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#pullupachair - University of Sunderland

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A #seeme approach to preventing school exclusion. Use the free training resources, including nine films, cocreated with children and young people previously excluded from school, and a training pack.

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Get the highest quality CPD from experts at your convenience, with nasen's SEND CPD on Demand - The ultimate flexible training resource.

With individual and school subscriptions starting at just £199, boost your learning with convenient access to over 70 pre-recorded SEND CPD sessions tailored to meet the needs of the entire education workforce.

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Get the highest quality CPD from experts at your convenience, with nasen's SEND CPD on Demand - The ultimate flexible training resource. With individual and school subscriptions starting at just £199, boost your learning with convenient access to over 70 pre-recorded SEND CPD sessions tailored to meet the needs of the entire education workforce.

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SEND Legal Training for Staff and Parents/Carers

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SEND Legal Training for Staff and Parents/Carers

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(IPSEA) Independent Provider of Special Education Advice

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We deliver legal training to parents and carers, school staff, parent carer forums, local authorities and other organisations working in the field of special educational needs and disabilities (SEND) in order to increase their knowledge and understanding of the SEN legal framework.

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Skip to main content

Child Health and Wellbeing Network

What we are doing

Our network brings together people from all sectors across the region, such as health, education, local authorities and the voluntary and community sector, to work with children, young people and their families to make sure our work is more able to support them and have a positive impact.

We are proud to be part of a small but growing network in the North East and North Cumbria that plans to make a real difference to children's services.

We believe all children and young people should be given the opportunity to flourish and reach their potential, and be advantaged by organisations working together.

Information and resources

Increase our understanding of and reduce barriers to engaging in health from a poverty perspective.

Improve healthy life expectancy of children with additional needs and vulnerability.

Ensure our work is influenced and driven by our young people.

Support children to have the best start in life.

Positively engage with children and young people to influence feedback on the services they use.

Reduce asthma attendances in A&E and share best practice to improve outcomes across the region.

We place children, young people and their families at the heart of our work making sure their voice is heard and meaningfully considered throughout our journey.

See our system priorities here

Read our strategy here

Our work plan is here

Read our impact report here

The COVID-19 response has caused major disruption in health services, including child health services. This disruption has led to major changes in the delivery of services and ways of operating.

This project aimed to understand the impact of these changes on child health service delivery in the North of Scotland and the North East and North Cumbria from the perspectives of a range of child healthcare providers.

Change can offer opportunities as well as challenges; understanding what changes benefit or hinder the delivery of child health services, and what innovations can be usefully retained, is vital in order to optimise children and young people's health and wellbeing.

You can read the report here.

The network has commissioned a resource which is freely available for all professionals and young people to use. It is a collection of data analysis and resource links to demonstrate the facts of life for children and young people growing up in the North East and North Cumbria.

This is the first publication of all 8 chapters which cover a range of issues that impact on children and young people as they grow up including poverty, illness, mental health, education and attainment. It is anticipated that further versions may be developed from this.

You can download the full report here.

You can view each chapter here.

Worried about a poorly child?

Being a parent is rarely an easy job but when your child is sick it can be extremely worrying. The Little Orange Book helps parents and carers of children under five years with practical information about common childhood conditions.

It's a great resource and covers everything from common minor ailments like teething, constipation and colds, through to more serious conditions like urinary tract infections, wheezy chests and meningitis. A traffic light system helps parents and carers decide what action to take when their child is sick suggesting appropriate health services if further help or support is needed.

This book was produced by Newcastle Gateshead Clinical Commissioning Group with help from GPs, health visitors, practice managers and staff, pharmacists, paediatricians, children's nurses and parents and carers.

View The Little Orange Book here

For more information or to join our network, which is open to anyone in the child health and wellbeing system, please join here or email: England.northernchildnetwork@nhs.net
The Network Team
Dr Mike McKean - Clinical Lead
Heather Corlett - Programme Lead
Louise Dauncey - Network Delivery Manager
Laura Cassidy - Network Delivery Manager
Jen Hicken - Network Delivery Manager
Emilia Soulsby - Network Development Manager
Anne Jones - Senior Administration Support (Data and Digital)
Karen Pellegrino - Business Support Officer
Faye Falcus - Digital Marketing Apprentice

Follow us on Twitter: @EveryChildNENC

South Tees Arts Project (STAR) is delighted to announce that its initiative to improve the health and wellbeing of disadvantaged children in South Tees has been shortlisted for 'Most Impactful Project Addressing Health Inequalities' at the HSJ Partnership Awards 2022, recognising their outstanding contribution to healthcare - in what has been an exceptional and challenging period across the sector.

