportunities to voice their opinions and encourage them to listen to other people's views.

Help children understand that "no" means "no" and make sure they know who to talk to if they are ever uncomfortable with something they have been asked them to do.

Work with children to resolve conflicts and help them understand how others might be affected.

Talk to children about bullying in all its forms and make sure they know how to get help if they need it.

It can be difficult to tell the difference between what is healthy or concerning sexualised behaviour. Increase your understanding of how to provide an effective response to harmful sexual behaviour for primary schools.

Useful resources

AGENDA is a free online toolkit that's available in English and Welsh. It provides creative ways to help children to speak up about the issues they care about and challenge gender inequalities and gender norms.

We've also put together a list of books about healthy relationships which you can use to help start conversations.

12- to 18-year-olds

12- to 18-year-olds

In the teenage years children and young people may begin to experience more intense and intimate relationships.

You can help them navigate these new experiences. Make sure they know what to do if a relationship or situation makes them feel uncomfortable, or if they're worried about someone else.

Let parents know about the topics you're discussing and make time to answer their questions. Make sure children and young people know how to contact Childline for support.

Tips for promoting healthy relationships to 12- to 18 year-olds

Encourage young people to be proud of what makes them an individual.

Introduce activities like peer mentoring to help young people support each other.

Talk about relationships that are presented in films, books or the media. Ask young people which aspects they think are healthy or unhealthy, for example independence or control. Talk about the way relationships happen online as well as offline.

As young people get older, discuss issues around sex and consent.

Do you need to increase your understanding of what healthy and unhealthy sexual behaviour looks like? Take our interactive online course to learn how to manage harmful sexual behaviour.

Useful resources

AGENDA is a free online toolkit that helps children and young people explore issues that matter to them. Available in English and Welsh, it provides creative ways to help young people engage as active citizens and safely challenge oppressive gender norms.

These lesson plans, films and activities help children and young people understand the characteristics of healthy relationships. Topics covered include sexual exploitation, grooming and harmful sexual behaviour.

This resource helps teach 11- to 16-year-olds how to stay safe online. Topics covered include teaching young people to be good digital citizens and how to respond if they encounter online bullying.

We've also created a reading list which you can use to start conversations with older children about healthy relationships.

SEND/ASN/ALN

Children and young people with special educational needs, additional needs and disabilities

If you're working with children and young people who have special educational needs (SEN), additional support needs (ASN) or additional learning needs (ALN), it's important to take their individual needs into consideration when it comes to healthy relationships education.

You may need to have regular and ongoing conversations about healthy relationships. This helps children and young people to understand and remember what you've talked about.

Show them the Childline website and talk to them about the support available for them, for example the resources about disability and Deaf Zone.

You should also make sure that any resources you're using to teach about sex and relationships are accessible to all children.

Tips for promoting healthy relationships to children and young people with special educational needs, additional needs and disabilities

Follow children and young people's support plans to ensure you're meeting their individual needs.

Work with parents and carers to make sure they are comfortable with the discussions you're having and know how to talk about healthy relationships at home.

Use a range of methods such as books, stories, drama, audiovisual material and role play to help keep regular messaging fresh.

Emotion boards or charts may help children and young people to express how some relationships make them feel.

Useful resources

This set of films and resources is designed to help young people with learning disabilities aged between 11 and 25 learn about staying safe in relationships. It includes supporting resources to help you start conversations about a range of topics including privacy and boundaries, online safety and feelings.

Our free PANTS resources can be used with children and young people who have learning disabilities.

We've also put together a reading list of books you can use to start conversations about sex and relationships with children and young people who have SEND.

Curriculum guidance

Curriculum guidance

Each nation of the UK has curriculum guidance which sets out how schools should educate children and young people about healthy relationships.

In England, the Department for Education (DfE) has published statutory guidance about how relationships education, relationships and sex education (RSE) and health education should be implemented (DfE, 2021a).

The DfE has also published guidance on planning your relationships, sex and health curriculum (DfE, 2020) and training materials on teaching about relationships, sex and health (DfE, 2021b). The training materials include modules for primary and secondary school teachers on topics such as caring friendships, online relationships, sexual relationships and consent. They also include a module on teaching relationships, sex and health education (RSHE) to pupils with special educational needs and disabilities (SEND).

The DfE has also published guides that primary and secondary schools can use to explain RSE to parents (DfE, 2019).

The House of Commons Library provides answers to frequently asked questions about RSE in schools in England (House of Commons Library, 2019).

In Northern Ireland, relationships and sexuality education is taught as part of personal development and mutual understanding (PDMU) in primary schools, part of the personal development and home economics statements of requirement for key stage 3 and as a statutory component of the personal development strand of learning for life and work (LLW) at key stage 4. The Council for the Curriculum, Examinations and Assessment (CCEA) provides guidance on what should be included at each level (CCEA, 2021b).

The CCEA also provides guidance and resources on relationships and sexuality education for primary and post-primary children (CCEA, 2021a).

In Scotland, relationships, sexual health, and parenthood (RSHP) education is part of health and wellbeing; one of eight curriculum areas of Curriculum for Excellence, introduced in August 2010 for 3- to 18-year-olds. RSHP Scotland has developed an RSHP online resource. It provides learning activities, lesson plans and resources for all year groups in mainstream, specialist and non-denominational and denominational schools (RSHP Scotland, 2021).

The Scottish Government has provided guidance on the Conduct of relationships, sexual health and parenthood education in schools (Scottish Government, 2014).

In 2019, the Scottish Government published its Review of Personal and Social Education, which outlined steps to improve Personal and Social Education (PSE) delivery in schools and school counselling services (Scottish Government, 2019). The Review included recommendations for the forthcoming statutory guidance for relationships, sexual health and parenthood (RSHP), which is currently under consultation and will replace the existing Conduct of relationships, sexual health and parenthood education in schools (Scottish Government, 2014).

In Wales, the Welsh Government has published guidance on the new curriculum for primary and secondary schools (Welsh Government, 2022a). The curriculum includes an area of learning and experience on health and wellbeing, which covers topics including recognising relationships and developing and maintaining healthy ones (Welsh Government, 2022b). The curriculum was implemented in primary schools from September 2022 and continues to be phased in for school years 7 to 11, with all schools working to the new curriculum by 2026.

As part of the new curriculum, Relationships and Sexuality Education is mandatory for all 3- to 16- year olds in schools and other funded, non-maintained settings. The Relationships and Sexuality Education (RSE) code (Welsh Government, 2022c) sets out the themes that must be covered in RSE. This includes relationships and identity, and the healthy and unhealthy aspects of a range of romantic, sexual and familial relationships.

Inclusive education

Guidance across the UK highlights the importance of providing inclusive and accessible sex and relationships education (Council for the Curriculum, Examinations and Assessment, 2019a; 2019b; Department for Education, 2021a; Scottish Government, 2014; Welsh Government, 2022c).

When teaching children and young people about sex and relationships, it's important to make sure you're representing everyone in the class. Use resources that reflect a broad range of people, for example different sexualities, gender identities, races, cultures and disabilities. You should also make sure teaching reflects different kinds of families, for example single parents, same sex parents, adoptive parents, foster care and residential care (Council for the Curriculum, Examinations and Assessment, 2019a; 2019b; Department for Education, 2021a; Scottish Government, 2014; Welsh Government, 2022c).

In Scotland, LGBT inclusive education is being phased in across all schools. The Scottish Government has created an online toolkit to help teachers embed LGBT learning themes throughout the Scottish curriculum (Scottish Government and Time for Inclusive Education (TIE), 2021).

In Wales, it is mandatory for curriculum content to be inclusive of LGBTQ+ lives and reflect diversity. This is reinforced in the LGBTQ+ Action Plan for Wales (Welsh Government, 2023), which sets out a vision to ensure education across Wales is inclusive of LGBTQ+ lives.

Find out more about:

The right to withdraw children from sex and healthy relationships education

There is guidance in each nation of the UK about whether parents and carers can withdraw their children from sex and healthy relationships education, and how this should happen. It's best practice for schools to help parents and carers understand why sex and healthy relationships education is important. Head teachers should have a discussion with parents and carers about how being withdrawn from lessons will impact on their children.

In England, statutory guidance states that parents and carers cannot withdraw their children from statutory topics such as relationships education, health education or the parts of the science curriculum that cover human reproduction (DfE, 2021a).

In primary schools, parents and carers can withdraw their children from sex education, if it is on the curriculum (DfE, 2021a).

In secondary schools, parents and carers can request that their child is withdrawn from some or all sex education lessons. The head teacher should grant this in all but exceptional circumstances, up until three school terms before the child turns 16. At this point, the child can opt to take part in sex education if they would like to. The school should arrange for the child to receive sex education in one of those three terms, unless there are exceptional circumstances (DfE, 2021a).

In Northern Ireland, relationships and sexuality education is a statutory component of the curriculum. However parents or carers in Northern Ireland have a right to have their children educated in accordance with their wishes (CCEA, 2019a; 2019b).

Schools should consider how they can support parents or carers who choose to withdraw their child from all or part of the relationships and sexuality education curriculum (CCEA, 2019a; 2019b).

In Scotland, guidance for the conduct of RSHP education highlights that schools and authorities must be sensitive to situations where a parent or carer wishes to withdraw their child (or a child wishes to withdraw themselves) from all or part of sexual health education (Scottish Government, 2014). Schools should discuss the issue with the parents, carers and/or child, reminding them of the child's right to an education, explaining why the curriculum is important and encouraging them to see participation as a positive and constructive part of the child's development.

Decisions should be made on a case-by-case basis, bearing in mind the child's age, maturity and capacity. If it is agreed that the child will be withdrawn from RSHP, arrangements should be made for them to have alternative positive educational provision that meets the Health and Wellbeing requirements of the Scottish curriculum (Scottish Government, 2014).

In Wales, relationships and sexuality education (RSE) is a mandatory part of the new Curriculum for Wales framework (Welsh Government, 2022a).

Parents and carers of children in all years up to and including year 6 do not have the right to withdraw their children from lessons on this topic. As the phased introduction of the Curriculum for Wales continues, the right to withdraw will gradually be removed from parents and carers of pupils of all ages (Welsh Government, 2022d).

References and resources

References and resources

References

​Council for the Curriculum, Examinations and Assessment (CCEA) (2021a) Relationships and sexuality education (RSE). [Accessed 27/10/2021].​

Council for the Curriculum, Examinations and Assessment (CCEA) (2021b) Personal development and mutual understanding. Belfast: Council for the Curriculum, Examinations and Assessment (CCEA).

Council for the Curriculum, Examinations and Assessment (CCEA) (2019a) Relationships and sexuality education guidance: an update for primary schools. Belfast: Council for the Curriculum, Examinations and Assessment (CCEA).

Council for the Curriculum, Examinations and Assessment (CCEA) (2019b) Relationships and sexuality education guidance: an update for post-primary schools. Belfast: Council for the Curriculum, Examinations and Assessment (CCEA).

Department for Education (DfE) (2022) Plan your relationships, sex and health curriculum. London: Department for Education.

Department for Education (DfE) (2021a) Relationships Education, Relationships and Sex Education (RSE) and Health Education: statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers. London: Department for Education.

Department for Education (DfE) (2021b) Teaching about relationships, sex and health. London: Department for Education.

