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Well-Being vision statement for our school

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Well-Being vision statement for our school

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Action for Happiness: New Ways November (2024)

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Action for Happiness: New Ways November (2024)

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We have put together some useful links and sources of mental health support so that children and young people, parents, carers, and school and college staff can get the advice and help they need.

We have also added a new module to the   curriculum for   and   schools specifically designed to focus on mental health. This important addition will enable much-needed conversations about mental health to happen inside the classroom.

The list below is not exhaustive, and many other useful organisations and services exist, but it is hoped that these will help children, young people and adults navigate the key resources and get the support they deserve.
Seeking specialist support for children and young people
Local children and young people's mental health services (CYPMHS) are continuing to operate and in many cases are providing support remotely. Children and young people or their parents or carers can also contact their GP or refer to  NHS 111 online . Local CYPMH services will also have information on access on their websites: many offer self-referral or single points of access.

NHS trusts have established 24-hour urgent mental health helplines in most parts of England for people of all ages. If you have urgent concerns about a child or young person, you can find your local helpline  to discuss these with a mental health professional.

And remember to refer to your local children's services if you have any safeguarding concerns.

These resources are dedicated to children and young people 's general mental health and wellbeing, with a particular focus on mindfulness with developing coping skills in young people.

Student Space is here for students through coronavirus. However you're feeling, help and guidance is available. Explore a range of trusted information, services and tools to help you with the challenges of student life. You can use their search tool to find the services available at your university.

Sleepio is an online sleep improvement programme which is free for people living in Oxfordshire, Berkshire and Buckinghamshire.

Thrive helps you prevent and manage stress, anxiety and related conditions.

Students Against Depression is a w ebsite offering advice, information, guidance and resources to those affected by low mood, depression and suicidal thinking.

Mentally Healthy Schools :  an anxiety thermometer as a wellbeing measurement tool.

NHS IAPT : free online NHS adult psychological therapies, such as cognitive behavioural therapy (CBT), for common problems involving stress, anxiety and depression. IAPT services can be accessed either through a self-referral by contacting your   or via your GP.

Cruse Bereavement Care :  Coronavirus, Bereavement and Grief online information, advice and support. Helpline: 0808 808 1677 .

: *  Looking After Your Mental Health Resources aims to support everyone to feel more confident in taking action to look after their mental health and wellbeing by promoting a range of self-care actions.

For young people who feel particularly overwhelmed and troubled by Covid-19, these resources are helpful ways to manage anxiety around the pandemic, with helpful tools on homeschooling and self-care during lockdown.

The  Think Ninja  app educates 10-18-year-olds about mental health, emotional wellbeing and provide skills young people can use to build resilience and stay well. It has been adapted to Covid-19 to bring self-help knowledge and skills to those who may be experiencing increased anxiety and stress during the crisis.

The  Every Mind Matters  website aims to support everyone, including children and young people, to feel more confident in taking action to look after their mental health and wellbeing by promoting a range of self-care actions. It has been adapted to include advice and support about mental health issues that may have arisen because of the pandemic.

Keeping in mind that parents, carers and school staff can often be impacted by children's mental health, we have provided some select resources that can help adults better support children, and also find the help that they themselves might need.

Public Health England advice for parents and carers on looking after the mental health and wellbeing of children or young people during the Covid-19 outbreak.

Resources for managing anxiety and improving wellbeing

Dealing with the effects of lockdown

Resources for building resilience

Mental Health at Work : Resources, Toolkits and Case Studies. Supporting Staff Wellbeing in Schools with a rich repository of information and easily accessible resources including videos and posters.

Sometimes, children need specific and targeted resources to help with problems they are facing. Below we have outlined some support available for particular issues, including loneliness, suicide prevention, eating disorders and domestic abuse.

DfE have published  factsheets for care leavers , setting out the support they can access during Covid-19, including one on their wellbeing and where to access support for their mental health.

Resources from  University of Bath  and the  'Tell Me about Loneliness' project provide advice and tips about how to tackle loneliness and are thoroughly rooted in evidence of young people's experiences during loneliness.

Helpline: 0808 801 0677

Youthline: 0808 801 0711

Studentline: 0808 801 0811

Operation Encompass   Teachers' Helpline staffed by educational psychologists, to support staff working with children and young people at risk of or experiencing domestic abuse (0204 513 9990, weekdays during term-time, 8-11am).

Children and young people can access free confidential support anytime from Government-backed voluntary and community sector organisations by:

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Mental health resources for children, students, parents, carers and school/college staff

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We have put together some useful links and sources of mental health support so that children and young people, parents, carers, and school and college staff can get the advice and help they need. We have also added a new module ...

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Internet Matters: Support for LGBTQ+ children and their families

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Internet Matters: Support for LGBTQ+ children and their families

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Children today have grown up on the internet and may know how to navigate through clickbait sites and unhelpful apps. However, it can be difficult to find the right LGBTQ+ resources and communities among misinformation. The main thing they want is support and understanding from those they love so by reading this, you are already on the right track!

How to find reliable resources

Sometimes it's hard to know where to turn for help, especially when it comes to very personal topics. Children who identify as a part of the LGBTQ+ community may not feel comfortable speaking directly to you. They may prefer to speak to a counsellor or support group, or may prefer to read up on the community on their own. So we've come up with a few top tips to help your child find safe and reliable online resources and communities to talk about their troubles.

Language

Check the language used on websites - is it a blog? Is the author affiliated with any organisations or do they have any qualifications i.e. are they a counsellor specialising in LGBTQ+ support? Do they have any personal experience of the issue? Is the tone positive or negative when discussing what issues they may face? Checking the language of a resource or LGBTQ+ community can provide insight into how useful and helpful it could be for you or your child.

Social media

TikTok was the most downloaded app in 2020 and 2021. Whilst it shares a lot of funny videos and viral challenges, it is also a place where people share their personal stories of coming out. This app and other social media platforms like it shouldn't be used as a single source for reliable information. However, these personal stories can help your child feel less alone.

LGBTQ+ groups local to your area

Larger charities or organisations may have local meetup groups to help you and your child navigate this time of self-discovery. Check their accreditation and search for reviews online to see how supportive the group is and who they are run by. This can also tell you what the regularity of meetups are and whether they are in-person or online.

Groups focused on parents of LGBTQ+ groups normally have pages on Facebook while youth-focused groups tend to have Instagram profiles with details about their meetups.

Charities and organisations

There are many youth-focused charities such as Ditch the Label that are here to help young people at all stages of life. There are specifically LGBTQ+ charities such as The Trevor Project, which provides counsellors for children to talk to as well as an online community to get help.

Make sure to check the registered charity numbers of any online LGBTQ+ communities for children and what kind of support they can provide.

Find charities that have a specific focus like youth issues or youth identifying as LGBTQ+ for content that is specifically curated for young people. This will help them find others similar to them.

Ditch the Label has a large online community where young people can talk about their troubles including coming out and finding their identity if they need a place to start.

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Help LGBTQ+ children find safe online communities | Internet Matters

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Children today have grown up on the internet and may know how to navigate through clickbait sites and unhelpful apps. However, it can be difficult to find the right LGBTQ+ resources and communities among misinformation. The main thing they want is support and understanding from those they love so by reading this, you are already on the right track!

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Stress Management Society - a wealth of support

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Stress Management Society - a wealth of support

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Free guide to dealing with stress

Stress Explained

Resources and Guides

Personal Stress

Stress at work

Book a Free Business Stress Consultation

Book a Free Business Stress Consultation

The Stress Management Society is a non-profit organisation dedicated to helping individuals and companies recognise and reduce stress. Since our inception in 2003, our dream has been to create a happier, healthier and more resilient world.

Please fill in your details to download our 30 Day Challenge
Please fill in your details to download our free guide to dealing with stress

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The Stress Management Society - From Distress to De-Stress

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Manage your stress! Test your stress levels with our Individual Stress Test or use our Stress Guide to manage stress.

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A series of expert podcasts to help parents understand and manage child and family mental health problems

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A series of expert podcasts to help parents understand and manage child and family mental health problems

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Child in Mind | Podcast on Managing Children and Family Mental Health Problems | Anna Freud Centre

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We've produced a series of expert podcasts to help parents understand and manage child and family mental health problems.

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Mental health support for parents and carers – Place2Be

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Advice and resources for parents and carers to help support their child or young person’s wellbeing.

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BBC Bitesize: Mental Health and Wellbeing Support

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BBC Bitesize: Mental Health and Wellbeing Support

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Whether you're moving to secondary school, jumping into the world of work, starting a new relationship or just feeling a bit stressed, we've asked those who've been through it to share their wisdom.

New on Bitesize Support...