STAR is an innovative locality-based dance and health programme which aims to increase access to the arts for children living in deprived areas of South Tees to improve their health and wellbeing. The project utilises the physical and mental wellbeing benefits of taking part in dance activities, supporting participants through creative and engaging ways to express themselves and develop self-awareness, identity, and social and emotional learning skills. The initiative adopts a school and family-based approach, maximising positive outcomes for children, schools and families.

The collaborative project was initiated by the North East and North Cumbria Child Health and Wellbeing Network and was developed in conjunction with Northern Ballet. The programme is delivered by TIN Arts, an inclusive dance organisation based in Durham, supported by multiple key regional partners, including local primary schools, academic researchers, family support organisation Children North East, and the South Tees public health team.

The winners of the HSJ Partnership Awards 2022 will be announced at a ceremony in London on 24th March.
For more information relating to South Tees Arts Project, please contact Martin Wilson, Executive Director, TIN Arts via martin@tinarts.co.uk. To read more about STAR and the funders behind the project visit https://www.tinarts.co.uk/current-projects/star/ For more information about the North East and North Cumbria Child Health and Wellbeing Network, please contact Heather Corlett, Programme Lead for Child Health and Wellbeing via hcorlett@nhs.net

Tackling Inequalities in children
Thanks to NHS Charities Together and County Durham & Darlington FT Charity for supporting us with funding of £242,650.00 towards this project. Also thanks to Newcastle Hospitals Charity and County Durham Community Foundation for their support through the Community Partnership Grants Programme (North East and North Cumbria).

This generous funding will enable our unique partnership between the North East and North Cumbria Child Health and Wellbeing Network (CHWN), NE Youth, Children North East and the collaboration STAR (South Tees ARts) Project led by TIN Arts. This programme is specifically designed to tackle inequalities for children across the region by:

Embedding Youth Mental Health First Aid skills to those most in need through VCSE organisations working in local communities.

Delivering a collaborative arts intervention with wrap around support for young people and families attending primary schools in our most deprived neighbourhoods

Tackling barriers that prevent access to health care caused through financial struggles and the impact on mental health in young people

Working with an apprentice to ensure we engage effectively through social media with our communities

Driven by CHWN, our organisations work in partnership across sector boundaries, combining skills knowledge and expertise to tackle health inequalities, limiting the collateral damage that Covid-19 has caused. CHWN membership across Health, Education, VCSE and Social Care, coupled with a robust children and young people voice, defined the most urgent areas of support post pandemic; these are Poverty, Mental Health, Family Support and Communication. TIC (Tackling Inequalities for Children) focuses on these 'given' areas of need.

This project is supported by a Marketing and Communications Apprentice, based within NE Youth, who will work closely with teams, delivering health promotion opportunities to children and young people regionally in an accessible and relevant format.

The two core areas that this project will deliver:

1. A regionwide focus on systemic health inequalities

2. An innovative cross sector project offering wrap around delivery within a defined locality.

Regionwide Tackling Inequalities Focus
CHWN will provide a train the trainer programme (allocated to our 4 geographical areas: Durham, North Cumbria, Northumberland and Tees Valley) embedding Youth Mental Health First Aid (YMHFA) skills into communities that need it most. Children NE will have a specific focus on tackling barriers to engagement within health settings. This innovative, newly designed and piloted, 'Poverty Proofing© Health Settings', includes powerful consultation with those living in poverty, to understand the wide and varied barriers caused through financial struggles, on access to health provision, leading to co-produced solutions and systemic change. Delivery will include an offer of training for health setting and partner organisation staff on mental health first aid and the impacts of poverty.
Tackling Inequalities within a defined locality
TIN Arts will lead in Tees Valley, to undertake and test a 'deep dive' initiative centred around an arts-based intervention (South Tees ARts Project - STAR) working with young people and families connected to schools in two severely deprived neighbourhoods, utilising further complimentary approaches including social prescribing, family support interventions, YMHFA and Poverty Proofing. This unique collaborative programme will identify new ways of combatting the negative impacts of mental health by tackling the consequences of poverty, providing family support utilising community assets and delivering arts based innovation to support a community to thrive, whilst simultaneously generating region wide learning that can be replicated. The pictures in this article share some of the great work already happening a part of the project!