​Department for Education (DfE) (2019) Relationships, sex and health education: guides for schools. London: Department for Education

House of Commons Library (2019) Relationships and sex education in schools (England) - frequently asked questions (FAQs) [Accessed 31/03/2021].

Relationships, sexual health and parenthood (RSHP) Scotland (2021) RSHP Scotland. [Accessed 27/10/2021].

Scottish Government (2014) Conduct of relationships, sexual health and parenthood education in schools. [Accessed 27/10/2021].

Scottish Government (2019) Review of personal and social education: preparing Scotland's children and young people for learning, work and life. [Accessed 29/11/2023].

Scottish Government and Time for Inclusive Education (TIE) (2021) lgbteducation.scot [Accessed 27/10/2021].

Welsh Government (2022a) Curriculum for Wales. [Accessed 11/02/2022].

Welsh Government (2022b) Curriculum for Wales: health and well-being. [Accessed 11/02/2022].

Welsh Government (2022c) Curriculum for Wales: relationships and sexuality education (RSE) code. [Accessed 09/02/2022].

Welsh Government (2022d) Curriculum for Wales: summary of legislation. [Accessed 09/02/2022].

Welsh Government (2023) LGBTQ+ action plan for Wales. [Accessed 04/12/2023].

Related resources
> Browse all our safeguarding resources for schools and colleges > Discover the types of child protection training schools can take > Find out more about promoting wellbeing and mental health in children

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promoting healthy relationships in schools

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Promoting healthy relationships in schools | NSPCC Learning

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Guidance for teachers and group leaders on talking to children and young people about healthy relationships.

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The protective factors that build resilience in children are found in everyday life. They are within the child's own personal resources, their family and the wider community. And they can help a child to meet and overcome challenges.

Here are some ways we can support the development of resilience:

Develop a sense of community belonging

Whenever possible, support your child to build a positive relationship with other important adults in their lives. This can help them develop better friendships and empathy and is linked to higher levels of educational achievement and self-esteem.

Model positive relationships

Happy relationships between parents and significant adults lead to better mental and physical health for all involved. Children thrive emotionally when they see and are involved in warm and caring relationships, where they are respected and valued.

Develop positive routines

It's good to remember that our mental health relies on physical routines. Try to find a routine that works for your family. One that has consistent and clear boundaries.

Help your child develop coping strategies

Coping strategies help us to deal with overwhelming feelings. Encourage your child to find one, or more, that they can turn to. For example, they could try relaxation, exercise, journaling, music, or distraction techniques.

Support your child to face specific challenges

Worries about everyday experiences are a good chance to help prepare your child to face future challenges. For instance, you could support them in managing the anxiety about going to a sleepover or presenting their work in assembly.

Let your child flex their muscles

It's so helpful for children to learn that they can do things on their own. Overprotecting them won't help. Remember that a tolerable amount of stress is actually beneficial.

Schools can be an important source of resilience for all children, so do team up with your child's school and access the support they offer.

Some children face multiple, and more serious, Adverse Childhood Experiences (ACEs). These can affect them in adulthood unless they receive professional support. But they can gain understanding and control over the past and overcome significant adversity when they are helped to tell a meaningful story about difficult experiences.They might need specialist support from a mental health professional to do this.

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Place2Be: Parenting Smart: Raising a resilient child

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Do you want your child to feel safe, secure and strong? Place2be's mental health experts share their tips on raising resilient children.

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Five Ways to build your child's resilience

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Five Ways to build your child's resilience

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Children thrive on routine, predictability and boundaries - when they lose these factors in the long-term, and the reasons why can often by unavoidable, it can be a difficult time for parent and child. However, as parents, there are ways to help them not only cope, but prosper during these times.
The key to managing this is in helping them develop their resilience. Here are five ways to do this...

Parents can help their children feel safe and secure during uncertain times by helping them recognise that life is actually less certain than they think - but this is okay. In fact, it can be exciting not knowing exactly what will happen - surprises can sometimes be nice!

Remind them of times when unexpected events in their lives turned out to be great. Keep a journal with them of all uncertain things in their lives and note how they turn out. They won't all turn out to be good, but that's okay too (see the second tip).For example, that time when their grandparents turned up unexpectedly, when they saw a friend during a walk in the park, or when they found a treasured toy on sale in a charity shop. All these are examples of uncertainty and can help your child to start seeing an uncertain future as less threatening.

Not all unexpected events are good of course, and building resilience is about helping children cope with disappointment and things going wrong. Encourage your kids to talk about feelings and emotions so that they can recognise and label the feelings of disappointment and frustration that are normal reactions to set-backs. Help them to name these feelings when they notice them.

Show them that set-backs are an important part of life and lead by example - talk openly about things that have gone wrong in your life and demonstrate how to bounce back.

Note their set-backs (such as a cancelled birthday party) in a special book and look at what they can learn from them; would they do things differently in future? Or have they learned a new skill-set? Learning from set-backs is the key to raising resilient children and looking back over the list over a period of time can help them to grow from these events.

Resilient children are less afraid of making mistakes and more prepared to take risks - because they can cope with having got it wrong. Explain how we don't always know the answers or the right way to behave, but we can make the best choices we can - and accept if we get it wrong. This means showing them that mistakes are great ways to learn and are part of what makes us human.

You could even encourage them to make mistakes. Whether that be with homework, or craft projects or creating a new dish for supper - encourage them to take risks. Show them that making mistakes helps us learn - how will they know that sprinkling in a chosen spice creates an unpleasant taste if they don't try, or that adding red to the paint won't give them the hue they were after unless they experience it for themselves?

Again lead by example and don't let them see you beating yourself up for making a mistake - remove 'I should have...' from your vocabulary and change to 'I could have...'.

Resilient children are able to make age-appropriate decisions about the things that affect them. All parents want to protect their kids - it's part of the job description, but when we try too hard to protect them from life's bumps we can do more harm than good to their developing resilience.

When parents make choices for their child and are over-involved in their lives, children learn that they can't trust themselves and grow up believing that others always know better. Part of being resilient is learning to become independent and to trust in our own abilities - whilst asking for help where appropriate.

If they turn out to not be happy with their choice, help them accept responsibility for that so that they learn that they're largely accountable for their own happiness and achievements. You can do this by praising them for shrugging off bad choices or by helping them to live with them, for example you could say, 'maybe you wish you'd chosen the other meal but yours is great because it has roast potatoes - and next time you'll know to make a different choice.'

Finally, resilient children develop helpful, rather than unhelpful, ways of thinking. Examples of unhelpful thinking styles include catastrophising (assuming the very worse will happen), black and white thinking (seeing things only as either good or bad), ignoring the positives (dismissing when good things happen and only focusing on when bad things happen), fortune-telling (assuming they know what is going to happen) and over-generalisation (assuming that because something happened once, it will always be that way).

Challenge these beliefs by explaining the flaws in their thinking styles and that we all make such thinking mistakes sometimes and helping them see alternative perspectives that may be equally valid.

We can use these unusual circumstances to help our children develop the skills they will need to help them navigate the rough seas - not just now, but throughout their lives. Helping children become resilient means giving them the tools they need to cope with uncertainty and bounce back when life gets tough.

More from BBC Bitesize Parents' Toolkit...

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Five ways to build your child's resilience

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Psychology expert Dr Sandi Mann has some advice to help your children find resilience in their home and school lives.

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Building Resilience in Children and Teens

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Building Resilience in Children and Teens

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Help them build positive relationships with their friends and other adults

Help them learn to be independent in their actions and thoughts

Encourage them to understand, express and manage their emotions

Help them build their confidence by taking on challenges and allow them to learn from it even if they do not manage to complete the challenges

Other ways to build resilience in your child or teen includes:

Setting personal goals and challenges - Encourage them to plan goals and challenges, which help to boost their self-esteem and confidence. Whether they accomplish them or not, it helps them learn about life in a wider sense.

Invest in their self-esteem - Having a strong sense of self can help them build resilience against any forms of adversity in their lives. Encourage them to get to know who they are, what values they hold and help them take time out to work on themselves.

Encourage them to believe in themselves and their abilities - Help them put themselves first when they need to especially if they are in a stressful situation. Help them list all the things they are good at including being kind, helpful and loving and show them why these attributes are so essential in life. Thinking about their achievements no matter how big or small is great for their confidence.

Encourage them to develop a strong offline social network - Help them build a support network of friends and loved ones who love them for who they are. Give them space to spend quality time with their network and do the things they love to do. This will promote happiness and kindness.

Embracing change - Making necessary changes in all areas of life is a constant thing to do. Even if change is hard to do, try to encourage them to do it, as things will and do change. It is better to be in front of it rather than behind.

Learn to problem solve - These are essential skills for all areas of life. Encourage them to learn problem-solving skills as that is key to building resilience. No matter what the situation or issue is, there is always a resolve from it, even if it means walking away from something that no longer serves you.

See the bigger picture - Encourage your child or teen to see the bigger picture when faced with adversity. Share your experiences with them so they can see you understand what they are going through. Let them know that everything has a process and sometimes we have to go through these things to come out the other end stronger.

Mind, body and soul - Helping them look after themselves is crucial. Not only is it important for them to eat healthy and enjoy treats in moderation, but being active is important too for both mind and body. Getting enough sleep and learning positive mindfulness is important barriers and defence structures for stress, trauma and adversity.

Value who they are - Children will only learn to value themselves if those around them first value them. Give them lots of positive encouragement and praise. This will give them the necessary springboard to take on challenges and boost their self-worth.

Emotional flooding - When a child is upset they can't think straight or begin to sort out what they want to do - they are overwhelmed or 'emotionally flooded' If we think of emotions as water, when we are upset the thinking part of the mind becomes flooded. Listening gives our children a chance to express the feelings and gradually come back into a balanced state where they can start to think through the problem or let go of the feelings and move on. When we name their feelings and what they need, we are helping them understand their own feelings and needs rather than being led by them. Children who learn to handle their emotions tend to have better physical and emotional health, do better at school and get on better with friends. Let them know it is ok for them to seek help and support too if they need this.
Bubblevision
Sometimes, stress is inevitable. Help them create a stress-free zone and teach them this. Make yourself comfortable and close your eyes. Take a few deep breaths and let them out slowly - feel yourself sink more deeply into your seat. Imagine yourself surrounded by a bubble that protects you. Be aware of all the outside things and people that make demands on your life. Now, as you breathe out, feel yourself gently making your bubble bigger, pushing back all these demands. All your worries can wait. Every time you breathe out, make your bubble a bit larger until you feel comfortable. Know that you can step out of the bubble whenever you need to, but for now just relax.

At Family Lives, we do understand how different each situation is. If you would like further support and advice, call us on 0808 800 2222 or email us at askus@familylives.org.uk. You can talk to us online via our live chat service, which is open, Monday to Friday between 1.30pm and 9pm. You can also use our online forums to talk to other parents and share experiences.

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Building resilience in children and teens

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Helping our children build resilience and confidence is one of the most important gifts we can give them.