Bitesize Support collections

Have you seen? Mental health

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Whether you're moving to secondary school, jumping into the world of work, starting a new relationship or just feeling a bit stressed, we've asked those who've been through it to share their wisdom.

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Are you being bullied?

If you are being bullied, or you are not ready to make a report to CEOP, you can talk to Childline anonymously online or on the phone - No worry is too big or too small.

Visit Childline

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Are you being bullied? If you are being bullied, or you are not ready to make a report to CEOP, you can talk to Childline anonymously online or on the phone - No worry is too big or too small. Visit Childline

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Parenting advice from child mental health experts: Practical tips to support children’s wellbeing and manage behaviour.

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A one stop location for parents/carers on how to keep your children safe online

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This page is for parents - if you are a teacher, click here

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Brilliant Parents knows that most parents are brilliant, but we also know, as parents ourselves, that bringing up children is one of the most challenging and emotionally demanding jobs a parent will ever do. Sometimes it can feel that parenting has turned into a battle, rather than an adventure. Brilliant Parents runs Parenting Courses supporting families across London, working with parents to turn the experience back into something that is positive and rewarding.

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Brilliant Parents knows that most parents are brilliant, but we also know, as parents ourselves, that bringing up children is one of the most challenging and emotionally demanding jobs a parent will ever do. Sometimes it can feel that parenting has turned into a battle, rather than an adventure.

# data[].attributes.headline
DfE Mental Health resources  for Parents

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DfE Mental Health resources  for Parents

# data[].attributes.attachment_link.readable_text
We have put together some useful links and sources of mental health support so that children and young people, parents, carers, and school and college staff can get the advice and help they need.

We have also added a new module to the   curriculum for   and   schools specifically designed to focus on mental health. This important addition will enable much-needed conversations about mental health to happen inside the classroom.

The list below is not exhaustive, and many other useful organisations and services exist, but it is hoped that these will help children, young people and adults navigate the key resources and get the support they deserve.
Seeking specialist support for children and young people
Local children and young people's mental health services (CYPMHS) are continuing to operate and in many cases are providing support remotely. Children and young people or their parents or carers can also contact their GP or refer to  NHS 111 online . Local CYPMH services will also have information on access on their websites: many offer self-referral or single points of access.

NHS trusts have established 24-hour urgent mental health helplines in most parts of England for people of all ages. If you have urgent concerns about a child or young person, you can find your local helpline  to discuss these with a mental health professional.

And remember to refer to your local children's services if you have any safeguarding concerns.

These resources are dedicated to children and young people 's general mental health and wellbeing, with a particular focus on mindfulness with developing coping skills in young people.

Student Space is here for students through coronavirus. However you're feeling, help and guidance is available. Explore a range of trusted information, services and tools to help you with the challenges of student life. You can use their search tool to find the services available at your university.

Sleepio is an online sleep improvement programme which is free for people living in Oxfordshire, Berkshire and Buckinghamshire.

Thrive helps you prevent and manage stress, anxiety and related conditions.

Students Against Depression is a w ebsite offering advice, information, guidance and resources to those affected by low mood, depression and suicidal thinking.

Mentally Healthy Schools :  an anxiety thermometer as a wellbeing measurement tool.

NHS IAPT : free online NHS adult psychological therapies, such as cognitive behavioural therapy (CBT), for common problems involving stress, anxiety and depression. IAPT services can be accessed either through a self-referral by contacting your   or via your GP.

Cruse Bereavement Care :  Coronavirus, Bereavement and Grief online information, advice and support. Helpline: 0808 808 1677 .

: *  Looking After Your Mental Health Resources aims to support everyone to feel more confident in taking action to look after their mental health and wellbeing by promoting a range of self-care actions.

For young people who feel particularly overwhelmed and troubled by Covid-19, these resources are helpful ways to manage anxiety around the pandemic, with helpful tools on homeschooling and self-care during lockdown.

The  Think Ninja  app educates 10-18-year-olds about mental health, emotional wellbeing and provide skills young people can use to build resilience and stay well. It has been adapted to Covid-19 to bring self-help knowledge and skills to those who may be experiencing increased anxiety and stress during the crisis.

The  Every Mind Matters  website aims to support everyone, including children and young people, to feel more confident in taking action to look after their mental health and wellbeing by promoting a range of self-care actions. It has been adapted to include advice and support about mental health issues that may have arisen because of the pandemic.

Keeping in mind that parents, carers and school staff can often be impacted by children's mental health, we have provided some select resources that can help adults better support children, and also find the help that they themselves might need.

Public Health England advice for parents and carers on looking after the mental health and wellbeing of children or young people during the Covid-19 outbreak.

Resources for managing anxiety and improving wellbeing

Dealing with the effects of lockdown

Resources for building resilience

Mental Health at Work : Resources, Toolkits and Case Studies. Supporting Staff Wellbeing in Schools with a rich repository of information and easily accessible resources including videos and posters.

Sometimes, children need specific and targeted resources to help with problems they are facing. Below we have outlined some support available for particular issues, including loneliness, suicide prevention, eating disorders and domestic abuse.

DfE have published  factsheets for care leavers , setting out the support they can access during Covid-19, including one on their wellbeing and where to access support for their mental health.

Resources from  University of Bath  and the  'Tell Me about Loneliness' project provide advice and tips about how to tackle loneliness and are thoroughly rooted in evidence of young people's experiences during loneliness.

Helpline: 0808 801 0677

Youthline: 0808 801 0711

Studentline: 0808 801 0811

Operation Encompass   Teachers' Helpline staffed by educational psychologists, to support staff working with children and young people at risk of or experiencing domestic abuse (0204 513 9990, weekdays during term-time, 8-11am).

Children and young people can access free confidential support anytime from Government-backed voluntary and community sector organisations by:

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Mental health resources for children, students, parents, carers and school/college staff

# data[].attributes.attachment_link.description
We have put together some useful links and sources of mental health support so that children and young people, parents, carers, and school and college staff can get the advice and help they need. We have also added a new module ...

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Our latest research into livestreaming habits among young people found that over 1 in 10 8-17 year olds have 'gone live'. We asked a group of our Childnet Digital Leaders about their experiences of livestreaming and their top tips for other young people.

The Childnet Digital Leaders are trained to be online safety experts in their schools. They champion digital citizenship and digital creativity within their schools and educate their peers, parents and teachers about staying safe online.

Below are their top tips for going live:

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Livestreaming - top tips from young people

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Our latest research into livestreaming habits among young people found that over 1 in 10 8-17 year olds have 'gone live'. We asked a group of our Childnet Digital Leaders about their experiences of livestreaming and their top tips for other young people.

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What Parents need to know about Livestreaming

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3 - 2 -1 GOING LIVE 🎥 with our live streaming guide for parents as part of #WakeUpWednesday! #StaySafeOnline #OnlineSafety Printable High Res version here: https://t.co/lb8BuGutcw #WednesdayWisdom @IWFhotline

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3 - 2 -1 GOING LIVE 🎥 with our live streaming guide for parents as part of #WakeUpWednesday! #StaySafeOnline #OnlineSafety Printable High Res version here: https://t.co/lb8BuGutcw #WednesdayWisdom @IWFhotline https://t.co/F71tukmBqv

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3 - 2 -1 GOING LIVE 🎥 with our live streaming guide for parents as part of #WakeUpWednesday! #StaySafeOnline #OnlineSafety Printable High Res version here: https://t.co/lb8BuGutcw #WednesdayWisdom @IWFhotline pic.twitter.com/F71tukmBqv
— National Online Safety (@natonlinesafety) June 6, 2018

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3 - 2 -1 GOING LIVE 🎥 with our live streaming guide for parents as part of #WakeUpWednesday! #StaySafeOnline #OnlineSafety Printable High Res version here: https://t.co/lb8BuGutcw #WednesdayWisdom @IWFhotline https://t.co/F71tukmBqv

# data[].attributes.attachment_link.metadata.attachment_props.original_text
3 - 2 -1 GOING LIVE 🎥 with our live streaming guide for parents as part of #WakeUpWednesday! #StaySafeOnline #OnlineSafety Printable High Res version here: https://t.co/lb8BuGutcw #WednesdayWisdom @IWFhotline https://t.co/F71tukmBqv

# data[].attributes.attachment_link.metadata.attachment_props.text
3 - 2 -1 GOING LIVE 🎥 with our live streaming guide for parents as part of #WakeUpWednesday! #StaySafeOnline #OnlineSafety Printable High Res version here: https://t.co/lb8BuGutcw #WednesdayWisdom @IWFhotline

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Royal College of Psychiatrists: Sleep Support for children and adults

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Royal College of Psychiatrists: Sleep Support for children and adults

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This webpage looks at the reasons behind why some children and young people have sleep problems, and offers some practical advice on how to deal with them.

