This space is intentionally empty for now, so the principles can be shaped by schools, reflecting real experiences and practice.

Please keep an eye out for future Hive Meetings, where this co‑production work will take place.

and individuals in recognising creativity as a practical, everyday tool for improving children and young

people’s health and wellbeing. Whether that’s doodling, dancing in a bedroom, coding a new world,

writing lyrics, designing nail art or building something with Lego - creativity can make it better.

At the heart of the campaign is a simple message - you don’t have to be good at creativity, you just have

to take part.

Creativity makes things better — for mood, learning and emotional development.

Creativity helps shift mindset, move mood, and support emotional wellbeing.

short bursts of creativity into their every day lives. It’s really easy to get involved - simply

share the campaign on social media, on your website, putting a poster up in your venue,

practice or school, and spreading the word about the importance of creativity for children

and young people.

We are encouraging communities to get involved and spread the word...

In this pack you will find posters, social media assets and tools - all designed to help you

support the campaign and raise awareness with your communities.

Find out more and access the Make It Better in Northumberland competition below.

Curriculum

Research suggests that embedding creative thinking in schools is not an alternative to more traditional approaches but a complement to them; subject disciplines and real world contexts both matter.

Originally developed by our Network Young Advisors, the manifesto sets out what good engagement looks like from their perspective, while the River of Change artwork captures their shared journey — from where they began, through the challenges they encountered, to what they want to achieve going forward. Together, they provide both a values framework and a practical reference point for involving young people in decision‑making.

A short presentation video, narrated by Young Advisor Joe, brings this work to life. The video was first shared with our Executive Board following the in‑person launch hosted by the Young Advisors and has since been used to introduce the manifesto and artwork to a wide range of partners.

This work grew out of a board‑to‑board development process that brought members of the Executive Board together with the Youth Board, strengthening mutual understanding and relationships. The artwork itself was created by the Young Advisors with support from local artist Sajil Kaleem, alongside Children North East and Dr Debbie Ralls from Newcastle University.

Three years on, the manifesto and River of Change remain a powerful reminder of the importance of youth‑led insight, creativity and collaboration — and continue to shape how we work alongside young people across the Network.

🎥 Watch the short video on YouTube: Young Advisors Manifesto and Theory of Change artwork

The HeadStart Resilience Guide was created to support young people in understanding the concept and importance of resilience while acting as a tool to aid in them building their own resilient approaches. It’s important that young people recognise that resilience is a skill that we can improve upon over time rather than being something we either have or have not got, so that even if we find certain issues incredibly challenging, we can learn to manage them in an effective and healthy manner.

The Resilience Guide was created by the HeadStart South Tees team alongside local Teesside artist Ben Hansom and in collaboration with several groups of HeadStarters (our mental health champions) across local primary and secondary schools. We received input from looked after children and children with a social worker during the consultation phase of creative the guide.

The Resilience Guide features Underdogg, Ben’s leading comic book character, supporting a class of young animals in learning about and developing their resilience.

The Guide also includes activities to help start the conversation around resilience in the classroom and to give young people the opportunity to start developing their own coping strategies.

HeadStarters (our mental health champions) in Trinity Catholic College, Huntcliff Secondary School, Outwood Bydales and St Bernadette’s R.C. Primary School have scripted, acted and recorded videos to support Y6-Y7 transition within their own schools, academy trusts and in HeadStart delivery.

These transition videos have acted as a way to combat the myths around moving to secondary school and to introduce some of the key areas and staff around school. This has been done for young people by young people, by those with a first hand understanding of their schools and the concerns around transition from a young person’s perspective.

HeadStarters at the River Tees Multi-Academy Trust Hospital School (RTMAT) have created a video around belonging. We know that creating a sense of belonging for a child is one of the most important things to helping them to achieve good emotional wellbeing. RTMAT schools are specialist schools for children and young people with SEMH needs and those who aren’t engaging with mainstream provision. These young people understand what it means to find belonging in the education system.

Research consistently shows that people who regularly take part in arts activities – such as music, dance, drama, drawing or crafts – are less likely to experience mental health difficulties over time. Understanding why and how the arts support wellbeing helps schools use creative activities more effectively to support children and young people’s mental health.

This video explores the science behind arts and wellbeing, showing how creativity, social connection and sensory experiences positively affect the brain, body and emotions.

About the Speaker: Professor Daisy Fancourt

Professor Daisy Fancourt is a leading researcher in arts, health and wellbeing.

She is:

• Professor of Psychobiology & Epidemiology at University College London (UCL)

• Head of the Social Biobehavioural Research Group

• Director of the World Health Organization (WHO) Collaborating Centre on Arts and Health

• Author of Art Cure

Her research looks at how social connection, creativity and community activities (including arts and cultural engagement) impact mental and physical health. She also led the UK’s largest study on the psychological and social effects of Covid‑19.

Key Learning Points for Schools

• Arts participation supports mental health
  Regular engagement in creative activities can help reduce stress, anxiety and low mood, and improve overall emotional wellbeing.

• Creativity helps the brain and emotions
  Arts activities activate reward pathways in the brain, support emotional regulation and allow young people to process challenges safely through expression and imagination.

• Social connection matters
  Many arts activities involve working with others, which builds belonging, confidence and positive relationships.

• Long‑term benefits for learning and development
  Regular arts engagement supports brain development, language skills, resilience and cognitive flexibility, helping children build skills they use both in and out of the classroom.

• Arts support neurological health
  Research shows that music and movement help coordination, memory and communication, and can reduce distress for people with neurological conditions.

Why This Matters in Schools

Creative activities are not “extra” – they play an important role in:

• Supporting mental health and emotional literacy

• Creating inclusive, engaging learning environments

• Helping pupils manage stress and express feelings safely

• Building confidence, resilience and social skills

Consultant Community Paediatrician, Northumbria NHS & Director of Child Health Research, Born in Bradford

Senior Educational Psychologist

Senior Educational Psychologist

Martin Wilson – Arts and Creativity Advisor for NENC