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While it's very easy to focus on the worst aspects of any situation, it's not good for building your personal resilience. Even the worst possible situations have an upside so, while it may be difficult when something bad is happening, try and think of one kind of benefit you'll be getting out of it. You may want to think about things such as what you can learn from your experience, what this situation has helped you find out about someone, or what it's helped you find out about yourself.
Appreciate your strength
When you're going through something difficult, it's easy to forget how strong you are. Try and remember other times in your life when you've got through something challenging. Remember how strong you were to get through those circumstances, and take heart from the fact that you know you have the strength to get through whatever you're going through now.
Remind yourself you always have a choice
Whatever you're going through, you have a choice as to how you react to it. It may not feel like it, but it's completely up to you whether you let your situation defeat you, or whether you choose to have the strength to get through it. It doesn't make you weak if you decide you don't have the strength at the moment, but remembering that you always have a choice is a great was to remind yourself that you have power in any situation, and it's great for building personal resilience.
Don't hold a grudge
Holding a grudge isn't good for your resilience - in fact someone once said that holding on to a grudge is like drinking poison and expecting the other person to die. If you keep focussing on an incident where someone has angered you or done you wrong, you'll stay angry and not be able to move beyond it. Holding a grudge will end up affecting you negatively, because you'll end up thinking lots of negative thoughts. So instead it's much better to put your grudge behind you and practice thinking positively instead - you'll be amazed how much better you'll feel when you let those bad feelings go!
Take a step back
While an issue, situation or argument may feel very immediate and intense the moment it happens, it's really helpful to ask yourself how you will feel about the thing that's upsetting you in a week, a month or a year? Thinking this way about events and issues that affect you will help you have some perspective about how much you should let them bother you.

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Mental resilience is how you deal with challenging life events. Being mentally resilient gives you the strength to get through tough times.

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Going through different emotions is part of life. While it can feel worrying as a parent, it is normal for young people to feel low sometimes, and this can be a natural response to what's happening around them. Often, the passing of time and support from people they're close to can help things feel better again.

When a young person is feeling depressed, however, sadness and low feelings become more overwhelming, persisting over a longer period of time and making day-to-day life difficult.

Knowing that your child is feeling depressed can be incredibly worrying as a parent. But remember that lots of young people go through depression and come out the other side and feel okay again, and that there are things you can do to help them - including providing emotional support, working on practical strategies together and finding the right professional support if they need it.

Symptoms of low mood and depression

As a parent, it can be useful to understand the difference between having a generally low mood and feeling depressed. This can help you to think through what your child is experiencing and the type of support they need.

If your child is experiencing a low mood, they may feel more sad, tearful, worried, tired or angry than usual, or feel low and less confident about themselves - but then feel better after a few days or weeks. They may also start to feel better quite quickly after making small changes in their life or routine - for example after resolving a disagreement with a friend, getting to the end of a stressful time at school or starting a more regular sleeping pattern.

When a young person is depressed, sadness and low feelings do not change or go away with time. These feelings can become overwhelming and stop them from doing or enjoying things they normally would. When a young person is experiencing this, it's very difficult to shift the situation without extra help and support.

While every young person is different, and these feelings are often expressed differently at different ages, some signs that your child may be feeling depressed include:

withdrawing, or avoiding friends or social situations

finding it hard to concentrate, and/or losing interest in schoolwork

not wanting to do things they previously enjoyed

feeling irritable, angry or frustrated

feeling tearful, miserable, lonely or hopeless

feeling empty or numb

being very self-critical, or feeling less confident

sleeping more or less than normal

eating more or less than normal

feeling tired or not having any energy

showing less or no interest in self-care activities like washing

wanting to self-harm

experiencing suicidal thoughts

If your child is experiencing one or two of these things, it does not necessarily mean that they are experiencing depression. But it's important to speak to your GP as a first step so that you can explore what's going on together.

How to help your child with depression and low mood

If you are concerned that your child may be experiencing depression, there are lots of things you can do to help.

We have a list of services and helplines they can use on our reaching out for help page, which you can point them towards.

Top tips for supporting your child with depression.

When to seek professional help

If the situation isn't getting better with time and you're feeling worried about your child's mental health, seek professional support and advice.

Many children and young people will need professional and specialist help to feel better if they are experiencing depression. They may benefit from a specific diagnosis or a treatment such as talking therapy.

You can find more information about how to access professional help below.

Where to find professional help

If your child is experiencing depression and needs ongoing support, it can be helpful to create a support plan together with the professionals around your child - so that you know exactly what help is available and how your child can access it. This could include things like:

agreements with their GP, or their key worker if they are being treated by CAMHS, about when they will next check-in

whether any referrals can be made to other services, and a list of the services available locally that might be able to support them

what your child's school can offer - including a staff member who they can speak to when they're struggling.

people your child trusts and can talk to when they need to, including family and friends.

You can find out more about speaking to GPs, finding a counsellor or therapist, accessing Child and Adolescent Mental Health Services (CAMHS), getting help from your child's school and finding local services on our guide to getting help.

Young people's advice for others experiencing depression

Speak to your doctor or a trusted adult about how you're feeling.

Don't be afraid to cry, especially if you're male - it helps to release emotions and you'll feel better afterwards.

I've found that identifying behaviours that are not beneficial to you - like endlessly scrolling through Instagram before bed and sleeping late - can be really helpful. It's hard to force good habits, but it can do wonders for your overall mood.

Try to keep going outside, even if it's just a short walk, it can really help your mood to lift.

Find a distraction technique - we all have different ones; it could be jogging, music, art, reading etc.

Realise that how you're feeling won't last forever and there's always something to look forward to.

If your child is having suicidal thoughts

Young people who are struggling with depression can experience feelings of not being able to go on, or no longer wanting to be alive. This can lead them to think about, speak of, or attempt suicide.

A young person can struggle with thoughts of suicide without acting on them. But these thoughts can also develop into stronger feelings, and a plan or intention to attempt suicide. All suicidal thoughts should be taken seriously, and young people going through this need help and support.

If your child is experiencing suicidal thoughts, or you're worried they might be, we have information and advice that can help. Have a look at our page on suicidal thoughts for advice on how to support them and where you can find help - including how to access urgent help.

For advice on supporting and responding to your child when they're experiencing suicidal thoughts, have a look at the Prevention of Young Suicide (PAPYRUS) website. You can also contact their HOPELINE to speak to an advisor via phone or email.

Looking after yourself as a parent

Supporting a young person who is struggling with depression can be incredibly worrying and exhausting - and it's entirely understandable if you're struggling with anxiety or other difficult feelings yourself at the moment.

It's so important to recognise the impact the situation is having on you, and to think about ways you can take care of yourself - including getting support from other people so that you can take some time off. Remember that it's okay to ask for help when you need it, and to share your worries with someone you trust.

Many parents find it helpful to reach out to other parents so they can talk through how they have handled difficult situations with their children and get support. You may also be able to find a local parent support group using the Charlie Waller Trust directory.

If you need more help, you can find services such as counselling or therapy through your GP and other local organisations, or privately if this is an affordable option for you. Sometimes it helps just having someone there who can listen to what you're going through - and if you need someone to talk to, you can call the Samaritans anytime on 116 123.

You might also find helpful...

Where to get further support

Useful helplines and websites

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

This page was reviewed in March 2023. It was created with parents and carers with lived experience of supporting their child or young person with depression or low-mood. We will next review the page in 2024. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.

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Depression & Low Mood | Signs, Symptoms & Treatment

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Depression is a mood disorder where low mood persists for a long time. Read about the symptoms, what support is available and how you can help your child.

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Life can be really tough at times and it can make you feel down and unable to cope. Sometimes you may know what's causing you to feel this way, and other times there may be no clear reason. This can be really worrying, but it's normal. We all feel low at points in our lives.

When we feel down, everyday things like going to school, hanging out with friends or even getting dressed can feel harder. We may also find that we don't get as much pleasure from things we used to enjoy. Although it can be really hard to feel hopeful, there are things you can do to help you feel better.

There are many reasons why you might feel down or unable to cope. It might be because of something that you're finding difficult, like exams, or you might be struggling with a mental health problem like depression.

Understanding what is making you feel this way can really help. If you're not sure, try thinking about how different areas of your life are making you feel, like: friendships, family, home, school, work, or relationships. This can help you to see what makes you feel good in your life but also what might be bringing you down.

If you are feeling like this, try setting small goals each day to help you build a routine. Your goals don't have to be big tasks; they can be things like getting out of bed or putting on some different clothes. This may feel strange at first, but it can really help.

Mental health problems like depression can sometimes feel like they are taking over your life. You might feel like they are stopping you from doing things you want to do, or you might feel scared that you will always feel this way. But remember, these feelings are temporary. You can get through this.

If a mental health problem is making you feel down, read our guides for tips and advice:

Anxiety - if you feel worried, nervous or panicky all the time, you might be struggling with anxiety.

Depression - if you're feeling down all the time, unable to enjoy life, and you are having a lot of negative thoughts, you might be experiencing depression.

Bipolar disorder - if you're having very extreme mood swings, it could be a sign of bipolar disorder.

Psychosis - if you're experiencing 'out of the ordinary' things, like hearing voices, or having hallucinations, these could be episodes of psychosis. In some cases, this might also be a sign of schizophrenia.

PTSD - if you have experienced something extremely frightening, upsetting or a life-threating situation you might notice changes to your mood and behaviour.

Whether it is something that has happened to you in the past or is happening right now, experiencing trauma can have a long-term impact on your emotional wellbeing.

Going through something traumatic can affect your mood, how you feel about yourself and how you interact with others. Whatever has happened, you are not alone. You are loved and you deserve support.

You might have experienced or be experiencing things like:

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Feeling Down And Unable To Cope | Help And Advice

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Sometimes, life can be really tough and can make you feel down and unable to cope. We have tips and advice that can help you if you feel this way.

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Understanding Depression in young people

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Understanding Depression in young people

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This guide provides parents and carers with tips to help better support their child with depression.

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This guide provides parents and carers with tips to help better support their child with depression.

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Pooky Knightsmith: Neurodivergence & Mental Health

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ANXIETY | 5 Simple Strategies for Managing Anxiety

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Anxiety and Anxiety Disorders - Signs & Symptoms

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Anxiety and Anxiety Disorders - Signs & Symptoms

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What is anxiety?

Anxiety is when you feel scared, worried or panicked about something. It's a normal, human feeling and your body's natural response to stress or danger. Anyone can experience anxiety, regardless of age, gender, race, culture or faith.

We all feel anxious from time to time. Day-to-day things like friendship, money, exams or work can cause anxiety. Or certain situations, such as travelling home at night, starting a new school or giving a presentation. But the feeling usually passes once we feel safe or solve the problem we had. Generally the worries stop and we're able to carry on with our lives.

As humans evolved, our brains developed an inbuilt alarm system. It warns us when something isn't right and we need to keep ourselves safe. This alarm triggers what is known as the 'fight or flight' response - this is when your body prepares to either run away, fight, or freeze.

Think about what happens in your body when you feel anxious. You might feel a churning feeling in your stomach, dizzy or light-headed or hot and sweaty. These symptoms are all part of the fight or flight response.

This can make us feel like we're in physical danger, but it's important to remember that feeling this way doesn't necessarily mean you are in danger.

What happens to our body in fight-or-flight mode?

When our brains are in fight-or-flight mode, our thinking brain - the part that helps you think clearly, learn and solve problems - switches off. This makes it hard to stay calm and control your emotions and behaviour. We evolved to have this response to help us react to dangerous situations our ancestors faced, like being chased by a predator.

But in modern life, we don't tend to face dangers like this anymore. Instead, our anxiety can be triggered by more complicated situations or feelings where it might not help us to run away, fight or freeze. Yet we still experience the fight-or-flight response.

There are things you can do to help when you feel this way. You can use activities that soothe or distract you and bring your attention back to your body and senses. This calms the fight-or-flight response and switches the thinking brain back on so you can start to feel better.