One of the most common problems in toddlers and young children is sleeplessness. The child may have difficulty settling to sleep, or wakes in the night and wants a parent.

The amount of sleep needed gradually decreases from infancy to adulthood.

Every child is different but as a general rule of thumb:

toddlers need about 12-14 hours sleep (including daytime naps)

preschoolers (aged 3-5) need 11-12 hours sleep

school-age children need 10-11 hours sleep

teenagers need 9-10 hours sleep.

There can be different reasons.

Very young children often fear being left alone at night. This is called 'separation anxiety' and is normal at a young age.

Bedtime fears - many young children are afraid of the dark.

Bad habits - napping too much during the day.

"I'm not sleepy" - you might find that when your child gets very tired, they get irritable, aggressive or even overactive (hence the phrase "overtired").

Teenagers can also have problems with sleeplessness. They might find it hard to sleep if they are worried, drinking too much tea or coffee, cola or energy drinks, or are using illegal drugs. Some will just get into the habit of going to sleep very late. After a while, they find that they can't get to sleep at an earlier time.

Sometimes, difficulty in sleeping is part of depression.

This can simply be caused by your child not getting enough sleep at night. They could be going to bed too late or be having problems sleeping, for reasons as described above.

Less common reasons include:

Large tonsils and adenoids at the back and sides of the throat can cause breathing difficulties that can wake a child many times each night. The child may not remember waking up, but you may notice that they snore loudly and sleep restlessly. This is called obstructive sleep apnoea. An operation to remove the tonsils and adenoids may be needed.

Restless legs syndrome is a condition where the child complains of crawling feelings or 'growing pains' in their legs that make them want to keep moving them, which stops them getting to sleep.

Narcolepsy is an unusual condition that causes unpredictable attacks of sleep during the day. People with narcolepsy may also have sudden attacks of weakness - this is called cataplexy.

In teenagers, drug or alcohol misuse is sometimes a factor.

Some young people who have depression sleep more than usual.

Most children have nightmares occasionally. These are vivid and frightening dreams. Children will usually remember the dream, and will need to be comforted so that they can get back to sleep.

Nightmares can also be caused by worry, by nasty accidents, by bullying and by abuse of any kind.

You can help by encouraging your child to talk about the dream or draw a picture of it. This will help you to find out the cause of the upset and work out what help or support your child needs.

Night terrors most commonly affect children between the ages of 4 and 12 years. They are completely different from nightmares or anxiety-related dreams.

Unlike nightmares, they happen to young children an hour or two after falling asleep. The first sign is that your child is screaming uncontrollably and seems to be awake. In spite of appearances, your child is still asleep. They will not be able to recognise you, will be confused and unable to communicate, and it is usually hard to reassure them. It is best not to try and wake them, but sit with them until the night terror passes, usually after about 5 minutes.

Try not to feel upset yourself. It can be very distressing to see your child so disturbed, but they will not remember it in the morning. Children usually grow out of this.

Sleepwalking is similar to night terrors, but instead of being terrified, the child gets up out of bed and moves around. The main thing you can do to help is to make sure that they don't hurt themselves.

You may need to take practical precautions, like using a stair-gate, making sure that windows and doors are securely locked, and that fires are screened or put out. This is also something that children tend to grow out of.

Sleep problems are very common. Most children's sleep problems happen only occasionally. They are not serious and get better on their own, with time. If they don't, you need to take them seriously. As well as being upsetting, they may interfere with your child's learning and behaviour.

There may be an underlying health problem, physical or mental.

It is important that your child has a regular sleep routine:

Decide on regular times for going to bed and getting up.

Stick to these times.

Develop a consistent, relaxing bedtime routine with your child. This should start with quiet time to help your child to wind down - for example, a bath followed by a short bedtime story before you say goodnight. This helps children to settle, and should end with your child falling asleep without the need for you to be with them.

It is important to be loving, but firm, about when it is time for your child to settle down for the night. When your child cries out, it is important to be sure that they are not wet, ill or in pain. It is best to do this quickly, while still comforting and reassuring them. Don't spend too much time with them or take them into your bed, because this will reward them for being awake.

A dummy can help to comfort young infants who wake needing to suck. Once you have weaned your child on to solid foods, it is best not to give them a bottle or dummy at night - if they wake and can't find it, they will probably start crying. A cuddly toy or favourite blanket can often help young children to cope with their separation anxiety.

Agree with them reasonable and consistent bedtimes- for weekdays and weekends.

Most teenagers like to have a 'lie-in' at weekends - limiting the getting up time to only an hour or two later than weekdays will ensure they can get into a stable sleep routine.

Help them to get into a routine of 30 minutes 'quiet time' before bed - no TV, texting, homework or computer use.

They should avoid daytime napping.

Getting some fresh air, gentle exercise and day light each day will help them to sleep at night.

They should avoid caffeine and heavy exercise for four hours before bed, as these can cause problems getting to sleep.

Encourage them to do their worrying before getting into bed - perhaps by writing a "to do list" for the following day earlier in the evening.

Your GP or health visitor can offer advice and help. If things don't get better, your GP or another professional can refer your child for a specialist opinion from a paediatrician or the local child and adolescent mental health service (see Who's Who in CAMHS). This will help to find out exactly what the problem is and how it can be best resolved.

I never liked high school. I got named 'junky boy' on the first day. I have diabetes ... I started doing my own injections in high school and had to wear a special wristband. It didn't take long for the bullying to get worse. I stopped going out and spent more time alone.

I started getting irritable at home and didn't want to see anyone, preferring to stay up late when I could be alone. I started to feel really tired in the morning, and soon I wouldn't get up and refused to go to school.

I felt 'ill' all the time and my brother started to call me 'vampire'. I looked pale and had no friends. My parents had had enough of trying to get me to school and I even remember seeing mum in tears. That was when we spoke to the nurse in the diabetic clinic and it was suggested that I go to see the psychiatry team in hospital. I was reluctant, but I did go and I'm really glad.

When we met the team, we talked about my problems and I was asked to keep a sleep diary. We also tried 'sleep hygiene techniques' - these are tips on helping you sleep, but these didn't work.

The specialist doctor prescribed some medication and arranged for us to meet with some people from education and the diabetic clinic. It felt like the first time that people were listening. I now have a work placement and was lucky to get involved with an organisation that arranges activities for young people with similar problems to me. I met my girlfriend there.

I am really sleeping much better now and go to the special teenage diabetic clinic where I get more support. I still don't go to school, but I have a home internet package and am hoping to go to College. My mum is smiling for the first time in months.

Peterson J & Peterson M (2003). The Sleep Fairy. Omaha: Behave'n Kids Press. This is an American children's book that, through the story, teaches your child to go to sleep in their own bed in order to get a reward from the "Sleep Fairy"! It has explanatory notes for parents.

London: Dorling Kindersley. Your Child's Sleep Problems Solve Ferber R & Beckerman D (2006).

References

Dahl R & Harvey AG (2008). Sleep disorders. In: Rutter M et al. (eds) (2008)

Rutter's Child and Adolescent Psychiatry(5th edn). Oxford: Blackwell. pp894-905.

Kotagal S &, Pianosi P (2006). Sleep disorders in children & adolescents. BMJ;332: 828-832.

Galland BC & Mitchell EA (2010). Helping children sleep. Archives of Disease in Childhood 2010; 95:850-853.

Credits

Revised by the Royal College of Psychiatrists' Child and Family Public Engagement Editorial Board (CAFPEB).

With grateful thanks to Dr Hussain Farooq, Dr Virginia Davies, Dr Vasu Balaguru, and Thomas Kennedy..

This resource reflects the best possible evidence at the time of writing.

About this information

This information reflects the best available evidence at the time of writing. This mental health information for young people was written in 2020.
© November 2020 Royal College of Psychiatrists

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Sleep problems in childhood and adolescence - for parents and carers | Royal College of Psychiatrists

# data[].attributes.attachment_link.description
This webpage looks at the reasons behind why some children and young people have sleep problems, and offers some practical advice on how to deal with them. One of the most common problems in toddlers and young children is sleeplessness. The child may have difficulty settling to sleep, or wakes in the night and wants a parent.

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The text service is free, confidential and 24/7 for anyone who is feeling overwhelmed or is struggling to cope

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Produced by O2 and NSPCC, the website is a guide for parents to 39 of the most popular sites, apps and games that young people use.

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Information sheet.

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Tips and practical activities that parents can do at home with children from newborn to 5 years old to support their early learning

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Chat, play, read!