We look forward to sharing updates as this work progresses. Find out more and link to partner websites through the links and emails below:

Spotlight

Interactive film project

Working with William Howard School, and local film makers Trylife, we've created an interactive film for young people focusing on issues around teenage pregnancy and mental health. The film involves local young people and explores a range of issues. You can view Jessica's story here.

The network was also successful in a Applied Research Collaborative Bid led by Sunderland University which will look closely at the potential behavioural impact on this work.

An evaluation study into the effectiveness of this innovative style of filming making is being undertaken and will ready soon - please take a look at the executive summary report.

Read report

Poverty proofing report

We commissioned a report into the financial barriers that exist for children and young people to attend health settings across our region.

Many of the key themes are inter-related and, taking into consideration the range of inequalities those living in poverty experience, means that those on low incomes are more likely to experience more barriers.

This report lays bare the realities facing our most vulnerable families when it comes to accessing healthcare, and we hope to address the issues and implement the recommendations as the project moves forward.

Read our report

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Child Health and Wellbeing Network | North East and North Cumbria NHS

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Skip to main content Child Health and Wellbeing Network Our network brings together people from all sectors across the region, such as health, education, local authorities and the voluntary and community sector, to work with children, young people and their families to make sure our work is more able to support them and have a positive impact.

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North Tyneside Communication Toolbox Offer

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North Tyneside Communication Toolbox Offer

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The North Tyneside Communication Toolbox | Education Services

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The North Tyneside Communication Toolbox

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Language and Communication Team - Training and Support Offer

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Language and Communication Team - Training and Support Offer

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Resources, Links, Online Training

The LCT Padlet is shown below. This will be updated with different resources and links to support you and your child. You can scroll down each section individually and use the bar at the bottom of the Padlet to move left and right. You can also press the square icon in the top right corner of the Padlet to view this in full size.

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Resources, Links, Online Training The LCT Padlet is shown below. This will be updated with different resources and links to support you and your child. You can scroll down each section individually and use the bar at the bottom of the Padlet to move left and right.

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Elklan Training Limited | Elklan Training Limited

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Vocabulary is important the world over. In the US, the Common Core has brought vocabulary to the fore whilst in England the new curriculum specifically highlights the importance of vocabulary. Vocabulary is important from Early Years right through to secondary / high schooling as a result of the vast explosion of topic specific information.

Spoken vocabulary at 5 years impacts on reading comprehension at 15 years of age (Cunningham and Stanovich, 1997). Vocabulary relates to reading comprehension, but impacts equally on curriculum areas that require specific word knowledge such as mathematics and science.

Yet children from the poorest 20% are already a year behind with spoken vocabulary by 5 years of age (Roulstone, Law et al 2010). Without support these children fall further and further behind.

Word Aware is a structured whole school approach to promote the vocabulary development of all children. Focussed on whole class learning, the resource is of particular value for those who start at a disadvantage - including children with Developmental Language Disorder, Special Educational Needs and those who speak English as an additional language, but it will extend the word learning of all students.

This approach is full of practical and inspiring ideas that can be easily applied by busy classroom practitioners to develop both spoken and written vocabulary.

Word Aware has been developed by combining up to date research with extensive classroom experience. Stephen Parsons and Anna Branagan have been using this approach and training many practitioners since 2010. The end product is an effective and time efficient method for developing the spoken and written vocabulary of all children. It has been enthusiastically received by class teachers, head teachers, curriculum coordinators, Special Needs co-coordinators, Learning Support Assistants and Speech and Language Therapists / Pathologists.

The Word Aware book was published in 2014. This supports children's vocabulary development from 5-11 years but with simple adaptations it can be successfully used in secondary schools. The Word Aware book is available from routledge.com.

See best practice examples

Word Aware 2: Early Years

Word Aware 2 was published in 2016. It is based on the same principals as Word Aware but it is adapted for the Early Years. It includes the fun and engaging 'Concept Cat' method to teach children early verbal concepts such as 'both, corner, smooth and after'. Word Aware 2: Early Years book is available from Routledge.