When does anxiety become a problem?

Anxiety becomes a problem when it is more long term and you feel stuck in your worries or fears. They may last for a long time, even after a stressful situation has passed. You might feel upset and overwhelmed, as if your worries are too big to manage. Or they may stop you from doing everyday things.

When anxiety becomes a problem, it is sometimes called an anxiety disorder. There are different types of anxiety disorders and they can affect your life in different ways. Speaking to your GP, or someone else you trust, can help you find out what the problem is and how you can take care of yourself.

For more advice on reaching out for help, take a look at our guide.

Young people have told us that their anxiety has sometimes been dismissed as perfectionism or the normal ups and downs of being a teenager. But if it's impacting your life, it's important to get the help you need. Remember, however you're feeling is valid, even if you're not sure why you feel the way you do.

Anxiety can feel lonely and impact your self-esteem, but you are not alone. Things can improve and get better. Our section on looking after yourself if you have anxiety has lots of information to help you find what works for you.

We asked young people what it's like to live with anxiety. Here's what they said:

Just remember that if you're struggling with anxiety or panic attacks, you are not alone.

What causes anxiety?

There are lots of things that can cause anxiety. It could be how you feel in specific situations, however big or small, or life events that are out of your control. It might be because of something that happened in the past, worries about the future or things that you know could happen.

We all experience stressful situations in different ways. What makes you feel anxious might not make someone else feel anxious at all. That doesn't make your feelings wrong. We all have different things that we find difficult and that's okay.

Sometimes it's really clear what's making us anxious, but sometimes it's not. You might feel like your anxiety comes out of nowhere and this can be upsetting and confusing. But how you feel is valid. There's no right or wrong thing to feel anxious about.

Some common things that can cause anxiety include:

Discrimination and anxiety

Experiencing discrimination against your identity can also be a big source of anxiety. This could be because of your race, religion, abilities, sexuality, gender identity or something else. You might experience abuse, injustice or be scared to be yourself. Discrimination is never okay, and you deserve to feel proud of who you are.

We know that if you're experiencing discrimination, talking to someone you trust can really help. But it can help to talk to someone who understands you and your background. See the bottom of this page for a list of organisations that work with specific groups of young people to offer tailored support.

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Illustration by @fiorenza_art. A sitting fox has a thinking bubble with a heart inside and text on their tail reads, 'at this very moment, someone somewhere feels the same way you do. And that makes me feel a bit less alone.'

Real stories from young people about what caused their anxiety

Symptoms and signs of anxiety

Anxiety looks and feels different for everyone. We might notice anxiety in:

stomach problems, such as pains, feeling sick or diarrhoea

heart beating really fast

fast, shallow breathing

feeling light-headed, dizzy or faint

grinding your teeth

shaking or trembling

sweating more than usual

nervous, on edge and unable to relax

overwhelmed

like something bad is going to happen

out of control

tired and grumpy

needing reassurance or worrying you've upset someone

self-conscious

Anxiety is a healthy human emotion that we all feel sometimes. That means most of us will have felt some of these feelings at some point. So if some of these symptoms feel familiar, that doesn't mean you have a problem.

But if any of them are affecting your everyday life or causing you distress, it's a good idea to tell someone you trust or speak to your GP. We have lots of advice and information in our guide on how to talk to your GP.

These physical symptoms can be so frustrating and a huge discomfort. And when we don't know how common they are, it can leave us feeling all alone.

Types of anxiety disorders

Understanding different types of anxiety disorders can help you understand your own experience better and explain it to people you trust. As there are many ways to experience anxiety, you might recognise your experience in more than one anxiety disorder, or you might not recognise your experience here at all. That doesn't mean that your experience isn't valid.

The important thing is that you speak to your GP if you are struggling with anxiety, however that looks. They can help you find the support that's right for you, whatever you're going through.

If you have GAD you might find it difficult to control your worries. You can feel symptoms of anxiety often or all the time. This might be completely out of the blue or triggered by a range of situations. This can include situations where you might not expect to feel anxious.

Symptoms of GAD can include:

feeling restless, irritable or on edge

being unable to control worries

having difficulty concentrating

getting tired easily

sleep problems

pain such as headaches, muscle aches and stomach aches

It's normal to experiences nerves, worry or stress when you're studying. Especially when you have exams or assignments coming up. But if your anxiety feels too overwhelming and you're finding it hard to cope, it's time to reach out for help. Speaking to someone you trust is the first step towards getting support. This could be someone at school or university, your GP or someone close to you.

Our bloggers share their experiences of anxiety

Treating anxiety disorders

Illustration by Emily @21andsensory. Black text in the centre of a white background reads, 'believe in yourself and magic will happen.'

Feeling constant anxiety can be a sign that something isn't right, and you may need some help figuring out what that is. Your GP can suggest different types of treatment that can help if they think you're suffering from anxiety. They can also offer regular check-ups to see how you're doing.

There are a few different ways of treating anxiety disorders. Your treatment will depend on your age and the cause of your anxiety. You might try one, or end up using a combination of treatment options. The important thing is to find what works best for you.

Take a look below at the different types of treatment you may be offered.

Talking therapy can help you get to the root of what is causing your anxiety. One of the most common types of talking therapy used to treat anxiety is cognitive behavioural therapy (CBT). With CBT, you work with a therapist who helps you understand your thoughts and feelings. They then help you explore ways to change how they affect you. You also learn practical techniques to help you relax and cope better in everyday life.

Have a look at our counselling and therapy guide to find out more about different types of talking therapies and what happens in a therapy session.

Applied relaxation can help you manage the physical symptoms of anxiety. The focus is to learn how to relax your muscles in a particular way. You can then use this technique when you're in situations that usually cause anxiety.

Take a look at Eve's blog on how Progressive Muscle Relaxation helps her when she feels anxious or panicked.

If anxiety is stopping you from going to the doctor

It can be difficult if making appointments and going to the doctor gives you anxiety. If your anxiety is stopping you from getting treatment, let your GP know. They will be able to make arrangements to help.

For example, they could arrange phone calls or home visits. You could take someone with you to appointments or ask someone to call the GP for you. It's okay to tell your GP if you are struggling and need to make adjustments.

You may have heard that waiting times for mental health support can be quite long. The reality is that this will vary on the type of support that your GP thinks you need and where you are in the country. The waiting times vary in different areas. If you would like to know more about this, it's okay to ask your GP when they refer you. They may not know exactly, but they might be able to give you a rough timeframe.

This can feel really frustrating. But it's important to remember that how you're feeling is valid, however long you have to wait for support. Also, there are lots of things you can do to help yourself while you're waiting. Take a look at some tips that young people have told us helped them.

I noticed behaviours, mindsets and thought patterns that were having a negative effect on my mental health, and I still use the techniques I learnt in CBT to cope with these.

To this day, I still use these methods if I feel a wave of anxiety coming on, and they have truly helped me become stronger and more able to cope with difficulties in life.

Ways to look after yourself if you have anxiety

If you're struggling with anxiety, there are things you can do and support available to help you feel better. Different techniques will work for different people, and there might be one or two activities that you know you can use at different times.

For example, breathing and mindfulness. This could help you feel calm before doing something that you know makes you anxious. But this might not help in an anxious moment. Instead, you might move or stretch your body, play a game, or focus your attention on your senses and what's around you.

Below are some coping technique ideas that you can try.

Self-help techniques for anxiety aren't a replacement for getting help or a way for you to fix anxiety on your own. They are ways of looking after your mental health, like we would our physical health. Take a look at some ideas below.

Keeping a diary of your thoughts, worries and about times when you feel anxious can help you recognise signs or patterns in your anxiety. This empowers you to know when you need to ask for help or do something to help yourself.

Playing games with your friends or on your own is a great way to take time out from daily life. This could be sports, jigsaws, card games or video games. There are also lots of apps to help us relax and feel calmer, such as puzzles, classic arcade games or playing with patterns and colours.

Express yourself in creative ways. This could be anything from drawing and painting to photography or baking. Keeping ourselves busy and making something can help us manage our worries and feel present.

Relax by listening to a playlist of songs or a podcast that you find soothing. Or rewatch your favourite TV show or movie that feels familiar to you.

How to make a self-soothe box

Our Activists explain what a self-soothe box is, how it can help you when you're feeling anxious or panicky, and what they have in theirs. Have a look at Eve's blog for more ideas on what you could put in your self-soothe box.

What is a self-soothe box?

In its simplest form, self-care is just the little things we do to look after our mental health. Alongside relaxing activities, self-care can also be showing ourselves compassion, setting boundaries or not comparing ourselves to others. Self-care will look different for everyone.

Take a look at our guides for more advice on finding out what self-care means for you.

Our bloggers share their coping techniques for anxiety

How to support a friend with anxiety

It can be difficult to know what to do if your friend or someone close to you is struggling with anxiety. It's normal to feel worried, confused or scared of saying or doing the wrong thing. But remember that it's not your responsibility to fix anything. Sometimes just listening to how they're feeling can be a really big help.

If a friend opens up to you about struggling with anxiety, here are some things you can do to support them.

It's important to remember to look after your own mental health too and only support them in ways that feel manageable for you. It's not all on you to support your friend with anxiety. For more information and advice, have a look at our guide on supporting a friend with their mental health.

We never really spoke of my troubles explicitly; he just knew that I was struggling and was always on hand to suggest fun activities and encourage me to do them with him.

Where to get help

If anxiety is taking over, you are not alone. Here are some services that can help you get through this.

This page was reviewed in June 2023. It was co-created by young people with lived experience of anxiety. We will next review the page in 2026. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.

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Anxiety and Anxiety Disorders | Signs and symptoms

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Anxiety is a feeling of fear or panic that many young people experience. Find out about the causes and symptoms of anxiety and where to get help.

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Anxiety can affect anyone of any age, background or social group and many anxiety disorders begin in childhood and adolescence. Research suggests that as many as one in six young people will experience anxiety at some point or up to five children in a school class.
Did you know?

13.3% of 16 - 19 year olds and 15.8% of 20 - 24 year olds have experienced anxiety .

1.7% of 16 - 19 year olds and 2.2% of 20 -24 year olds have experienced a depressive episode.

0.9% of 16 - 19 year olds and 1.9% of 20 - 24 year olds have experienced Obsessive Compulsive Disorder (OCD).

What is the best ways to help children overcome anxiety?

Acknowledge their feelings, even if they seem 'over the top' to an adult.

Regulate their physiological responses - using calming techniques.

Relate to them by connecting emotionally.

Reason with them - help them think through their experience and offer guidance.

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Free anxiety resources Supporting others Courses & groups Children and anxiety Anxiety can affect anyone of any age, background or social group and many anxiety disorders begin in childhood and adolescence. Research suggests that as many as one in six young people will experience anxiety at some point or up to five children in a [...]

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Just like adults, children and young people feel worried and anxious at times.
But if your child's anxiety is starting to affect their wellbeing, they may need some help.

What makes children anxious?

Children can feel anxious about different things at different ages. Many of these worries are a normal part of growing up.

From the age of around 6 months to 3 years it's very common for young children to have separation anxiety. They may become clingy and cry when separated from their parents or carers. This is a normal stage in a child's development and should stop at around age 2 to 3.

It's also common for preschool-age children to develop specific fears or phobias. Common fears in early childhood include animals, insects, storms, heights, water, blood and the dark. These fears usually go away gradually on their own.