Here are some tips and activities to help your child develop their speech skills:

use things your child is interested in for play, follow their lead and make sure you're physically at their level while playing

if you notice your child looking or pointing at something, talk to them about it before they lose interest in it

picture books introduce your child to new things they haven't seen yet in real life - ask them to tell you the story, or talk about what the characters might be thinking and feeling

make reading, singing and playing even more fun by using lots of actions and different voices

take turns to make noises or speak - your child will be able to hold longer conversations, so slow down your speech, give them plenty of time to respond and listen carefully to what they have to say

talk to your child in short, simple sentences, as it's easier for them to understand you and have a go at copying when they are ready

try to use the same book or sing the same song, as young children learn a lot from repetition

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Find out how you can help your child with their speech & language development. If you have any concerns, talk to your doctor or health visitor.

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Action for Happiness Events
UPCOMING EVENTS
Tues 6 July: Julia Samuel via Zoom, 7pm UK time BST ( see your time zone here)

Tues 20 July: Grace Marshall via Zoom, 7pm UK time BST ( see your time zone here)

Tues 10 Aug: BJ Fogg
via Zoom, 7pm UK time BST ( see your time zone here)

Thurs 9 Sept: Angela Duckworth
via Zoom, 7pm UK time BST ( see your time zone here)

For the latest information and to book tickets visit our Eventbrite page.
RECENT EVENTS YouTube Channel

Check out our full library of talks from all our public events on our YouTube channel

Action for Happiness App

Our new smartphone app is now available:

> Get friendly daily action 'nudges'
> Receive inspiring messages
> Connect with like-minded people

Book: Ten Keys to Happier Living

Order your copy of our inspiring, science-based book and discover how to live a happier life and help create a happier world.

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UPCOMING EVENTS Tues 6 July: Julia Samuel via Zoom, 7pm UK time BST ( see your time zone here) Tues 20 July: Grace Marshall via Zoom, 7pm UK time BST ( see your time zone here) Tues 10 Aug: BJ Fogg via Zoom, 7pm UK time BST ( see your time zone here) Thurs 9 Sept: Angela Duckworth via Zoom, 7pm UK time BST ( see your time zone here) For the latest information and to book tickets visit our Eventbrite page.

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Young Minds: Supporting Parents Helpfinder

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Young Minds: Supporting Parents Helpfinder

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By answering six questions, parents can find out how to support their child's mental health during the pandemic (and beyond).

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Answer these six questions to find out how best to support your child's mental health during the covid-19 pandemic.

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Latest resources and information can be accessed via the website.

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Access information and resources for parents and carers on keeping your child safer online including conversation starters and video guides.

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TikTok Poster: What Parents need to know

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TikTok Poster: What Parents need to know

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Great information in the poster about how you can keep your children safe on TikTok

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Simple 15 minute activities you can do with your family to support their online safety at home

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Each of these family activity sheets have a selection of short conversation starters, practical tips and fun tasks to do as a family.

This activity sheet focuses on watching videos online. With a choice of 3 conversation starters, 3 online safety actions and 2 fun family tasks, you can learn together about watching videos safely online.

This activity sheet focuses on cyber security, and we have worked with the National Cyber Security Centre to help you be more Cyber Aware.

This activity sheet focuses on social media. With a choice of 2 conversation starters, depending on if your child is on social media, 3 online safety actions and a fun family tasks, you can learn together about safer social media use.

This activity sheet focuses on sharing images online. With a choice of 3 conversation starters, 3 online safety actions and a fun family tasks, you can learn together about safer image sharing.

This activity sheet focuses on live streaming. With a choice of 3 conversation starters, 3 online safety actions and a fun family tasks, you can learn together about how to be safer when live streaming.

This activity sheet focuses on online gaming. With a choice of 3 conversation starters, 3 online safety actions and a fun family tasks, you can learn together about safer online gaming.

Parents and Carers Resources

If you haven't already, read our Parents and Carers Helpsheets - there is one for primary and one for secondary. These contain key online safety advice and links to our resources, as well as support services.

We have also created short videos to help you with online safety at home on the following topics:

Watching videos

Online gaming

Social media

Sharing images

Livestreaming

Cyber security

Click here for short videos for parents and carers

Home activity packs

These home activity packs a have been created to cover different areas of online safety for each age range, using our Thinkuknow resources.

For Early Years and Primary:
Click here for home activity packs for children aged 4-5 Click here for home activity packs for children aged 5-7 Click here for home activity packs for children aged 8-10
For Secondary:
Click here for home activity packs for children aged 11-13 Click here for home activity packs for children aged 14+

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Each of these family activity sheets have a selection of short conversation starters, practical tips and fun tasks to do as a family. This activity sheet focuses on watching videos online. With a choice of 3 conversation starters, 3 online safety actions and 2 fun family tasks, you can learn together about watching videos safely online.

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Answer the 5 questions in this interactive quiz to get top tips and advice for yourself

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Improve and maintain your mental health

If you're struggling with your mental health and wellbeing, this simple mental health quiz can help. It generates a personalised plan based on the information you provide.

If you want help to deal with anxiety or low mood, tips to reduce stress or advice on how to fall asleep faster and sleep better, start the quiz above.

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Take our quick, 5-question quiz for personalised tips and advice on looking after your mental health and wellbeing. Update your plan any time for new tips.

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All workshops are free of charge  for people throughout Hillingdon, on a wide range of subjects to help you take greater control of your own health and well-being

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All our workshops are free of charge for people throughout Hillingdon, on a wide range of subjects to help you take greater control of your own health and well-being.

To book your place on any of our sessions please fill out the form below

Once you have completed the form you can then choose a date and time suitable for you.

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All our workshops are free of charge for people throughout Hillingdon, on a wide range of subjects to help you take greater control of your own health and well-being. Once you have completed the form you can then choose a date and time suitable for you.

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Anna Freud Booklet: Reducing Separation Anxiety

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Anna Freud Booklet: Reducing Separation Anxiety

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Top tips for Parents

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SWGfl: Are a charity ensuring children benefit from technology, free from harm

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SWGfl: Are a charity ensuring children benefit from technology, free from harm

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Magazine section holds a number of current articles

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Designed and Developed by Will Earp, South West Grid for Learning Trust Ltd

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SWGfL Magazine - News, Advice, and Tips for Educators

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Welcome to the SWGfL Magazine, information, news and articles about Online Safety, Information Security and Education Technology, up-to-date advice and tips for educators plus our latest product news

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Top 10 Health Habits that will help you deal with challenging events

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See the document which has lots of useful information

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Outdoor games that promote health and wellbeing

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Child friendly information about how children keep themselves safe, worry free

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Childnet: Online resources for parents and carers

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Childnet: Online resources for parents and carers

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Useful tips/advice as well as organisations you can go to for specific help

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A great way to start positive family conversations around safe and responsible internet use

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How to keep your child safe in Sport

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The Reading Agency: Reading and Well-Being initiatives

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The Reading Agency: Reading and Well-Being initiatives

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Read, Talk, Share is an initiative to combat loneliness and promote wellbeing through the proven power of reading during the Covid-19 pandemic and recovery

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Read, Talk, Share is an initiative to combat loneliness and promote wellbeing through the proven power of reading during the Covid-19 pandemic and recovery.

Read, Talk, Share will expand The Reading Agency's already successful Reading Well and Reading Friends programmes. The two initiatives demonstrate the power of reading to support and connect isolated individuals, and the benefits of bibliotherapy to mental health. The Reading Well book collections will be in every library across the country and are available as eBooks and Reading Friends activity is popping up all over England. Supporting you and your loved ones at this challenging time.

Find your local library here and ask them about accessing Reading Friends and Reading Well in your local area or check out the Reading Well and Reading Friends websites.

Reading Well - social prescribing for better mental health

Reading Well supports people in their journey towards better mental health by making helpful books recommended by health experts easily accessible to readers of all ages.

About Reading Well:
Each year Reading Well books are borrowed 350,000 times (almost 2.5m book loans since in 2013 and 1.25 million individual users). The aim is to support people to manage their health and wellbeing through the proven power of reading. 89% of borrowers report that the book helped them understand more about their health needs.

How does the programme work?
Health professionals refer patients to their library to discover the booklists - so-called 'social prescribing'. We work with the national public library network, England and the National Academy of Social Prescribing to ensure clinicians are aware about the scheme. Many people also discover these books for themselves, often signposted by our marketing efforts.

Running successfully for eight years, we operate five schemes: Reading Well for mental health, for dementia, for young people, for children and for long term conditions. In Wales the scheme is bilingual.

Reading Well and Read, Talk, Share:
During March and April 2021 Reading Well is dramatically expanding: more than 375,000 books have been distributed to 3,600 locations including 3,000 libraries. Every Library in England will be sent 82 books (as well as accompanying digital collections) covering each of the three Reading Well mental health schemes, Reading Well for Children, Young People and Adults. Topics explored include mindfulness and cognitive behavioural therapy; coping with grief, anxiety, depression, and stress; understanding bullies, body dysmorphia, autism, and ; and much more.