Watch Word Aware 2 webinar

Amazon reviews for 'Word Aware'

This is an excellent resource! I am a speech and language therapist and use it in schools. The staff and children really enjoy it and they learn so much. I've seen a child go from not being able to say what he has been learning to being able to describe the Great Fire of London to his parents."
☆ ☆ ☆ ☆ ☆

Excellent product for the price. Full of highly useful and attractive resources, both on paper and on the included disk. Would wholly recommend."
☆ ☆ ☆ ☆ ☆

Reviews for 'Word Aware 2: Early Years'

The book starts with a detailed, interesting and clearly referenced introduction, which would be very useful for teaching staff and is a great refresher for SLTs. I like the fact that the approach is designed for the whole class, so it's inclusive and that there is a strong emphasis on the importance of Adult Child Interaction."
Rhiannan Walton, Therapy Ideas Blog. Full review

In summary, Word Aware is a great resource for anyone working with Early Years children and I would highly recommend it. It has a good mix of theory and practical activities which can be put into practice immediately with education staff and parents."
Emmy Pratt, Speech and Language Therapist. Full review

Word Aware training is available now. Click on the link below to find out more.

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Vocabulary is important the world over. In the US, the Common Core has brought vocabulary to the fore whilst in England the new curriculum specifically highlights the importance of vocabulary. Vocabulary is important from Early Years right through to secondary / high schooling as a result of the vast explosion of topic specific information.

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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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Things to remember:

if you're living with someone with a mental illness, you can always get support from Childline

it's okay to make time for yourself and do things you enjoy or see friends

finding out about your family member's mental illness can help you feel more in control

it's normal to feel upset or angry sometimes

you can get help from family, school or an adult you trust.

Looking after someone can feel like a lot of work, but it's important to make time for you to relax or feel calm. Whatever's happening, you could:

find a place in your home or somewhere safe nearby that's just for you

take some time each day to do something you enjoy or find ways to relax

setting aside some time each week to spend with your friends - it can help to plan things to look forward to even if you can't do them straight away

try getting involved with things outside of home, like an activity at school or a club near where you live.

It can be scary when you don't understand how mental health is affecting your family member. Mental health issues can be complicated, and how they affect someone can change over time.

You could try asking an adult you trust about your family member's mental health condition. They can help you to find out about your family member's condition, their treatment and any medication they might be on.

If you go to an appointment with a family member you could make a list of questions you'd like to ask, or make notes about what's been said. It's okay to ask about anything you don't understand.

Keeping how you're feeling inside can make things feel even more difficult. Sharing how you feel by writing or drawing, or talking to someone you trust can help you feel more able to cope. You could try:

keeping a diary of what happens at home using the Mood Journal

sharing your experiences with other children and young people on the message boards

telling a friend about how you're feeling

tell an adult you trust about the things you find most difficult

look at our tips for how to cope when you're angry or stressed

create something in the Art box to express how you feel.

Sometimes when someone in your family has a mental health illness, it can be difficult to get the support you need. You might not get to eat regularly, get enough sleep or feel able to go to school. If you're not being looked after, you could be experiencing neglect.

You deserve to be supported. Getting support can help to make sure everyone at home is safe. There are lots of ways to get support:

ask other family members about ways they can help you or your family member

speak to people in school about ways they can support you if you're struggling to concentrate

get support from the young carers groups

find out about how to contact your GP if you need to talk about your own mental health.

When someone starts acting differently or gets worse and it worries you, it can be difficult to know when you might need to do something.

Every situation is different but having an emergency plan can help you to know what to do if something goes wrong. Your plan could include:

who to call if something goes wrong, this could be your neighbour, GP, another family member or the police or an ambulance

a safe place you can go if you need to leave your home - It's important to make sure you know where you're going and that you can get there safely

details of your family member's mental health illness and their medication.

Having a plan can help when you're feeling unsafe, or when you're not sure what might be best for your family member. Remember you can always talk it through with a Childline counsellor.

Try our top tips to help you cope

1. Ask for time with your family away from your brother or sister. It's okay to want time alone with your family.
2. Make a plan of what to do if things get too much. If your brother or sister gets angry, loud or upset, it can help to know how to react. You could make a plan with your family on what you should do, and when to get someone else to help you.
3. Listen to your brother or sister. It can help to listen to how they are feeling. And knowing that you're there to support them can help them feel more able to cope.
4. Speak to someone you trust. You always deserve to feel supported. Whether it's with someone in your family, a friend or an adult you trust, it can help to talk.