There may also be other times in a child's life when they feel anxious. For example, many children feel anxious when going to a new school or before tests and exams. Some children feel shy in social situations and may need support with this.

When is anxiety a problem for children?

Anxiety becomes a problem for children when it starts to get in the way of their everyday life.

If you go into any school at exam time, all the children will be anxious, but some may be so anxious that they do not manage to get to school that morning.

Severe anxiety like this can harm children's mental and emotional wellbeing, affecting their self-esteem and confidence. They may become withdrawn and go to great lengths to avoid things or situations that make them feel anxious.

What are the signs of anxiety in children?

When young children feel anxious, they cannot always understand or express what they are feeling. You may notice that they:

become irritable, tearful or clingy

have difficulty sleeping

wake in the night

start wetting the bed

have bad dreams

In older children you may notice that they:

lack confidence to try new things or seem unable to face simple, everyday challenges

find it hard to concentrate

have problems with sleeping or eating

have angry outbursts

have a lot of negative thoughts, or keep thinking that bad things are going to happen

start avoiding everyday activities, such as seeing friends, going out in public or going to school

Find out more about the symptoms of anxiety on our page about anxiety disorders in children.

Why is my child anxious?

Some children are more likely to have worries and anxiety than others.

Children often find change difficult and may become anxious following a house move or when starting a new school.

Children who have had a distressing or traumatic experience, such as a car accident or house fire, may have anxiety afterwards.

Family arguments and conflict can also make children feel insecure and anxious.

Teenagers are more likely to have social anxiety than other age groups, avoiding social gatherings or making excuses to get out of them.

Find out more about social anxiety.

How to help an anxious child

If a child is experiencing anxiety, there are things that parents and carers can do to help.

First and foremost, it's important to talk to your child about their anxiety or worries. Reassure them and show them you understand how they feel.

If your child is old enough, it may help to explain what anxiety is and the physical effects it has on our bodies. It may be helpful to describe anxiety as being like a wave that builds up and then ebbs away again.

As well as talking to your child about their worries and anxiety, it's important to help them find solutions.

For example, if your child is worried about going to a sleepover, it is natural to want to tell them not to go. However, this could mean your child feels that their anxiety will stop them from doing things.

It's better to recognise their anxiety and suggest solutions to help them, so they can go to the sleepover with a plan in place.

Other ways to ease anxiety in children

teach your child to recognise signs of anxiety in themselves

encourage your child to manage their anxiety and ask for help when they need it

children of all ages find routines reassuring, so try to stick to regular daily routines where possible

if your child is anxious because of distressing events, such as a bereavement or separation, look for books or films that will help them to understand their feelings

if you know a change, such as a house move, is coming up, prepare your child by talking to them about what is going to happen and why

try not to become overprotective or anxious yourself

practise simple relaxation techniques with your child, such as taking 3 deep, slow breaths, breathing in for a count of 3 and out for 3.

distraction can be helpful for young children. For example, if they are anxious about going to nursery, play games on the way there, such as seeing who can spot the most red cars

turn an empty tissue box into a "worry" box. Get your child to write about or draw their worries and "post" them into the box. Then you can sort through the box together at the end of the day or week

Find out more

When should we get help?

If your child's anxiety is severe, persists and interferes with their everyday life, it's a good idea to get some help.

A visit to a GP is a good place to start. If your child's anxiety is affecting their school life, it's a good idea to talk to their school as well.

Parents and carers can get help and advice about children's mental health from Young Minds' free parent helpline on 0808 802 5544, from Monday to Friday, 9.30am to 4pm.

Find out more about treatments on our page about anxiety disorders in children.

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How to help your child deal with anxiety about things such as going to school or socialising with friends. Also, how to tell when it's time to get medical help.

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Understanding anxiety | Mental health problems | Mind

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Are worried thoughts disrupting your life? Our information explains anxiety and when it can become a mental health problem.

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What is anxiety?

Anxiety is a feeling of worry, fear or unease. It is often experienced as a combination of thoughts, feelings and physical sensations in our body.

All children and young people feel worried sometimes. This is a normal, human reaction to things that feel stressful. For example, before an exam a young person may feel more worried than usual. But they will soon feel calmer after the stressful event has passed.

Anxiety becomes a problem when a child or young person feels stuck in it. When this happens, it can become an overwhelming experience. It can also affect their daily life and limit the things they feel able to do.

If your child or young person is struggling with anxiety, there are things you can do to help them. We've got advice to help you provide reassuring support, work on strategies together and find professional help if they need it.

What makes young people anxious?

A child or young person may be anxious for different reasons. Feeling a bit more worried sometimes is normal and there is not always a clear reason for this. But if your child is feeling unmanageable amounts of anxiety, this is often a sign that something in their life isn't quite right. They may need support to work out what the problem is.

This video by St Catherine's College is a useful way of understanding how stress and anxiety might build up in a person's life.

The following kinds of things can make some children and young people feel anxious:

finding school difficult or experiencing school anxiety

being around someone else who is very anxious, such as a parent

going through a significant change, such as moving house, parents separating or changing school

the death or illness of a close family member or friend

having lots of responsibility, for example caring for other people in their family

experiencing family stress around things like housing, money and debt

going through experiences in which they do not feel safe, such as being bullied, witnessing or experiencing abuse, or experiencing discrimination such as racism, homophobia or transphobia

not getting the right support or having their needs recognised if they have a neurodiverse condition such as autism or ADHD

Signs of anxiety in children and young people

Anxiety often affects our body, thoughts, feelings and behaviour. A child or young person who is struggling with anxiety may also behave differently or start using coping mechanisms to try to manage or avoid the anxiety. Below are some of the signs to look out for in children and young people.

Young people share their experience of anxiety.

How to help your child or young person when they feel panicky

In a very anxious moment, your child or young person may feel frightened or worried about having a panic attack. If this happens, focus on helping them to calm down and feel safe. The strategies below can help.

Breathe slowly and deeply together

Show/hide caption

A hand with five fingers spread. A pointed finger shows instructions for moving around each finger with the words 'Breathe in' as you move upwards, and 'Breathe out' as you move downwards.

Together, hold your hands out in front of you. Trace the outline of each of your fingers slowly with your other hand. Breathe in as you go up each finger, and out as you come down. Move and breathe as slowly as feels comfortable. Over time, encourage your child or young person to breathe out for one or two counts longer than they breathe in. This can help their body to relax.

If you would like to have a copy of this technique with you, you can download and print our resource.

Try using all five senses together

Show/hide caption

A picture of eyes, an ear, a hand, a nose and a mouth. Text reads next to each one: "5 things you can see. 4 things you can hear. 3 things you can touch. 2 things you can smell. 1 thing you can taste."

Connecting with what we can see, touch, hear, smell and taste is sometimes called 'grounding'. Doing grounding techniques can make us feel more present and bring us back into our body. This can reduce the intensity of our anxiety. Think together about what they can see, touch, hear, smell and taste.

For example, they might notice: five different colours; four soft things in the room; three sounds like cars going past the window or the noise of the washing machine; two things they can smell, like a scented candle or a piece of fruit; and one thing they find soothing to eat.

If you would like to have a copy of this technique with you, you can download and print our resource.

Remember, you don't need to do all of these things each time. Everyone is different, and it's about figuring out which of these strategies suits them best.

After they have calmed down, it can help to remind them that the panicky feeling did not last forever. They were able to do things that helped and the feeling stopped.

How to help your child or young person manage their anxiety

As well as managing panicky moments, your child or young person can also learn how to deal with their anxiety over the longer-term.

Many of these strategies are about helping them to understand how their anxiety works and what helps them. The more confident they feel about this, the more they will believe in their ability to cope. This can make anxiety feel more manageable.

As you think about strategies you might try, always remind yourself you're doing your best. It's natural to feel a bit overwhelmed sometimes. But remember, you do not need to try five different things at once. Have a look through these suggestions and pick one or two things you think might help.

There are some daily activities that are really important for our mental health. These are:

physical exercise, or some movement

sleeping well

eating healthily

drinking water

connecting and spending quality time with loved ones

They might sound simple, but they can have a big effect on our mood. Regular exercise can be particularly important because it can help to reduce feelings of anxiety in the body. It doesn't have to be much - walking or gentle yoga can help.

If you have a teenager or young adult, reducing alcohol and caffeinated drinks such as coffee can help. This is because they can trigger the physical symptoms of anxiety.

Some children and young people will need support from a mental health professional. They may benefit from a specific diagnosis or a treatment such as talking therapy. You can find more information about this below.

Young people tell us it also helps to...

think about something you're looking forward to

imagine your thoughts leaving your brain and floating off into the sky

keep yourself occupied

have time out

reflect on how you're feeling

talk to other people you trust

remind yourself you're not alone - odds are someone in your friendship circle has anxiety or depression too

Finding professional help

You might also find helpful...

Useful helplines and websites

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

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

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

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

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Supporting A Child With Anxiety | Tips and Advice

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If your child or teenager is struggling with anxiety, we've got information about signs and treatment, and practical strategies you can do together.

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Children & Young People with anxiety: A parent and carer's guide.

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Children & Young People with anxiety: A parent and carer's guide.

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This guide provides parents and carers with helpful tips and strategies on how to support a child with anxiety.

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Anxiety and low mood session for parents & carers

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Anxiety and low mood session for parents & carers

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KEYNOTE: Anxiety and Low Mood Session for Parents/Carers

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Slides and suggested resources for a parent and carer training session about low mood and anxiety.

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Mental Health Support for Young People | The Mix

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Struggling with your mental health? The Mix offers youth-led advice, real-life stories, and expert support on anxiety, depression, stress, and more.

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The clinical-grade mindfulness-based cognitive therapy program for improved mental health

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School Anxiety and Refusal: How Parents can help...

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School Anxiety and Refusal: How Parents can help...

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School phobia, or school-related anxiety - sometimes called 'school refusal' - is when your child feels fearful or anxious about school and/or is unable to go to school. It's also referred to as emotionally-based school avoidance (EBSA) or anxiety-related absence.
It can happen at any age, and it can be more common among children with additional or special educational needs (SEN). There can be many reasons why your child might experience school anxiety, but dealing with it can be stressful for you as a parent, as well as your child.

Parents' Toolkit has teamed up with educational psychologist Dr Amanda Furness and SEN advisory teacher Sarah Barton to give you advice on how to handle 'school refusal' and where to go for help.

'School refusal' is a catch-all term often used to describe when a child is anxious about or unable to attend school.

Dr Amanda Furness points out the term can be misleading because, "it implies that children and young people are making a choice not to attend", whereas in reality there are likely to be many interacting contributing factors. Therefore many people prefer to call it emotionally-based school avoidance (EBSA).

There's some evidence to suggest more pupils have experienced challenges getting in to school since the Covid-19 pandemic. In the autumn term of 2021, almost 1.7m children missed seven days of school or more. Even allowing for some Covid disruption, that figure is significantly higher than before the pandemic.

Dr Furness says difficulties attending school, whether primary or secondary, "can happen suddenly or build over time" and "can be very complex and are likely to be due to a range of interactive factors". However, reasons for not wanting to go back in can include anxieties around...

social and/or work pressures at school

difficulties maintaining positive relationships with peers or staff

unmet needs (eg: additional needs or feeling unsafe)

home and/or family factors

sensory needs making the environment feel overwhelming

Other reasons include a range of socioeconomic factors, plus some parents choosing to electively home educate their children because they feel their child's needs were no longer being met in school.