With libraries closed, publishers have agreed to make titles available for e-lending, ensuring the availability of the most comprehensive range of e-book titles we have ever been able to offer. There will also be a physical book collection for each scheme for every library in an authority for use when libraries re-open.

Find your local library and ask them about Reading Well and how you can get involved or check out the Reading Well website.

Reading Friends - reading as a way to connect people and combat loneliness

Reading Friends is a nationwide programme which uses reading as a way to connect people by starting conversations, targeting the most vulnerable, isolated and those at risk of loneliness.

About Reading Friends:
Reading Friends brings people together to read, share stories, meet new friends, and have fun, tackling the big life challenge of social isolation. The programme is delivered by volunteers and co-produced with its participants to ensure it meets each person's needs and matches their interests, in groups and one-to-one sessions. After taking part, 83% of participants and 95% of volunteers reported feeling more connected to other people. Have a look at some of the case studies from Reading Friends participants.

How does the programme work?
The programme has a flexible format - it's not a structured book group or literary model. Material includes books, newspapers, poems, e-books or audio books, quotes and short stories. Reading and sharing stories is 'in the moment' - participants don't have to read something before a session. Typically, before Covid-19, sessions ran in small groups (3-10 people) in libraries and community venues.

Reading Friends, Covid-19 and Read, Talk, Share:
In March 2020 Reading Friends faced the challenge of continuing to deliver support when social isolation and loneliness were pressing issues but with existing ways of working became unavailable. We adapted, starting 1-to-1 calls over the phone, posting reading materials, letter writing, and group Zoom sessions. Now, following the award of grant funding Reading Friends is dramatically scaling up between February to April 2021, making at least 16,000 connections for some of the s most isolated people.

The Reading Agency will be able to provide funding, training and resources for over 100 library authorities in England to deliver Reading Friends to a broad range of audiences, using socially distanced and telephone/video call befriending models. There's real flexibility how sessions are run but typically they last 1 hour and are held weekly.

Find your local library and ask them about Reading Friends and how you can get involved or check out the Reading Friends website.

The Reading Agency are asking the nation to read, talk and share this Winter.

We know that not everyone can access the digital services whilst they are at home. The physical book collections and in person activity will be available as soon as it is safe to do so. Libraries are planning for the relaxing of restrictions and looking forward to being able to resume click and collect and loan services as soon as possible.

Keep up to date with the Read, Talk, Share campaign by following @ReadingAgency on social media and checking in on our hashtag #ReadTalkShare.

Let's tackle loneliness and support mental health, together, through the proven power of reading.

Read, Talk, Share ambassadors announced | Government announces funding to tackle loneliness

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Read, Talk, Share is an initiative to combat loneliness and promote wellbeing through the proven power of reading during the Covid-19 pandemic and recovery. Read, Talk, Share will expand The Reading Agency's already successful Reading Well and Reading Friends programmes.

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Public Health England: Psychological First Aid course

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Public Health England: Psychological First Aid course

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Get free Psychological First Aid training to support children and young people’s mental health during emergencies and crisis situations

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CYP Psychological First Aid online course - FutureLearn

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Get Psychological First Aid training to support children and young people’’s mental health during emergencies with this 2-week course from Public Health England.

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For confidential suicide prevention advice contact us on 0800 068 4141. We are open 9am–12am

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Skip to content

Watch the full video

Thinking of suicide?

Are you, or is a young person you know, not coping with life? For confidential suicide prevention advice contact HOPELINE247.

My whole way of thinking has changed. I feel positive about my future and the people around me. I'm now looking forward to the future and helping others just like me!

Thank you so much for the incredible support PAPYRUS and HOPELINE247 has given me. You helped me in that moment and it kept me alive.

I intend to continue to fundraise for and promote PAPYRUS. I am so proud and humbled to be involved with a wonderful charity, and to have received the support that I have.

Having been personally bereaved by suicide I understand the importance and need for our charity. I am surrounded by others who are as passionate as I am about saving lives.

* All feedback is provided by people who contact PAPYRUS. All feedback has full consent of the user and the user remains fully anonymous. Some feedback may have been adapted to keep the users anonymity.

Our latest news

Stay up to date with PAPYRUS; our news section is regularly updated with helpful advice and guidance, as well as information about our upcoming events and campaigns. If you have any questions or queries please get in touch.

Our upcoming events

Please see below some of our upcoming and exciting events including fundraisers and charity events we will be attending. For more information please get in touch.

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Papyrus UK Suicide Prevention | Prevention of Young Suicide

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PAPYRUS UK is a charity for the prevention of young suicide (under 35) in the UK | Call PAPYRUS HOPELINE247 on 0800 068 4141 Now

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NHS urgent mental health helplines are for people of all ages

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NHS urgent mental health helplines are for people of all ages in England.

You can call for:

24-hour advice and support for you, your child, your parent or someone you care for

help speaking to a mental health professional

an assessment to find the right care for you

You may need urgent help for many reasons.

The important thing to know is you will not be wasting anyone's time.

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Mental Health Helpline for Urgent Help - NHS

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Find NHS urgent mental health helplines for people of all ages. Call for 24-hour support from a local service to help you with a mental health emergency.

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NHS: Children and Young People's Mental Heath Services

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NHS: Children and Young People's Mental Heath Services

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Online sources of support

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If you're worried about a child or need advice and support for coping with anything affecting your child's mental health or wellbeing, there are different ways to seek help.

Online sources of support

Lots of general advice and support can be found online.

For more general advice, see our information on mental health and wellbeing, which includes advice about:

YoungMinds

YoungMinds offers free confidential online and telephone support to anyone worried about the emotional and mental wellbeing of a child or young person up to the age of 25.

call the free parents' helpine on 0808 802 5544 from 9.30am to 4pm, Monday to Friday

email parents@youngminds.org.uk and YoungMinds will respond to your query within 3 working days

The charity also has information for parents and carers about mental health.

MindEd for families

MindEd for families is a branch of MindEd, intended to support parents and those caring for children and young people.

MindEd is an online e-portal offering free, simple advice about children and young people's mental health for all adults.

Although MindEd is aimed at professionals, parents and carers may also find the information helpful.

Royal College of Psychiatrists

You can also find out more by exploring the Royal College of Psychiatrists' leaflets for parents and young people.

These include mental health information tailored for young people, parents, teachers and carers.

When to seek professional help

There's a difference between feeling a bit low from time to time and a serious emotional health problem.

If your child is feeling unhappy and low for a prolonged period of time, or if you have any other serious concerns about your child or young person, it's time to seek more professional help.

Any professional working with children and young people should know what to do. You may find it helpful to speak to:

your GP

someone you trust at school or college - for example, a teacher, pastoral lead, school nurse or special educational needs co-ordinator (SENCO)

health visitors

children's centres

For example, if you approach a teacher about your concerns or to see if they've noticed anything, they might speak to different staff working in the school. For example, a school counsellor, a support worker or, in many areas, a mental health support team for schools and colleges.

If the problem is more complex, the professional you initially approached may suggest getting help from colleagues with more specialist training.

A GP might refer a parent of a child with behaviour problems to a local parenting programme, or a young person who's depressed might be referred to specialist children and young people's mental health services (CYPMHS).

You should contact your local support services immediately if you're aware of a child or young person at serious risk of harm.

How do I get help from specialist CYPMHS?

Getting help from a specialist CYPMHS is different depending on where you live. Waiting times can vary too.

Most CYPMHS have their own website, which will have information about access, referrals and more, including phone numbers, so you can get in touch directly for detailed advice.

You can also look at your local clinical commissioning group (CCG) website and search for children and young people's mental health.

If you or your child is being supported by social services or the youth offending team, your key worker will be able to refer your child for an appointment with someone in specialist CYPMHS.

There are many services to go to for help without having to ask for a referral, including crisis helplines that anyone can call.

Look up local services that provide mental health support for young people, including phone numbers and website details.

Read about where to get urgent help for mental health.

Read about voluntary community-based youth information services - which often have drop-in sessions for advice and professional help.

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Children and young people's mental health services (CYPMHS) information for parents and carers

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If you're worried about a child or need advice and support for coping with anything affecting your child's mental health or wellbeing, there are different ways to seek help. Lots of general advice and support can be found online.

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See our tips to help you with stress, no matter what’s causing it.

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Most people feel stressed sometimes. And it's completely natural. But that doesn't mean it's easy to deal with. Get our tips to help you deal with stress, no matter what's causing it.

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Lots of topics that offer support and advice to parents

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We advocate a whole school approach to mental health and wellbeing, we work in partnership with schools, offering expert advice and training that involves all members of the school community - pupils, staff, parents and carers.