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Supporting a family member with a mental health issue

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We're here to help you if someone in your family has a mental health problem. It's important you get the support you need. You're not alone.

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Is this your domain?Connect it to your Wix website in just a few easy steps:

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A great explanation of Fight Flight or Freeze response to anxiety, and if you follow the link for ‘calm down skills’ there are tips on creating a calm down kit for anxiety (similar to the emotional toolkit listed under general resources

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The body's alarm system is located in the brain. The amygdala, part of the limbic system, is designed to recognize danger and prepare our body to react to it. When it's working properly, it should send signals only when there is real danger present. For some kids, the system is faulty and transmits false alarms, sending them into full blown fight, flight or freeze mode weekly, daily or even multiple times a day. Often, this faulty alarm system is due to increased cortisol levels due to prenatal stress or early childhood trauma. It can also be due to conditions such as SPD (sensory processing disorder), where sensory triggers cause alarm sensors to sound when no real danger is present.

To make matters even more complicated, your brain sees higher functioning tasks such as logic and planning as nonessential in a crisis. so it effectively shuts down that part of your brain once the fight, flight, freeze response is triggered. This is good if you're in mortal danger and need all your energy to run away, but bad if your amygdala is triggered by everyday occurrences such as loud noises or the smell of vanilla.

Fight can look like:

kicking

screaming

spitting

pushing

throwing anything he can get his hands on

his hands clasped in fists, ready to punch

glaring

clawing at the air

gasping for breath

Flight can look like:

darting eyes

restlessness

excessive fidgeting

doing anything to get away

running without concern for his own safety

Freeze can look like:

holding his breath

heart pounding and/or decreased heart rate

shutting down

feeling unable to move

escaping into his own mind

feeling numb

whining

daydreaming

Did you do a double-take when you read "whining" on the list of flight and freeze responses? When I first learned that whining can be a flight or freeze response, I was surprised too. When I thought more about it though, I realized that whining could be an effective stalling tactic, therefore could be a learned freeze response or could be used to escape from something unpleasant.

Having your body going into fight, flight or freeze response often and unnecessarily can be debilitating. It is no wonder that some of our kiddos struggle with regulation!

There are ways that you can help your child to recognize when their brain starts to respond this way. The first step in helping them out of fight, flight, freeze response is to recognize the signs as quickly as possible and help your child learn to identify them.

There are a few easy ways to explain brain concepts to your kids. I like to use "upstairs brain/downstairs brain" and "flipping the lid" (thanks to Dan Siegel - a very useful video of his explanation here), but you can also use the lizard brain explanation ( video about that here).

Explain the amygdala to your child. Empower them with knowledge to enable them to talk about their responses and better understand themselves. This also gives them a scientific reason for why they respond the way they do instead of just feeling like they are "bad" or out of control. I particularly like this video for kids.

Talk about the things they notice in their bodies right before the fight, flight or freeze response like their breathing speeding up, a funny feeling in their tummy, tightness in their chest, or their face getting hot. Then arm them with calm down skills that they can use the next time they notice those same feelings creeping up.

It is beneficial to track the patterns of these fight, fright, freeze responses in your child. They are likely not aware of what their triggers are, but by tracking their behaviours and the preceding events and possible sensory triggers, you will be able to pinpoint patterns that emerge over time. This will help you not only avoid those triggers, but anticipate them and be able to help your child navigate through those situations because they will be prepared for them.

The More Calm in the Chaos planner is perfect for helping you track these patterns in your child. It includes tracking logs for sensory triggers and behaviour. It is designed to help you see patterns and get to the bottom of what is triggering your child.

While your child is in fight, flight or freeze mode, help them to focus on their breathing. Regulating their breathing can help bring their "upstairs brain" back on board.

Avoid using the words "calm down". Instead, use "let's breathe" or "in through the nose, out through the mouth" or "you're okay, just breathe". Keep your words simple. Remember that they are only accessing their base brain right now, so lecturing or trying to reason with them is pointless.

Having them do crossing the midline exercises can also help re-set their brain, as it encourages the right and left hemispheres of the brain to talk to each other which can help stimulate the ""upstairs" brain to get engaged.