BBC News has reported that some schools have even started picking kids up from home to boost attendance.

Dr Furness says: "It's common for young people who feel unable to attend school to experience heightened anxiety," but it might not always show up in a " typical way". Some ways you might spot it in your child include...

not wanting to get up, get ready or go to school

anxiety and heightened emotions when getting ready to leave for school

physical symptoms like headaches, stomach ache or feeling sick

a change in behaviour either by becoming more withdrawn or acting out more

trouble sleeping or getting to sleep

not doing schoolwork or performing worse at school

not going into school without telling you

When a child elects not to go to school it can have a knock on effect for others - especially for a parent or carer who may then have to stay off work, but the resulting stress can then exacerbate feelings of guilt or worry in the child.

It can be a worrying time for you as a parent, so go easy on yourself and your child. The most important thing is to listen to your child and to try and be calm, patient and show empathy. It's also important to look after yourself and seek support when you need it.

Dr Furness says start by working together with your child and their school to identify patterns or possible triggers.

Consider whether there are any current social difficulties or learning challenges, or if there have been any events or triggers that could have caused a change in the way the child feels about school."

"It's important to have open and non-confrontational conversations with young people about what they're finding difficult, remembering that they may not be able to verbalise this fully themselves."

Start talking to your child's school as early as you can. "Most schools will suggest talking with the class teacher first, and this can be escalated to the school Special Educational Needs and Disability Coordinator (SENDCo), who will be able to advise on support. Also - have open conversations with school staff who monitor attendance."

If your child is able to make it into school, you can still support them by talking through the school day and discussing what might help at each stage, linking them up with a pastoral staff member and/or peer buddy at school, providing a safe space for them within school, and having a 'time-out' or 'exit' card they can use in class if they feel anxious.

Some children may also benefit from extra responsibilities at school, or involvement in sport or extracurricular activities. Discuss what might work best with your child's teacher or SENDCo.

If your child isn't able to get into school, avoid arguing with them and be supportive of any small achievements they make, like putting their uniform on or walking to the school gates, even if they can't go in.
Keep in regular contact with school and work with them on strategies to help your child, including work for them to do at home if necessary. Keep a note of your correspondence as you may be asked to provide evidence that your child isn't well enough to be in school.

Sarah Barton works with children and parents in Rochdale who've decided to electively home educate their child, often due to emotionally-based school avoidance. She advises getting help whilst your child is still enrolled at school...

"See what's available at your local Child and Adolescent Mental Health Service (CAMHS) - do they have a drop-in centre? Look into local charities like Thrive that can support you. Talk to school about what support will look like, how it can be measured - in terms of goal-setting - and how you'll adjust things as you go along."

Get in touch with CAMHS as early as possible if you have any concerns about your child's mental health - waiting times for CAHMS have risen since the pandemic with the average wait last year being more than two months, topping eight months in some areas. Our mental health first aid kit for parents can guide you through steps to take and offers some things you can do whilst you and your child are waiting to access these services.

It's also worth making an appointment with your GP to check for any neurological issues and to discuss next steps.

Dr Furness says children with special educational needs (SEN), "may experience heightened anxiety due to social factors, environmental factors (e.g. sensory needs), or learning barriers."

"Some children with social, emotional and mental health needs can experience high levels of stress. They may mask these needs in school and show them more at home until they're no longer able to maintain their masking. This often leads to a seemingly sudden change in their attendance or behaviour."

Take things slowly with your child and gradually introduce tasks for them to complete, to help them get to school or cope once they're in school.

Whilst each child's needs will be individual to them, Dr Furness recommends identifying a 'safe place' and 'safe adult' in school, particularly around transitions. "If you know your child is anxious about school, be proactive in getting support in place before this escalates. Work with the SENDCo to identify potential barriers and reasonable adjustments that can be made."

Sarah Barton adds: "Talk to the school about a bespoke support package for your child, for example: who do they report to when they get into school? Should we have a phone call with the family at the end of the day? What plan is in place if your child doesn't go in that day?"

You can also apply to your local authority for an education, health and care plan (EHC) which will work out your child's educational, health and/or social needs and set out the additional support needed to meet those needs.

Dr Furness says support will look different for each child, but some ideas include...

Ensure each day is a fresh start. Often pupils who've been unable to attend school then feel they can't reintegrate.

Try to avoid a 'shame cycle'. Acknowledge their difficulty, validate their feelings and explain that you can work together to overcome barriers.

Work with the school to identify learning that can be done at home. This will help to ensure that your child doesn't feel like they've fallen behind too much.

Be proactive in lowering baseline levels of anxiety. For example, through mindfulness activities around transition points.

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School anxiety and refusal: How parents can help their child get through tough times - BBC Parents' Toolkit

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Emotionally-based school avoidance, or 'school refusal', has increased since the pandemic. Here are tips to help parents to understand what causes it and to help their child cope.

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A mental health first aid kit for parents: who to ask and what to do

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A mental health first aid kit for parents: who to ask and what to do

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According to charity The Mental Health Foundation, mental health problems affect around one in six children and include things like depression, anxiety and conduct disorder (a type of behavioural problem). The charity says eating disorders and self-harm also commonly occur in children. A Parents' Toolkit opinion poll, commissioned in partnership with parenting website Netmums, revealed that nearly 1 in 3 parents have noticed a deterioration in their child's mental health over the past 6 months and while 50% of parents would ask a health practitioner/teacher or other qualified expert for help - of the respondents who said their child has experienced challenges with their mental health - 37% said "I have experienced barriers in seeking help for my mental health issue in my child"

1. What to do when you're concerned about your child's mental health

You may have noticed changes in your child - changes of mood, altered sleeping patterns, withdrawal from family life and/or friendship groups. These could be signs that they're experiencing anxiety or other issues around their mental health.

If you're concerned about your child's mental health, you can speak to their school or GP. The GP may refer your child to Child and Adolescent Mental Health Services (CAMHS), which provides specialist care from psychologists, psychiatrists, nurses and social workers. Between 2020-2021 the average wait for mental health services in England was more than two months. Here are some things you can do whilst you and your child are waiting to access these services.

Your GP will be able to regularly listen to your child, discuss your own concerns and suggest local services that may be of help. Don't be afraid of going back to your GP if you feel you need more support and advice.

Arrange to meet the pastoral team at your child's school, or encourage your child to seek out and speak to them. They might be able to help make school easier or less pressured for your child.

Local charities can be a good source of support. Search online for nearby support groups and charities. Alternatively, national mental health charity Chasing the Stigma runs the ' Hub of Hope ' website, which allows you to search easily for local mental health charities.

Where possible, try and encourage your child (and your whole family) to eat healthily, get some exercise and a good night's sleep. If they're having trouble sleeping, gentle activities like reading, walking or drawing and art may help them to relax.

According to the NHS, a mental health emergency is when your child feels like they may seriously harm themselves or someone else, they feel suicidal or are in extreme distress. There are different services you can access, depending on the severity of the situation. They are listed below from less severe to the most severe scenario.

If your child is under 19 and needs to talk to someone, they can call Childline on 0800 1111. Or they can text YM to 85258 for free 24/7 support. You can also call the YoungMinds parents helpline.

Call a local NHS urgent mental health line

These helplines in England are free and can offer 24-hour advice and support for your child. You can speak to a mental health professional about your child and get an assessment to help decide on the best course of care. In Scotland NHS24 has links to services, while people in Wales can access these helplines and in Northern Ireland there is Lifeline. To find one local to you, type 'local urgent mental health' into your search engine.

If you cannot speak to your local NHS urgent mental health helpline or you're unsure what to do, call 111. This number is for when you urgently need help for your child's mental health, but it isn't an emergency. You may be able to ask for an emergency appointment or speak to a mental health nurse over the phone.

If your child or someone else's life is at risk, call 999. For example, if they've taken an overdose or seriously injured themselves, or if you don't feel you can keep yourself, your child or someone else safe.

This is really important. The NHS website states: "A mental health emergency should be taken as seriously as a physical one. You will not be wasting anyone's time."

3. General tips for helping your child through a mental health crisis

Try to remain calm and positive with your child. Remember to be kind to yourself too - if you do lose your patience, apologise to your child and forgive yourself. Every child is different so you'll need to tailor your actions depending on the age of your child and their particular circumstances.

Keep everyday routines going where possible. Be realistic about what you can achieve. Talk to your child and agree with them about how best to let the important people in your child's life know what is happening with them.

Keep it simple, a day at a time in manageable steps, so today is better than yesterday. Focus on what helps and avoid what doesn't. Try and stick to the plan, making sensible changes as you go along. Make a plan for emergencies too, so that you all know what to do if it's needed.

It's important to listen to your child, rather than necessarily offering advice. Follow your child's lead and encourage them to share so that they know you really understand. Speaking less and listening more helps you understand how your child feels, and helps them know you realise what they're going through.

Take care of your own wellbeing so that you can be there for your child, especially when everyone is having a hard time. Talk to other adults about your worries and frustrations, but try not to overshare with your kids.

For more advice on looking after your family's mental health, there are some useful tips in this series of animations Families Under Pressure, developed by King's College London, South London and Maudsley NHS Foundation Trust and The Maudsley Charity.

There are other helplines, textlines and online services available that you and your child can look at together:

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A mental health first aid kit for parents: Who to ask and what to do

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If you're worried your child needs help with their mental health because of anxiety or other issues, here are some tips to help you access professional help and support your child in the meantime.

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Find evidence-based mental health resources and guidance on supporting young peoples mental health.

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Our A-Z guide gives you advice on how to help your child with their feelings and behaviour, as well as mental health conditions and life events. We'll also show you where you can get help.

For information and advice on the cost-of-living crisis, including where to find financial support for you and your family, read our guide to money and mental health.

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Parents' A-Z Mental Health Guide | Mental Health Advice

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Our A-Z guide to support has information and advice on how to help your child with specific mental health conditions, and difficult feelings & life events.

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Joe Wicks wants parents to talk about their mental health - here's how you can do it...

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Joe Wicks wants parents to talk about their mental health - here's how you can do it...

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Parents naturally want to protect their children and will often keep from them difficulties they are going through in their own lives… Particularly, it seems, when they are dealing with their own mental health battles. However, for Joe Wicks, this silence, and not knowing, only made it more difficult for him to cope as a child.

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Parents naturally want to protect their children and will often keep from them difficulties they are going through in their own lives... Particularly, it seems, when they are dealing with their own mental health battles. However, for Joe Wicks, this silence, and not knowing, only made it more difficult for him to cope as a child.

Joe Wicks:

I was really not ready for this wave of emotion and gratitude that came through.
Aw, someone's knitted me, look. It's got all the big curly hair and the beard.
But the one thing I never expected, was that so many of the mums and dads who took part with their kids would start contacting me - not about their physical health, but about their mental health.

"Dear Joe, for many reasons I've struggled with my mental health over the past few years... my son's father has mental health, as well as addiction issues... I suffer with very low self-esteem and confidence, and felt really depressed... as a mid-40s woman, who suffers with anxiety and depression..."

Again the words that keep popping up - it's just literally anxiety, depression, anxiety, depression so much of it. You can't process that, you can't just go "oh that's another one, thanks!" Like it's, every single one of these stories is a real person.