The Charlie Waller partnership approach is evidence-based and, above all, is practical and supportive. It helps schools to deliver 'everyday magic' throughout the school community and ensures that schools and parents can work hand-in-hand to support their children's' mental health.

We are now offering a great deal more training and support online via Zoom and webinars. This can work very well for parents who may find it hard to attend an event in person. It also means we can reach many more parents and carers from all over the UK.

Read about our whole school approach

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Information, training and support for parents and carers

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Being a parent can be a joy. It should be a joy. And it often is. But when your child is suffering, parenthood can be a tough, lonely and frightening place. And when the cause of that suffering is hard to understand, as is so often the case with mental health, it becomes more difficult still.

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You can access talking therapies on the NHS. A GP can refer you, or you can refer yourself directly to an NHS psychological therapies service (IAPT) without a referral from a GP

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How to access free psychological therapies (talking therapies) like cognitive behavioural therapy (CBT), counselling and guided self-help on the NHS.

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Red Cross: Virtual Mental Health courses

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Red Cross: Virtual Mental Health courses

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As we are focused on delivering high quality training for all of our learners, we have developed a virtual training programme to help ensure mental health training continues to be accessible and convenient during the ongoing Coronavirus pandemic.

Our virtual training courses are fully interactive with an expert trainer leading the course. All of our courses are designed to support and promote positive mental health and wellbeing within the workplace. With our virtual training solution, you can ensure that your employees receive quality training to support positive mental health and wellbeing during these challenging times.

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As we are focused on delivering high quality training for all of our learners, we have developed a virtual training programme to help ensure mental health training continues to be accessible and convenient during the ongoing Coronavirus pandemic. Our virtual training courses are fully interactive with an expert trainer leading the course.

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NSPCC Learning has published new content on understanding attachment in children.

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Introduction

What is attachment theory and why is it important?

Attachment is a clinical term used to describe "a lasting psychological connectedness between human beings" (Bowlby, 1997). In particular, attachment theory highlights the importance of a child's emotional bond with their primary caregivers. Disruption to or loss of this bond can affect a child emotionally and psychologically into adulthood, and have an impact on their future relationships.

Only specially trained and qualified professionals should assess a child's attachment style. However, it's important for all adults working with children to understand what attachment is and know how to help parents and carers become attuned to their child's needs. You might do this by working with them directly, or by signposting families to other appropriate services. In the long term, this can help improve wellbeing and provide positive outcomes for both the child and their caregivers.

Understanding attachment in the early years

Children can form attachments with more than one caregiver, but the bond with the people who have provided close care from early infancy is the most important and enduring (Bowlby, 1997).

It's important that parents and carers are attuned and responsive to their baby's needs and are able to provide appropriate care. This includes recognising if their baby is hungry, feeling unwell or in need of closeness and affection (Howe, 2011).

Forming an attachment is something that develops over time for a child, but parents and carers can start to form an emotional bond with their child before they are born. Sometimes a parent or carer may have difficulty forming this bond, for example if they are experiencing mental health issues or don't have an effective support network.

On this page, you'll find information on:

why attachment is important

how children develop attachment

attachment issues, insecure and secure attachment and behaviours to look out for

how trauma can affect attachment

how you can support parents and carers to develop a bond with their child.

Need specific information?

Our information specialists are here to help you find research, guidance and best practice.

References

Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.
Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.
Howe, David (2011) Attachment across the lifecourse: a brief introduction. Basingstoke: Palgrave Macmillan.

Stages of attachment

Stages of attachment

The first two years of a child's life are the most critical for forming attachments (Prior and Glaser, 2006).

During this period, children develop an 'internal working model' that shapes the way they view relationships and operate socially. This can affect their sense of trust in others, self-worth and their confidence interacting with others (Bowlby, 1997).

When are attachments formed?

Attachments are formed in different ways during the phases of a child's development.

Antenatal (before birth)

During the antenatal period, parents and carers can form a bond with their child. Any bonds formed before birth can have a positive impact on the relationship between babies and their caregivers once the child is born (Condon and Corkindale, 1997).

Birth until 6 weeks

This is sometimes referred to as the pre-attachment phase because the baby doesn't appear to show an attachment to any specific caregiver. However, parents and carers who provide a nurturing environment and are responsive to their babies needs can lay the foundation for secure attachments to form (Bowlby, 1997).

6 weeks until 6-8 months

During this stage of their development, a baby might start to show a preference for their primary and secondary caregivers (often the mother and father).

6-8 months until 18 months-2 years

During this period a child begins to show a strong attachment to their primary caregivers. Babies start to develop separation anxiety during this phase and can become upset when their caregiver leaves, even for short periods (Bowlby, 1997).

18 months - 2 years onwards

At this point children are likely to become less dependent on their primary caregiver, particularly if they feel secure and confident the caregiver will return and be responsive in times of need (Bowlby, 1997).

References

Prior, V. and Glaser, D. (2006) Understanding attachment and attachment disorders: theory, evidence and practice. London: Jessica Kingsley. Condon, J. T. and Corkindale, C. (1997)
Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.

The correlates of antenatal attachment in pregnant women. British Journal of Medical Psychology. Cambridge University Press, 70 (4): 359-372. Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.
Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.
Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.

Types of attachment

Types of attachment

A child's need for attachment is part of the process of seeking safety and security from their caregiver.

What does secure attachment look like?

In secure caregiver-child relationships, the caregiver is usually sensitive and tuned in to the child's needs. They are able to provide care that is predictably loving, responsive and consistent.

Young children who have formed a secure attachment to their caregiver may display the following patterns of behaviour during times of stress or exploration:

proximity maintenance - wanting to be near their primary caregiver

safe haven - returning to their primary caregiver for comfort and safety if they feel afraid or threatened

secure base - treating their primary caregiver as a base of security from which they can explore the surrounding environment. The child feels safe in the knowledge that they can return to their secure base when needed

separation distress - experiencing anxiety in the absence of their primary caregiver. They are upset when their caregiver leaves, but happy to see them and easily comforted when they return

Benefits of secure attachment

When caregivers react sensitively to ease their child's distress and help them regulate their emotions, it has a positive impact on the child's neurological, physiological and psychosocial development (Howe, 2011).

Children with secure attachments are more likely to develop emotional intelligence, good social skills and robust mental health (Howe, 2011).

Effects of insecure attachment

Not receiving comfort and security in the early years can have a negative effect on children's neurological, psychological, emotional and physical development and functioning (Newman, 2015).

Babies and young children who have attachment issues may be more likely to develop behavioural problems such as attention deficit hyperactivity disorder (ADHD) or conduct disorder (Fearon et al, 2010).

Children who have attachment issues can have difficulty forming healthy relationships when they grow up. This may be because their experiences have taught them to believe that other people are unreliable or untrustworthy (Bowlby, 1997).

Adults with attachment issues are at a higher risk of entering into volatile relationships and having poor parenting skills, behavioural difficulties and mental health problems (Howe, 2011).
> Find out more about how trauma affects child brain development
Further reading

Take a look at our reading list on child attachment.
> View the reading list on the NSPCC Library catalogue

Attachment issues

Attachment issues

Factors affecting attachment

Some circumstances can make it more challenging for a child and their caregivers to form a pattern of secure attachment. These may include:

abuse, maltreatment and trauma experienced by the parent or child

parental mental health difficulties

parental substance misuse

the child having multiple care placements

parents being separated from their baby just after birth, for example if the baby is receiving neonatal care

stress such as having a low income, being a single parent, or being a young parent

bereavement or loss of another caregiver that a child had an attachment with

Signs that a child may have attachment issues

Children's behaviour can be influenced by a wide range of circumstances and emotions.

Indicators that a baby or toddler might not have a secure attachment with their caregiver will emerge as a pattern of behaviour over time, particularly during moments of stress or exploration. This pattern might include:

being fearful or avoidant of a parent or carer

becoming extremely distressed when their carer leaves them, even for a short amount of time

rejecting their caregiver's efforts to calm, soothe, and connect with them

not seeming to notice or care when their caregiver leaves the room or when they return

being passive or non-responsive to their carer

seeming to be depressed or angry

not being interested in playing with toys or exploring their environment

As children with attachment issues get older, these behaviour patterns might evolve. As well as being evident during times of stress, some behaviours may start to become obvious at other times. These may include the child:

finding it difficult to ask for help

struggling to form positive relationships with adults and peers

struggling to concentrate

struggling to calm themselves down

both demanding and rejecting attention or support at the same time

becoming quickly or disproportionately angry or upset, at times with no clear triggers

appearing withdrawn or disengaged from activities

daydreaming, being hyperactive or constantly fidgeting or moving

(Mentally Healthy Schools, 2020).