Once their breathing is regulated, you can try other calming techniques. Squeezing a stress ball, spending time in a sensory room or calm down area, blowing bubbles, colouring, yoga poses, chewing bubble gum, doing sensory activities (particularly heavy work ones), and calm down bottles are all good strategies to use. Some will work better for your child than others, which is something else to keep track of for future purposes.

After the incident has passed completely and they are no longer triggered, you can start a discussion about what factors may have contributed to the fight, flight, freeze response, what they felt in their body just before it happened, and what techniques worked for calming them quickly.

Are you confused about what is triggering your child and causing them to go into fight, flight or freeze mode? You can read about common triggers here.

Join me for a free 5 part email series, Little Hearts, Big Worries offering resources and hope for parents.

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Calming Your Child's Fight, Flight or Freeze Response

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Having your body going into fight, flight or freeze response can be debilitating. It's no wonder that some of our kiddos struggle with regulation!

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Resources and information for parents, including topics such as E-safety,  and tips for active listening

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General Resources

Depression Resources

Suicide and Self-Harm Resources

OCD Resources

PTSD Resources

Anger Resources

Internet Safety Resources

Other Resources

Books

Nodding Off leads you on a fascinating journey through the science of sleep as it evolves throughout our lives; from babies to teenagers, from middle age to the later years of our life, there are constantly new challenges to our sleep. Based on knowledge accumulated over almost two decades as a sleep researcher, Professor Alice Gregory shares real-life stories and interviews with other sleep experts to find the answers to questions, such as:

Why do so many adolescents enjoy lying in at the weekends?
Why do children experiencing anxiety, behavioural problems or attention deficit hyperactivity disorder so often have co-occurring sleep problems?
Why are scientists turning to sleep disorders such as sleep paralysis to try to understand paranormal experiences?

With important tips on improving your sleep, Nodding Off is an essential read for anyone who sleeps, and more important still for those who don't get enough.

A practical and easy to use self-help guide for parents whose children are experiencing sleeping problems.

Written by expert authors with experience of treating childhood sleep disorders, this easy to read manual uses tried and trusted techniques from cognitive behavioural therapy (CBT) to help everyone have a better night's sleep, including:

· Using sleep diaries to set a sleep routine that helps your child fall asleep quicker
· Proven methods for helping your child to face their worries around bedtime
· Strategies for dealing with bedwetting, night terrors and sleepwalking
https://www.littlebrown.co.uk/books/detail.page?isbn=9781472138736

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Resources for Parents - Andy Research Clinic

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COVID-19 Resources #Coping guides for families in East Berkshire #Coping guides for families in West Berkshire #5ways5daysNHS challenge for families in West Berkshire Emerging Minds resources for parents and carers General Resources Overcoming Your Child's Fears & Worries: A Self-help Guide Using Cognitive Behavioral Techniques Overcoming Your Child's Shyness & Social Anxiety: A Self-help Guide

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Information sheets, diaries, and activities designed to help people spot patterns in their thoughts and behaviours, and support understanding of these.

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Resources

for schools

For practitioners

For practitioners

Teaching materials for schools based on the UK National Curriculum and a Whole School Approach to mental health.

For practitioners

For practitioners

For practitioners

Free resources for practitioners delivering CBT based interventions with children, young people and families.

self-help

For practitioners

self-help

Useful resources for children, young people and families struggling with feelings of low mood and//or anxiety.

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Free cognitive behavioural therapy (CBT) resources to support children and young people struggling with low mood/depression and/or anxiety.

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his website includes lots of ideas for self-help based around a cognitive behavioural approach (a very commonly used therapeutic approach), and also tools for managing anxiety, anger, phobias and many more.

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Getselfhelp.co.uk CBT Self Help Resources - your self help starts here! Find the self help guide for your problem - and the solutions

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Tes provides a range of primary and secondary school teaching resources including lesson plans, worksheets and student activities for all curriculum subjects.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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www.5pointscale.com was developed to share information about the use of the 5-point scale and other systems to teach social and emotional concepts to children and adults who could use some extra…

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United Against Bullying (UAB) is the Anti-Bullying Alliance’s free whole school anti-bullying programme.