The thing is, I do relate to it. My mum and dad were up and down, up and down, all my life. My mum had severe OCD and my dad was in and out of rehab - like, it was madness. I remember sort of being a child and just being like so upset and confused and lost. It was really tough, and then when I read these letters from parents that are saying that they're going through similar mental health issues, I can't help but feel a connection.

I worry about what impact parents' mental health is having on kids, about how my own childhood has affected me.

It comes in waves, some days I'm like, "I really love this", other days I just want it to stop, I don't want to be the 'body coach', I just want to be Joe. I don't want to have to carry all these emotions and stuff, it's like I'm just in the middle of it all, aren't I? It's just like this is what I do, but it does, it must, affect me more than I think.

Although best known for getting the country exercising over lockdown, Joe has other goals - one of these is to encourage parents who are suffering with their mental health to be open with their children. In his documentary, Joe Wicks: Facing My Childhood, Joe speaks to others who have had similar experiences to his own.

During the documentary, Joe met Dympna Cunnane, psychologist and Chief Executive Officer of Our Time, a charity which supports children who have a parent with a mental illness.

She's seen how parents facing difficulties with their own mental health can find it difficult to share this with their kids. "It's often the case that parents have never spoken [about it] to their children. And it's that silence that leaves both parents and children struggling alone."

Dympna spoke to the Parents' Toolkit about the positives that can come from being open with your child as well as giving advice on how best to have these conversations.

Not talking about mental illness can be the default for many families, like it was for Joe's...

"There's a lot of stigma about mental illness so parents often feel embarrassed and ashamed," says Dympna. "They keep it to themselves because they are concerned that the child might also be ashamed and embarrassed about the illness."

Dympna says that often parents aren't speaking in an attempt to protect their children, but she thinks that this can make things worse, not better.

"By not talking about it, it leaves the child feeling confused and scared," says Dympna. "Sometimes they might feel responsible for not being able to make their parent happy."

Not speaking to a child about mental illness doesn't mean they won't be exposed to it, explains Dympna: "When parents don't communicate, the children are left alone to understand what's going on around them. Without a conversation explaining what's happening, it becomes a kind of secret, but it's not as if it goes away."

That's how Joe felt...

The idea of talking to your child about your mental health can be daunting. Dympna has seen how parents themselves don't often have a language, other than using medical diagnosis terms, with which to explain things to their children.

She has advice on how make these topics suitable for younger children ...

At the very early ages, you're really talking about feelings and moods - like happiness and sadness - which children understand very well.

If your child is upset or worrying, it is best to listen to their concerns and explain in plain, child-friendly language rather than the language of mental illness which could increase their worries.

It's important that these conversations go two ways - you want an open channel so your child can share their feelings too.

You can use stories, books, cartoons, which are age-appropriate and easily accessible, to help you open up the conversation with your child.

As your child gets older, Dympna explains that you can gradually introduce more complicated language to explain how your illness affects you and may change your behaviour, emphasising that it's not their fault or their responsibility to make you better.

They might also hear things on the playground about mental illness that they don't understand," she continues. "It will be helpful for you to give them a good explanation so that they can challenge any myths and stereotypes that arise. In this way the child can feel confident about their own understanding and possibly help others to be more sympathetic."

"Then, as they get to teenage years, they need more hard information about how the brain works, what anxiety is," says Dympna. "They will Google anyway, so for the parent, it's about being ready for that."

It's a good idea to plan when, where and how you're going to have these conversations, says Dympna.

"Think about how you're going to do it. Think about your language. Think about what might be the best moment. The right moment will come if you've thought about it. And I think most parents know that there are bad moments and good moments."

If you or your child are distressed, that may not be the right time, they might simply need reassurance until they feel better. "Find a quiet moment to do it where there's a sense of connectedness."

You don't need to do this alone. Dympna says it can be useful for another family member or family friend to be there. Letting your child know that they can mention what's happening to another adult is important too: "One of the most important things is that the child doesn't become isolated and has another trusted adult to talk to."

Sharing is important, but boundaries are vital. "I think it's really important that you think about when you share the information and the level of which you share it. You don't need to give all the personal details." She adds, "With oversharing you risk passing the burden onto them."

Dympna has seen first-hand the positives from having these conversations. "What we hear from the children who are in our workshops is for the first time somebody is actually talking to them about this thing that they know is there, but they haven't been allowed to speak about it. It's such a relief. They don't feel responsible anymore for their parents' bad mood.

"When somebody does talk to them, whether it's an ill parent or a well parent, then the child can cope better with the changes in the parents' mood or behaviour because they understand it as an illness rather than as the parents being angry with them."

She explains that this can improve relationships: "They develop sympathy for the parent, rather than fear and anger."

Once you've had that first conversation, Dympna explains that these chats can just become another part of normal life.
"I think that's about the continuing conversation. It's like anything else in the family that needs to be talked about over and over again, this is one of them. It's important that the communication channel is available and open."

Joe is hopeful that by having these conversations, parents across the country can make a real impact...

Parents' Toolkit and Netmums commissioned a survey which spoke to over 2000 parents of primary children about attitudes and experiences of mental health in 2022. It found that parents have been experiencing a sense of uncertainty that hasn't gone away and some faced challenges which they say could have impacted their child's mental health. Read more here...

Speaking to BBC's Tiny Happy People - Joe Wicks shares his thoughts on parenting, baby number four, big families and being a partner.

More from BBC Bitesize Parents' Toolkit...

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Joe Wicks wants parents to talk about their mental health - here's how you can do it - Parents' Toolkit - BBC Bitesize

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As Joe Wicks grew up his parents both suffered poor mental health. He wants parents to talk more - opening up conversations around mental wellbeing to help families understand and offer support.

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Support and self help guide for children, young people and families

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Support and self help guide for children, young people and families

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If you or someone else is in immediate danger, please call 999 and ask for the police. If you are unable to speak you can use the silent Solution System.

To use the  Silent Solution System - from a mobile phone: call 999 and then press 55. The operator will then put you through to the police. The police will try to communicate with you by asking simple yes or no questions. If you are not able to speak, listen carefully to the questions and instructions from the call handler, so they can assess your call and arrange help if needed.

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0800 999 5428

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0808 808 8141

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0300 561 0077

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0808 801 0327

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0808 1689 111

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0808 802 4040

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Non-emergency - 101

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https://www.norfolk.gov.uk/safety/domestic-abuse/how-to-get-help/get-help-now

National Helpline 24hrs - 0808 2000 247

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If you, or anyone else, is at immediate risk of harm, phone the police on 999.
The silent solution: If you can't speak or make a sound when calling 999, listen to the operator's questions, then tap the handset. If prompted, press 55. Your call will be transferred to police who will know it's an emergency.
There is support available to help you whether you are currently experiencing domestic abuse or have recently left an abusive relationship. (See also the section Help to move on for help with the longer term impact)

Local organisations

Norwich Connect

Website: Telephone: 01603 628122 www.spurgeons.org/norwichconnect
Email: norwichconnect@spurgeons.org

Open 9am-5pm Monday-Thursday, 9am-4.30pm Friday

One-to-one support for people suffering from domestic abuse

Children and Young People support workers

Behavioural Change Practitioners working with those who display harmful behaviour

Adolescent to parent abuse service

Therapeutic support, peer mentoring, recovery groups and courses such as the Freedom Programme

Online resources and support

Leeway refuge services

Website: www.leewaysupport.org
Email: referrals@leewaynwa.org.uk
Telephone: 0300 561 0077

24 hour telephone support

Residential services including short term emergency accommodation for people with no recourse to public funds

Women's outreach service in Norwich, Broadland, Breckland, King's Lynn/West Norfolk and drop-in advice sessions in these areas

Male advice line staffed by specialist male workers 10am-12pm every Wednesday

One-to-one support and group work for children and young people

Adolescent to parent abuse service

Multi-lingual support across Norfolk and free immigration advice

Orwell refuge services (Haven Project)

Telephone: 0845 467 4876
Email: havenproject@orwell-housing.co.uk
Area covered: South Norfolk

Telephone support line 10am-4pm Monday-Friday

Emergency accommodation for females only

Community support for men and women

Orwell has a specialist domestic abuse worker in the South Norfolk Early Help Hub. Requests for support into this service can be made on 01508 533933 or via the South Norfolk Help Hub website

Victim Support

Website: www.victimsupport.org.uk
Telephone: 0808 1689 111 (National Helpline, 24 hours)
0300 303 3706 (Norfolk and Suffolk Victim Care, 8am-5pm Monday-Friday)
Email: vcu.eastofengland@victimsupport.org.uk

Telephone and face to face support for male and female victims.

Pandora

Website: www.pandoraproject.org.uk
Email: referrals@pandoraproject.org.uk
Area covered: King's Lynn and West Norfolk

Advice Line: 07526 257857 (10am-3pm Friday only)

Telephone and face to face support

Drop-in sessions

Support for female victims and survivors and child on parent violent programmes.

Daisy Programme

Facebook site: daisyprogramme.org.uk
Email: help@daisyprogramme.org.uk
Area covered: Breckland

Support for male and female victims

Face to face support and counselling

Survivor courses such as the Freedom Programme and My Confidence

Drop-in support groups and choir

National organisations:

National Domestic Violence Helpline

Website: www.womensaid.org.uk
Telephone: 0808 2000 247

24 hour domestic violence helpline for women. If you are unable to call you can also receive support from the Helpline workers by emailing helpline@womensaid.org.uk. They will respond to your email within 5 working days

Referral to emergency safe accommodation and information about refuges

Information about legal rights, housing and welfare rights. Referral to the relevant services

Advice and information for victims, professionals, friends or family

Galop

Website: www.galop.org.uk
Telephone: 0800 999 5428
Email: info@galop.org.uk

Support with lesbian, gay, bisexual and transgender domestic abuse

Telephone support line open 10am-5pm Monday, Tuesday and Friday, 10am-8pm Wednesday and Thursday

Transgender specific support line 1pm-5pm Tuesday

Online chat support available 5pm-8pm Wednesday and Thursday

Respect Men's Advice Line

Website: www.mensadviceline.org.uk
Telephone: 0808 801 0327
Email: info@mensadviceline.org.uk

Advice and support for men experiencing domestic violence and abuse

Telephone support line 9am-8pm Monday and Wednesday, 9am-5pm Tuesday, Thursday and Friday.

If you are unable to call you can also receive support from the Helpline Advisors by emailing info@mensadviceline.org.uk and they will aim to reply within two working days

Online chat support available 10am-4pm Tuesday and Wednesday

Mankind Initiative

Website: www.mankind.org.uk
Telephone: 01823 334244

Telephone support line for male victims of domestic abuse 10am-4pm Monday-Friday

Information about reporting incidents, planning an escape and police procedures

Signposting to support for emergency housing and specialist legal help

National Stalking Helpline (delivered by Susy Lamplugh Trust)

Website: www.suzylamplugh.org/refer-someone-to-us
Telephone: 0808 802 0300

Telephone support line available 9.30am-4pm Monday, Tuesday, Thursday, Friday and 1pm-4pm Wednesday

Advisors can provide information about the law in relation to stalking and harassment in the UK, reporting stalking or harassment, effective gathering of evidence, ensuring your personal safety and that of your friends and family, and practical steps to reduce the risk

Paladin: National Stalking Advocacy Service

Website: www.paladinservice.co.uk
Telephone: 020 3866 4107
Email: info@paladinservice.co.uk

Provide trauma informed support, advice and advocacy to high risk victims

Raise awareness of dangers and risks of stalking

Provide university accredited ISAC training and CPD accredited training to professionals

Analyse the application of the stalking law

Campaign on behalf of victims of stalking

Develop a "Knowledge Hub͛"- a single port of call for any victim seeking the best support and safety advice, for a professional seeking information about how to respond to stalking and principles of an effective advocacy service

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If you, or anyone else, is at immediate risk of harm, phone the police on 999. The silent solution: If you can't speak or make a sound when calling 999, listen to the operator's questions, then tap the handset. If prompted, press 55. Your call will be transferred to police who will know it's an emergency.