If you think a child may have attachment issues, you should refer them to a suitably trained health and social care professional for a full assessment. You should follow your organisation's procedures to make a health and social care referral, or contact your local authority children's social care services.

References

Bowlby, John (1989) The making and breaking of affectional bonds. London: Routledge. Mentally Healthy Schools (2020)
Howe, David (2011) Attachment across the lifecourse: a brief introduction. Basingstoke: Palgrave Macmillan.
Attachment and child development. [Accessed 09/11/2020].

Trauma and attachment

Trauma and attachment

The signs of attachment issues can be similar to indicators that a child is experiencing other challenges, such as:

This means it's important to consider everything that's going on in a child's life and make sure they and their family are provided with appropriate support.

Think about all your previous experiences with the child and their caregivers, to help you build a clear picture of their relationships and recognise any concerning patterns of behaviour.

The impact of trauma and attachment

Children who have experienced abuse, neglect and trauma might develop coping strategies that can make it more complicated to recognise attachment issues.

For example, one sign of secure attachment is that children see their caregiver as a secure base to explore from. But children who have experienced neglect, for example, might display independent behaviour in order to protect themselves from the emotional pain of not having their needs met (Marvin et al, 2002).

It is also possible for a child to develop an attachment to someone who is maltreating them (Blizard & Bluhm, 1994).

As well as affecting attachment, experiencing trauma can have an impact on a child's brain development. Children might need extra support to help strengthen the architecture of their brain.
> Find out more about how trauma affects child brain development
What to do if you're worried that a child is experiencing or at risk of abuse or neglect
If a child is in immediate danger, call the police on 999.
If you're worried about a child but they are not in immediate danger, you should share your concerns.

Follow your organisation's child protection procedures without delay. These should provide clear guidelines on the steps you need to take if a child discloses abuse. They will state who in your organisation has responsibility for safeguarding or child protection and who you should report your concerns to.

Contact your local child protection services. Their contact details can be found on the website for the local authority the child lives in.

Contact the police. They will assess the situation and take the appropriate action to protect the child.

Contact the NSPCC Helpline on 0808 800 5000 or by emailing help@nspcc.org.uk. Our child protection specialists will talk through your concerns with you, give you expert advice and take action to protect the child as appropriate. This may include making a referral to the local authority.

> Find out more about recognising and responding to abuse
If your organisation doesn't have a clear safeguarding procedure or you're concerned about how child protection issues are being handled in your own, or another, organisation, contact the Whistleblowing Advice Line to discuss your concerns.
> Find out about the Whistleblowing Advice Line on the NSPCC website
When you're not sure

The NSPCC Helpline can help when you're not sure if a situation needs a safeguarding response. Our child protection specialists are here to support you whether you're seeking advice, sharing concerns about a child, or looking for reassurance.

Whatever the need, reason or feeling, you can contact the NSPCC Helpline on 0808 800 5000 or by emailing help@nspcc.org.uk

Our trained professionals will talk through your concerns with you. Depending on what you share, our experts will talk you through which local services can help, advise you on next steps, or make referrals to children's services and the police.
> Find out more about how the NSPCC Helpline can support you

Supporting children and families

Supporting children and families

Building positive relationships

It's important for anyone who works with children and families to support parents and carers in building positive relationships with their child. Having positive interaction and play with caregivers can help a child's brain to develop healthily.
> See our early years resources which you can share with parents and caregivers
Video feedback programmes can also be used by specially trained social care professionals to help caregivers improve their interactions with their child. This involves caregivers being filmed when they are interacting with their child and then watching the recording with a trained practitioner, who gives them feedback and helps them build on their strengths.

Support for parents and carers

If parents are struggling with their own issues, it may make it harder for them to bond with their child and provide consistant and responsive care. They may have:

experienced abuse of trauma themselves

drug and/or alcohol dependencies

mental health issues.

> Find out more about parental mental health > Learn more about parental substance misuse
Services for children and families

The NSPCC has many services that children and families can be referred to, from supporting parents and carers in taking care of their children to preventing sexual abuse and overcoming abuse.

Our services might be suitable for children and families you are working with:

Pregnancy in Mind helps parents who are at risk of or experiencing mild to moderate anxiety and depression during pregnancy. The service helps build parents' capacity to provide sensitive, responsive care to their babies and keep these skills developed postnatally and as their children develop
Browse for more services
Further reading

Take a look at our reading list about child attachment interventions, support and treatment.
> View the list on the NSPCC Library catalogue
Supporting children's mental health

Children with attachment issues may have problems expressing or controlling their emotions and forming positive relationships, which might affect their mental health.

It's important to make sure children and young people have access to mental health support.
> Find out more about child mental health > See the NSPCC's advice for parents and carers on how to support their child's mental health
Childline

If a child or young person needs confidential help and advice you can always direct them to Childline. Calls to 0800 1111 are free and children can also contact Childline online. Children under the age of 12 can be directed to the Childline Kids website.

We also have a series of posters and wallet cards you can download for free. These can be printed and displayed in your setting to encourage children to contact Childline if they need to talk.

Introduction

What is attachment theory and why is it important?

Attachment is a clinical term used to describe "a lasting psychological connectedness between human beings" (Bowlby, 1997). In particular, attachment theory highlights the importance of a child's emotional bond with their primary caregivers. Disruption to or loss of this bond can affect a child emotionally and psychologically into adulthood, and have an impact on their future relationships.

Only specially trained and qualified professionals should assess a child's attachment style. However, it's important for all adults working with children to understand what attachment is and know how to help parents and carers become attuned to their child's needs. You might do this by working with them directly, or by signposting families to other appropriate services. In the long term, this can help improve wellbeing and provide positive outcomes for both the child and their caregivers.

Understanding attachment in the early years

Children can form attachments with more than one caregiver, but the bond with the people who have provided close care from early infancy is the most important and enduring (Bowlby, 1997).

It's important that parents and carers are attuned and responsive to their baby's needs and are able to provide appropriate care. This includes recognising if their baby is hungry, feeling unwell or in need of closeness and affection (Howe, 2011).

Forming an attachment is something that develops over time for a child, but parents and carers can start to form an emotional bond with their child before they are born. Sometimes a parent or carer may have difficulty forming this bond, for example if they are experiencing mental health issues or don't have an effective support network.

On this page, you'll find information on:

why attachment is important

how children develop attachment

attachment issues, insecure and secure attachment and behaviours to look out for

how trauma can affect attachment

how you can support parents and carers to develop a bond with their child.

Need specific information?

Our information specialists are here to help you find research, guidance and best practice.

References

Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.
Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.
Howe, David (2011) Attachment across the lifecourse: a brief introduction. Basingstoke: Palgrave Macmillan.

Stages of attachment

Stages of attachment

The first two years of a child's life are the most critical for forming attachments (Prior and Glaser, 2006).

During this period, children develop an 'internal working model' that shapes the way they view relationships and operate socially. This can affect their sense of trust in others, self-worth and their confidence interacting with others (Bowlby, 1997).

When are attachments formed?

Attachments are formed in different ways during the phases of a child's development.

Antenatal (before birth)

During the antenatal period, parents and carers can form a bond with their child. Any bonds formed before birth can have a positive impact on the relationship between babies and their caregivers once the child is born (Condon and Corkindale, 1997).

Birth until 6 weeks

This is sometimes referred to as the pre-attachment phase because the baby doesn't appear to show an attachment to any specific caregiver. However, parents and carers who provide a nurturing environment and are responsive to their babies needs can lay the foundation for secure attachments to form (Bowlby, 1997).

6 weeks until 6-8 months

During this stage of their development, a baby might start to show a preference for their primary and secondary caregivers (often the mother and father).

6-8 months until 18 months-2 years

During this period a child begins to show a strong attachment to their primary caregivers. Babies start to develop separation anxiety during this phase and can become upset when their caregiver leaves, even for short periods (Bowlby, 1997).

18 months - 2 years onwards

At this point children are likely to become less dependent on their primary caregiver, particularly if they feel secure and confident the caregiver will return and be responsive in times of need (Bowlby, 1997).

References

Prior, V. and Glaser, D. (2006) Understanding attachment and attachment disorders: theory, evidence and practice. London: Jessica Kingsley. Condon, J. T. and Corkindale, C. (1997)
Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.

The correlates of antenatal attachment in pregnant women. British Journal of Medical Psychology. Cambridge University Press, 70 (4): 359-372. Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.
Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.
Bowlby, John (1997) Attachment and loss. Volume 1: attachment. London: Pimlico.

Types of attachment

Types of attachment

A child's need for attachment is part of the process of seeking safety and security from their caregiver.

What does secure attachment look like?

In secure caregiver-child relationships, the caregiver is usually sensitive and tuned in to the child's needs. They are able to provide care that is predictably loving, responsive and consistent.

Young children who have formed a secure attachment to their caregiver may display the following patterns of behaviour during times of stress or exploration:

proximity maintenance - wanting to be near their primary caregiver

safe haven - returning to their primary caregiver for comfort and safety if they feel afraid or threatened

secure base - treating their primary caregiver as a base of security from which they can explore the surrounding environment. The child feels safe in the knowledge that they can return to their secure base when needed

separation distress - experiencing anxiety in the absence of their primary caregiver. They are upset when their caregiver leaves, but happy to see them and easily comforted when they return

Benefits of secure attachment

When caregivers react sensitively to ease their child's distress and help them regulate their emotions, it has a positive impact on the child's neurological, physiological and psychosocial development (Howe, 2011).

Children with secure attachments are more likely to develop emotional intelligence, good social skills and robust mental health (Howe, 2011).

Effects of insecure attachment

Not receiving comfort and security in the early years can have a negative effect on children's neurological, psychological, emotional and physical development and functioning (Newman, 2015).

Babies and young children who have attachment issues may be more likely to develop behavioural problems such as attention deficit hyperactivity disorder (ADHD) or conduct disorder (Fearon et al, 2010).

Children who have attachment issues can have difficulty forming healthy relationships when they grow up. This may be because their experiences have taught them to believe that other people are unreliable or untrustworthy (Bowlby, 1997).

Adults with attachment issues are at a higher risk of entering into volatile relationships and having poor parenting skills, behavioural difficulties and mental health problems (Howe, 2011).
> Find out more about how trauma affects child brain development
Further reading

Take a look at our reading list on child attachment.
> View the reading list on the NSPCC Library catalogue

Attachment issues

Attachment issues

Factors affecting attachment

Some circumstances can make it more challenging for a child and their caregivers to form a pattern of secure attachment. These may include:

abuse, maltreatment and trauma experienced by the parent or child

parental mental health difficulties

parental substance misuse

the child having multiple care placements

parents being separated from their baby just after birth, for example if the baby is receiving neonatal care

stress such as having a low income, being a single parent, or being a young parent

bereavement or loss of another caregiver that a child had an attachment with

Signs that a child may have attachment issues

Children's behaviour can be influenced by a wide range of circumstances and emotions.

Indicators that a baby or toddler might not have a secure attachment with their caregiver will emerge as a pattern of behaviour over time, particularly during moments of stress or exploration. This pattern might include:

being fearful or avoidant of a parent or carer

becoming extremely distressed when their carer leaves them, even for a short amount of time

rejecting their caregiver's efforts to calm, soothe, and connect with them

not seeming to notice or care when their caregiver leaves the room or when they return

being passive or non-responsive to their carer

seeming to be depressed or angry

not being interested in playing with toys or exploring their environment

As children with attachment issues get older, these behaviour patterns might evolve. As well as being evident during times of stress, some behaviours may start to become obvious at other times. These may include the child:

finding it difficult to ask for help

struggling to form positive relationships with adults and peers

struggling to concentrate

struggling to calm themselves down

both demanding and rejecting attention or support at the same time

becoming quickly or disproportionately angry or upset, at times with no clear triggers

appearing withdrawn or disengaged from activities

daydreaming, being hyperactive or constantly fidgeting or moving

(Mentally Healthy Schools, 2020).

If you think a child may have attachment issues, you should refer them to a suitably trained health and social care professional for a full assessment. You should follow your organisation's procedures to make a health and social care referral, or contact your local authority children's social care services.

References

Bowlby, John (1989) The making and breaking of affectional bonds. London: Routledge. Mentally Healthy Schools (2020)
Howe, David (2011) Attachment across the lifecourse: a brief introduction. Basingstoke: Palgrave Macmillan.
Attachment and child development. [Accessed 09/11/2020].

Trauma and attachment

Trauma and attachment

The signs of attachment issues can be similar to indicators that a child is experiencing other challenges, such as:

This means it's important to consider everything that's going on in a child's life and make sure they and their family are provided with appropriate support.

Think about all your previous experiences with the child and their caregivers, to help you build a clear picture of their relationships and recognise any concerning patterns of behaviour.

The impact of trauma and attachment

Children who have experienced abuse, neglect and trauma might develop coping strategies that can make it more complicated to recognise attachment issues.

For example, one sign of secure attachment is that children see their caregiver as a secure base to explore from. But children who have experienced neglect, for example, might display independent behaviour in order to protect themselves from the emotional pain of not having their needs met (Marvin et al, 2002).

It is also possible for a child to develop an attachment to someone who is maltreating them (Blizard & Bluhm, 1994).

As well as affecting attachment, experiencing trauma can have an impact on a child's brain development. Children might need extra support to help strengthen the architecture of their brain.
> Find out more about how trauma affects child brain development
What to do if you're worried that a child is experiencing or at risk of abuse or neglect
If a child is in immediate danger, call the police on 999.
If you're worried about a child but they are not in immediate danger, you should share your concerns.

Follow your organisation's child protection procedures without delay. These should provide clear guidelines on the steps you need to take if a child discloses abuse. They will state who in your organisation has responsibility for safeguarding or child protection and who you should report your concerns to.

Contact your local child protection services. Their contact details can be found on the website for the local authority the child lives in.

Contact the police. They will assess the situation and take the appropriate action to protect the child.

Contact the NSPCC Helpline on 0808 800 5000 or by emailing help@nspcc.org.uk. Our child protection specialists will talk through your concerns with you, give you expert advice and take action to protect the child as appropriate. This may include making a referral to the local authority.

> Find out more about recognising and responding to abuse
If your organisation doesn't have a clear safeguarding procedure or you're concerned about how child protection issues are being handled in your own, or another, organisation, contact the Whistleblowing Advice Line to discuss your concerns.
> Find out about the Whistleblowing Advice Line on the NSPCC website
When you're not sure

The NSPCC Helpline can help when you're not sure if a situation needs a safeguarding response. Our child protection specialists are here to support you whether you're seeking advice, sharing concerns about a child, or looking for reassurance.

Whatever the need, reason or feeling, you can contact the NSPCC Helpline on 0808 800 5000 or by emailing help@nspcc.org.uk

Our trained professionals will talk through your concerns with you. Depending on what you share, our experts will talk you through which local services can help, advise you on next steps, or make referrals to children's services and the police.
> Find out more about how the NSPCC Helpline can support you

Supporting children and families

Supporting children and families

Building positive relationships

It's important for anyone who works with children and families to support parents and carers in building positive relationships with their child. Having positive interaction and play with caregivers can help a child's brain to develop healthily.
> See our early years resources which you can share with parents and caregivers
Video feedback programmes can also be used by specially trained social care professionals to help caregivers improve their interactions with their child. This involves caregivers being filmed when they are interacting with their child and then watching the recording with a trained practitioner, who gives them feedback and helps them build on their strengths.

Support for parents and carers

If parents are struggling with their own issues, it may make it harder for them to bond with their child and provide consistant and responsive care. They may have:

experienced abuse of trauma themselves

drug and/or alcohol dependencies

mental health issues.

> Find out more about parental mental health > Learn more about parental substance misuse
Services for children and families

The NSPCC has many services that children and families can be referred to, from supporting parents and carers in taking care of their children to preventing sexual abuse and overcoming abuse.

Our services might be suitable for children and families you are working with:

Pregnancy in Mind helps parents who are at risk of or experiencing mild to moderate anxiety and depression during pregnancy. The service helps build parents' capacity to provide sensitive, responsive care to their babies and keep these skills developed postnatally and as their children develop
Browse for more services
Further reading

Take a look at our reading list about child attachment interventions, support and treatment.
> View the list on the NSPCC Library catalogue
Supporting children's mental health

Children with attachment issues may have problems expressing or controlling their emotions and forming positive relationships, which might affect their mental health.

It's important to make sure children and young people have access to mental health support.
> Find out more about child mental health > See the NSPCC's advice for parents and carers on how to support their child's mental health
Childline

If a child or young person needs confidential help and advice you can always direct them to Childline. Calls to 0800 1111 are free and children can also contact Childline online. Children under the age of 12 can be directed to the Childline Kids website.

We also have a series of posters and wallet cards you can download for free. These can be printed and displayed in your setting to encourage children to contact Childline if they need to talk.

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Explains why attachment is important as well as the different stages. Includes information on types of attachment, attachment issues and the effect of trauma.

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We Help Parents and Carers Protect Children from Sexual Abuse and Exploitation Find out more We have developed an online child sexual abuse and exploitation awareness learning programme for parents, carers and professionals to help: Understand potential risks Recognise the signs of possible abuse in children Be aware of inappropriate

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It's okay to reach out for help. Your situation is unique and no parent has all the answers. We all need a little extra support sometimes, and we hear from parents and carers just like you all the time.

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