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Boing Boing Resilience Research and Practice

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Boing Boing Resilience Research and Practice

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On this page you will find articles and links to a variety of free mental health and resilience building resources, written, co-produced and shared by the Boingboing, Resilience Revolution and CRSJ community. Our resources are aimed at young people, parents and carers, practitioners, school staff, academics and people with lived experience. Anyone can access these resources for free, but please clearly acknowledge Boingboing in anything that you draw on in your own work in line with the permissions granted by our Creative Commons Licence, and add links to our website so that users can access the detailed rationale and processes applied to using our tools.

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On this page you will find articles and links to a variety of free mental health and resilience building resources written, co-produced and shared by the Boingboing, Resilience Revolution and CRSJ community. Our resources are aimed at young people, parents and carers, practitioners, school staff, academics and people with lived experience.

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A whole school framework for emotional well being and mental health: A self-assessment and improvement tool for school leaders, National Children’s Bureau.

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NCB School Well Being Framework Leaders Resources_0.pdf

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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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The Classroom Wellbeing Toolkit, a toolkit for secondary school staff

covering: building supportive relationships, creating a classroom

environment where all students feel they belong, promoting good

mental health, responding to stress, low mood and anxiety,

preventing bullying, cyberbullying and sexual harassment.

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Browse our free mental health resources for those working in primary, secondary and FE settings.

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In England, 1 in 8 five to 19-year-olds have some form of mental health problem.

This means that it is very likely that there will be children with mental health issues in your school, who need support.

It is vital to ensure that your school is a mentally healthy school. A mentally healthy school sees positive mental health and wellbeing as fundamental to its values, mission and culture.

Becoming a mentally healthy school must be a whole-school approach, involving governors, senior leaders, teachers and all school staff, as well as parents, carers and the wider community.

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In England, 1 in 8 five to 19-year-olds have some form of mental health problem.

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Your online mental wellbeing community.

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

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This website explains what kind of techniques CAMHS might use with people experiencing different difficulties, and why they might help.

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© 2023 Therapist Aid. All rights reserved

Disclaimer: The resources available on Therapist Aid do not replace therapy, and are intended to be used by qualified professionals. Professionals who use the tools available on this website should not practice outside of their own areas of competency. These tools are intended to supplement treatment, and are not a replacement for appropriate training.

Copyright Notice: Therapist Aid LLC is the owner of the copyright for this website and all original materials/works that are included. Therapist Aid has the exclusive right to reproduce their original works, prepare derivative works, distribute copies of the works, and in the case of videos/sound recordings perform or display the work publicly. Anyone who violates the exclusive rights of the copyright owner is an infringer of the copyrights in violation of the US Copyright Act. For more information about how our resources may or may not be used, see our help page. Therapist Aid has obtained permission to post the copyright protected works of other professionals in the community and has recognized the contributions from each author.

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Therapy Worksheets, Tools, and Handouts | Therapist Aid

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Free worksheets, treatment guides, and videos for mental health professionals. Topics include CBT, anger management, self-esteem, relaxation, and more.

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Connexions provide information, advice, guidance and support for 13-19 year olds to help them make choices for careers and learning.

Connexions Advisers (qualified careers advisers) work closely with North Tyneside schools to ensure young people have access to impartial information, advice and guidance. Advisers have extensive knowledge of the opportunities available and are fully trained in guidance skills to help young people make informed decisions.

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Universal SEND Services is an ambitious programme, funded until 2025 by the Department for Education (DfE) to develop the education workforce so that more children and young people have their needs identified and met effectively, resulting in successful learning in schools and further education (FE) settings, and leading to improved Preparation for Adulthood, including pathways to employment.

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Provides legally-based information, advice and support about matters relating to Special Educational Needs (SEN) or disabilities, including matters relating to health and social care. SENDIASS is both confidential and impartial and is provided for children with SEN or disabilities and their parents, and young people with SEN or disabilities for whom they are responsible.

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We provide free and impartial information, advice and support about special educational needs and disability (SEND). We can help children and young people, parents and carers, professionals and practitioners.

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A group of parents and carers of children, young people and adults aged 0-25 who have special educational needs and/or disabilities who live in North Tyneside. Their aim is to support parents and carers in our community enabling them to access services and give them a voice in shaping and developing these services.

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We are here to represent the collective voices of Parent Carers

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We deliver activities and events around health and social care, leisure and learning, employability, enterprise and vocation, advice and guidance, sports, arts, music and drama, health and wellbeing informed by ongoing user led consultations and evaluations across all age ranges and areas of work.

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North Tyneside Disability Forum – Working with and for disabled people.