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If you're worried about a child, even if you're unsure, contact the NSPCC

Email: help@nspcc.org.uk.

Call us: 0808 800 5000

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The NSPCC is the UK’s leading children’s charity, preventing abuse and helping those affected to recover. Help us be here for children. Please donate now.

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Website: https://www.childline.org.uk/
Phone: 0800 1111

ChildLine provides a helpline for any child with a problem. It comforts, advises and protects. You can contact Childline about anything.  There are lots of different ways to get in touch and you can also get help from other young people through their site. Here’s a short video that explains what happens when you contact Childline.

You can:

call 0800 1111 any time for free

have an online chat with a counsellor

check out the message boards

See Something, Hear Something, Say Something

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On Thursday 30 November from 2:30am - 7:30am, you won't be able to contact Childline whilst we do some important maintenance to our systems. This means that 1-2-1 chats, calling and messages to Childline will be unavailable. You'll still be able to use the Childline website for advice and information.

If you're in danger or it's an emergency, you should always call 999

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Get help and advice about a wide range of issues, call us on 0800 1111, talk to a counsellor online, send Childline an email or post on the message boards.

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Programme’s Chat Health service has also been extended to become a safety line, which can be reached on text.

Text: 07480 635060.

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ChatHealth is a secure NHS approved text messaging service for 11- 19 year olds.

All Norfolk young people aged 11 - 19 year olds can text 07480 635060 to start a conversation with a trained health professional.

You can chat about a mental or physical health worry or question you have.

Your text will be answered by a member of the 5-19 team in the Norfolk Healthy Child Programme.

They will answer your questions and offer confidential support and advice.

If you need more support, or they feel worried about your wellbeing, they can talk through the different options available to you.

ChatHealth is available;

9:00am - 6:00pm Monday to Friday

9:00am - 1:00pm on Saturdays.

Closed Sundays and bank holidays.

If your message is sent out of hours you will get an automated response. This will let you know when you will get a reply. It will also explain who to contact to get help straight away.

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ChatHealth is a secure NHS approved text messaging service for 11- 19 year olds. All Norfolk young people aged 11 - 19 year olds can text 07480 635060 to start a conversation with a trained health professional. You can chat about a mental or physical health worry or question you have.

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If you’re a Parent or Carer and need general advice you can:

Phone: Just One Number on 0300 300 0123

Text: Parentline on 07520 631590

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Winter bugs and viruses are usually mild, but can sometimes become more serious. It can be hard to know what to do when your baby or child is ill and when you can manage this at home or need to see a doctor or nurse for more help.

We have put together information about keeping your family well this winter, as well as help on finding agencies and schemes that can provide support if you are struggling and tips for staying warm.

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Health Advice & Support for Children - Just One Norfolk

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Making yoga and mindfulness fun!

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Cosmic Kids Yoga | The Home of Positive Screen Time

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Screen Time that gives kids SUPERPOWERS! SUPERPOWERS! SUPERPOWERS! Stream it all on the Cosmic Kids app! Your browser does not support the video tag 99% of parents said… Cosmic Kids has a positive impact on the PHYSICAL and MENTAL health […]

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10 easy mindfulness exercises for kids and parents

Try these simple mindfulness techniques

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Try these simple mindfulness techniques with your children if they are feeling anxious at home – they will help keep your family calm and centered.

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Anna Freud National Centre for Children and Families

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Anna Freud National Centre for Children and Families

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Self-care is about the things we can do to look after our own mental health and the centre have put together activities that can  help you to manage your wellbeing

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You don’t need a referral, you can get in touch straight away for advice and support.

If you need more specialist help, we will make sure you get to the right person.

0 - 18's

Phone: Point 1 on 0800 977 4077 (8am – 7pm)

Email: Point1-support@ormistonfamilies.org.uk

Over 18's

Phone: Wellbeing Service on 0300 123 1503 (9am – 5pm)

Visit: www.wellbeingnands.co.uk

For out of hours enquiries please call First Response on 0808 196 3494

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Shout provides free, confidential support, 24/7 via text for anyone at crisis anytime, anywhere.

You can:

text SHOUT to 85258 in the UK to text with a trained Crisis Volunteer

text with someone who is trained and will provide active listening and collaborative problem-solving

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Young minds provide advice about mental health and behaviour problems in children and young people up to the age of 25. You can call the parents and carers helpline on 0808 802 5544.

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Every Mind Matters is evidence-based and it shows people how to build simple changes into their daily lives – such as reframing unhelpful thoughts, breathing exercises and increasing physical activity.

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

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As a leading charity provider of mental health services in England, people living with mental illness, and those who care for them. Rethink aims to give expert advice, information, and around 200 services – everything from housing to community-based services. And they drive campaigning to change the law and tackle discrimination. Together, they run over 140 local groups which provide vital peer support in the community.

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We improve the lives of people severely affected by mental illness through our network of local groups and services, expert information and successful campaigning. Our goal is to make sure everyone severely affected by mental illness has a good quality of life.

Get advice and information

About mental illness

1 in 4 people will experience a mental illness in their lifetime. People can, and often do, recover with the right treatment and support. Our advice and information pages can help you learn more about conditions, symptoms and diagnoses, so you or a loved one can get the help you need.

Living with mental illness

Living with a mental illness should not be a barrier to a good quality of life. Our advice and information pages contain all you need to know about getting the proper treatment and support for you or a loved one and what you can do if you feel the help you are getting is not right.

Rights and restrictions

If you experience mental illness or care for someone who does, it is essential to know your rights. Our information pages has advice on mental health laws, rights and restrictions, social care, welfare, and resources about the police, courts & prison service.

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No matter how bad things are, we can help.

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1 in 4 people will be affected by a mental health problem in their lifetime - we are here to support them when they do.

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Phone: 0300 123 3393 9am to 6pm, Monday to Friday (except for bank holidays). Text: 86463 Call: 0300 123 3393

Email them info@mind.org.uk

If you need urgent help for someone else – click this link https://www.mind.org.uk/information-support/helping-someone-else/

If you need urgent help for yourself –click this link https://www.mind.org.uk/need-urgent-help/?ctaId=/need-urgent-help/using-this-tool/slices/using-this-tool/

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We’re Mind, the mental health charity | Mind

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We're Mind, the mental health charity. We're here to make sure no one has to face a mental health problem alone.

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NHS Advice Page - Information and links for those seeking urgent help for mental health.
https://www.nhs.uk/using-the-nhs/nhs-services/mental-health-services/where-to-get-urgent-help-for-mental-health/

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Where to get urgent help for mental health

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You may need urgent help for mental health for many different reasons. Some people call it a crisis, an emergency or a breakdown. It’s important to know that support is available, whatever you’re going through.

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24/7 immediate advice, support and signposting for people with mental health difficulties in Norfolk and Suffolk
Phone: 0808 196 3494

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NHS 111 mental health option

NHS 111 option 2 is a helpline for people of all ages in Norfolk and Suffolk who need urgent mental health support. The helpline is available all day, every day.

If you are experiencing something that makes you feel unsafe, distressed or worried about your mental health, telephone the helpline:

Dial 111 and select the mental health option (option 2)

Who can call?

The helpline is available to members of the public of any age, regardless of whether they are an existing service user.

The line is also open to other healthcare professionals, as well as social care colleagues and police personnel. This is for advice when working with individuals who are undergoing mental health difficulties or may wish to refer someone.

What happens when I call?

A trained mental health professional answers calls and will be able to listen to your concerns and help you get the support you need.

What if I want to remain anonymous?

If you would prefer that the person answering your call doesn't see your telephone number, you can turn off your caller ID in your phone's settings.

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Provide a growing range of services to promote positive mental health in children, young people and families across the East of England.
All these services help people to build stronger networks, learn from experience and feel in control of their wellbeing.
Email: enquiries@ormistonfamilies.org.uk
Telephone: 01473 724517
Address: Ormiston Families Office, Ormiston Families, Unit 17, The Drift, Nacton Road, Ipswich
IP3 9QR

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Supporting children and their families to see a brighter future

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Jigsaw PSHCE

The aims of Jigsaw PSHCE is to provide a cohesive, whole-school mindful approach to PSHCE. All year groups in the school focus on the same theme each half-term, as follows:

Autumn 1 – Being me in my world

Autumn 2 – Celebrating difference

Spring 1 – Dreams and goals

Spring 2 – Healthy me

Summer 1 – Relationships

Summer 2 – Changing me

Each year group develops the theme further based on the content children have focused on in previous years – this ensures that the PSHCE curriculum is cyclical so children can revisit and further develop their understanding of the overarching themes across their time in primary school. The way the themes are revisited and developed and children gain confidence.

Content of the Jigsaw programme is age-appropriate and handles key themes that are vital in supporting children’s development in the modern world, including bullying, different types of families and relationships, physical health, mental health, personal safety (including e-safety).

Each lesson includes a mindfulness activity, where children practice calm breathing and focusing on their bodies.

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6. Keep in touch with friends and family.  Keeping in touch with friends and family will be good for your mental health as well as theirs.

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5. Keep learning. Learning is good for confidence and can reduce boredom.  Plan learning into every day.

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4. Keep active. Meaningful activity (doing things that you enjoy and/ or get a sense of achievement out of) is important for mental health. Schedule in some physical activity every day too.

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3. Sleep well. Good quality sleep promotes emotional wellbeing, and helps your body stay healthy too. Try to keep a good bedtime routine throughout the week.  If you are struggling with sleep, see: www.youngminds.org.uk/find-help/feelings-and-symptoms/sleep-problems for tips and advice.

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Sleep Problems | Signs of Sleep Problems

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We all have problems with sleeping, waking, or having bad dreams sometimes. If sleep issues are affecting you, we can help you tackle them. Guide Menu for Sleep problems Guide contents (jump to section) Anxiety and worries Whether you're at primary school, a teenager or beyond, you may find yourself waking up in the night, or having difficulty getting to sleep in the first place.

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2. Eat Well.    Try to keep a routine to mealtimes and choose foods that will nourish the mind and body. See www.nhs.uk/change4life for tips and ideas.

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Make a change today! Discover healthy recipes, food swaps, nutritional advice, and top tips and activities to help the whole family stay healthy.

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1. Routine. Humans tend to like routine.  Our bodies appreciate it, and our minds can be calmed by the predictability of it.

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Ashwicken CE Primary School recognises the importance of providing an ethos and environment within school that will help all our students to feel safe, and secure; encourage them to talk openly, and enable them to feel confident that they will be listened to. There are also a number of sources of support for mental health if you are finding it hard to cope.  The following will help:

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Ashwicken CE Primary School recognises the importance of providing an ethos and environment within school that will help all our students to feel safe, and secure; encourage them to talk openly, and enable them to feel confident that they will be listened to. There are also a number of sources of support for mental health if you are finding it hard to cope.  The following will help: