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A Universal or Whole School Approach to emotional wellbeing is an effective, evidenced based way of boosting wellbeing across the whole school community as well as contributing to belonging, inclusion and attendance and attainment. 

Research shows that when schools adopt a multi-component approach they are more effective in promoting social, emotional health and mental wellbeing. A whole school approach involves pupils, staff, parents and the community as well as outside agencies in addressing emotional wellbeing and mental health issues.

What is a Whole School Approach?

A WSA  recognises that all aspects of the school community can impact upon students’ learning and mental health and that they are inextricably linked.

A WSA is an integrated school systems approach - beyond programmes

An Approach...  Not a specific programme or a linear pathway but something that individual schools can work with to meet specific needs and starting points.

There are a number of 'models' but the most effective are underpinned by the Eight Principles set out in the Public Health England: "Promoting children and young people’s emotional health and wellbeing: a whole school and college approach".

The Public Health England (PHE) - Eight principles of a whole-school approach

DfE / Ofsted / MH Leads in Schools

The Department of Education (DfE) and Ofsted recognise that the whole school approach will help pupils succeed, as the approach supports them to become resilient and mentally healthy and will be effective in improving long term outcomes for children and young people. The current (Sept '21) draws on the PHE Whole School Approach and the is centred on the 8 Principles.

[Button/link that leads to new page] Resources to support the Whole School Approach

Whole School Approach - resources and tools

There are lots of resources and tools to support Whole School Approaches.  Two particular resources that schools have found helpful in supporting them to develop their whole school approach are Dr Pooky Knightsmith’s ‘The Mentally Healthy Schools Workbook’ and the

‘The Mentally Health Schools Workbook’ is full of practical tips, ideas and case studies for supporting school to make small successful changes along the way to creating a WSA.  The Six Litmus Tests forms part of this and helps schools to self-reflect on their approaches:

• is a free website for all primary, secondary and FE settings across the UK. It offers school staff and parents & carers, information, advice and practical resources to better understand and promote pupils’ mental health and wellbeing.
• The site is divided into five key sections:
• : a guidance section for teachers and leaders to understand mental health and its place in school and college settings.
• : quality-assured lesson plans, assembly plans and PSHE resources to support and assist in teaching and learning about general mental health and wellbeing as well as specific topics.
• : a look at the issues which can undermine a child’s mental health, including bullying, family breakdown and more. Includes information on identifying pupils who may be at risk and practical resources to help support and build resilience.
• : focuses on the specific types of mental health difficulties children may struggle with. It helps school and college settings understand their role and what they can do to  promote pupils' recovery.
• : helps school leaders develop the wider support across the school to help children, families and staff thrive.

You don't need to be a mental health expert to . The website gives primary, secondary and FE education staff the information and guidance they need to best support their pupils.

If you’re new to Mentally Healthy Schools, there are a number of user guides available to help you navigate the website and find the information you need.

Training available

Training and support to develop a Whole School Approach is your setting is available from:

• teams if they are in your setting. This team can provide specific training and support for your setting.
• WCF Educational Psychology Service your school can commission bespoke training and development work specific to your setting that can cover all 8 principles of the PHE model of whole school approaches to mental health.

Other helpful resources:

Whole school suicide prevention guidance and policies developed by

51��¥ Virtual School is dedicated to working with partners and stakeholders to identify and address the Social Emotional and Mental Health needs of our children and young people, to unlock their full potential.

We recognise the importance of positive social, emotional, and mental health and recognise that this is fundamental to leading a happy, fulfilled, and independent life. children tackle SEMH needs to unlock their full potential and thrive in all aspects of their lives. Adverse Childhood Experiences have a significant impact on lifelong health, resilience and prospects. Within education settings there is a strong correlation between ACEs and SEMH issues, reduced outcomes, and poor attendance. We therefore strongly advocate for ‘protective factors’, namely interventions by emotionally available adults to interrupt the progression of early adversity into mental ill health.

We endeavour to support healthy brain development and support the PACE model (Dan Hughes, Ph.D.) as a way of supporting and communicating with our young people, as we recognise the significance of strong relationships to build healthy attachments.

The Virtual School

The DfE recently stated that all schools and education settings should understand and develop attachment and trauma aware practice.  Evidence-based, trauma-responsive and attachment aware approaches are a core element of our day-to-day work with our children, settings, and families.

51��¥ Virtual School is on a mission to ensure that every single education setting in 51��¥ is a TIAAS (Trauma Informed and Attachment Aware School/Setting). 

In collaboration with our partners within West Midlands Virtual Schools and ARC (Attachment Research Community), we are launching 51��¥’s contribution to a West Midlands-wide programme to help settings develop their TIAA practice and to gain recognition for their TIAA work.

This has two strands:

1. The ARC Pathway – a regional certification model (‘bronze’, ‘silver’, ‘gold’ and ‘platinum’/’learning hub’) ensuring consistency and recognition.
2. The ARC Matrix – a learning development framework to initiate or further develop your TIAA practice.

The Pathway and supporting Matrix are closely linked to the Ofsted Education Inspection Framework (EIF) to help schools and settings to demonstrate how their practice fulfils key Ofsted criteria and can be integrated into your Self Evaluation Forms (SEF).

To support you with this project, Worcester Virtual school is offering fully funded ARC membership for one year.

This will provide your setting with free access to the ARC pathway and matrix. 

Becoming a member of ARC will also open up professional and educational pathways within a membership platform with readily available resources, regional workshops, panel discussions and virtual events that allow our members to network and support each other.  As well as regional events, members will benefit from priority booking and discounted fees for ARC’s annual conference, which over previous years has successfully hosted 2000+ delegates and showcased a list of renowned keynote speakers such as Paul Dix, Prof. Barry Carpenter, Prof. Janet Rose and Kim Goulding.

Trauma Informed Schools Training

Since 2019 51��¥ Virtual school has been working in Collaboration with Trauma Informed Schools UK, funding all schools to have a Trauma Informed Practitioner, following successful completion of the: 

Diploma In Trauma and Mental Health Informed Schools and Communities online training

This practical, skills-based training course, underpinned by over 1000 evidence-based psychological, medical, and neuroscientific research studies, is designed to inform and empower delegates to respond effectively to vulnerable and challenging children and those who have suffered a trauma or have a mental health issue.  Without such interventions, painful life experiences are likely to persist through challenging behaviour, blocks to learning and lifelong physical and mental health problems.

51��¥ Virtual School are extremely proud that in January 2023 over 49% of 51��¥ schools have a Trauma Informed Practitioner and are therefore making systemic changes through policy and procedure and are better equipped to understand and support the most vulnerable learners.

The training for one delegate consists of a Level 5 diploma over 11 days of training and 1 assessment day (over 2 terms).

Benefits of Attending the Course

• Gain a prestigious award in working as a mental health and wellbeing practitioner for schools and communities
• Learn to relate to children and young people in ways that alleviate their suffering, support their learning and make them feel cared for and appreciated
• Know how to respond to children who are in distress/stressed states in ways that help them to emotionally regulate, feel psychologically safe and deeply valued for who they are
• Know how to listen and empathise when children want to talk about painful issues and help them reflect and resolve
• Develop an in-depth understanding of what it’s like for a child or teenager to suffer from specific mental health problems (e.g., depression/anxiety and feel confident in offering them accurate empathy, understanding and key psycho-education.
• Develop an in-depth understanding of the long-term impact of specific adverse childhood experiences and how to enable the child or teenager to work through feelings of anger and traumatic loss.
• Learn how to increase the protective factors and ‘safety cues’ in the school culture, to benefit all, adults as well as children.
• Enable other staff to think psychologically about pupils in terms of what has happened to them rather than simply addressing behaviour.
• Support staff in ways that prevent them suffering from high levels of stress, developing secondary trauma and leaving the profession as a result.
• Know limits of competence and when to refer on to other agencies.

We are currently running two cohorts of training per academic year.  To find out about more about an upcoming cohort or those schools that have already engaged with this training please email Worcester Virtual School: virtualschool@worcestershire.gov.uk

Useful Links

• Beacon House: Therapeutic services and Trauma Team
• Wellbeing and Mental Health Support
• Adoption Support agency:

There are two types of ADHD, ‘Inattentive’ and ‘hyperactive or impulsive’. Young people with a diagnosis of ADHD may present with both.

What you might see in an educational setting

Inattentive:

• easily distracted and has difficulty maintaining attention – find it difficult to filter out distractions and can find it hard to focus on tasks
• frequently makes careless mistakes
• may appear like they are not listening or paying attention
• difficulties with organisation and planning demonstrated by being forgetful, easily misplacing belongings, forgetting to bring equipment

Hyperactive-Impulsive

• restless and fidgety
• talking excessively
• appearing to be continually ‘on the go’
• difficulty remaining in their seat
• shouting out
• difficulty waiting their turn
• frequently interrupt

Young people may also have executive functioning difficulties. Executive functions are the skills we require to plan and complete tasks.

Young people with ADHD can maintain their concentration especially when it is motivating to them. They find it more difficult to focus their attention on tasks that are not motivating or meaningful to them.

Strategies to support young people with ADHD

• recognise that although the young person may not appear to be paying attention they are listening but find it difficult to give you eye contact or their full attention
• it actually helps some young people to be doing something else (e.g. doodling) whilst listening
• provide short and simple instructions and break tasks down into small steps.
• use a task board, or encourage them to keep their own
• develop their ability to self-monitor their own progress in tasks by ticking off what they have done
• provide them with choices as this makes it easier for them to listen and provides them with an element of control in their environment
• talk softly and remain calm
• if you raise your voice this can stimulate them which makes it harder for them to listen
• try and keep their work area as distraction free as possible
• consider where they sit in the classroom.
• reduce times that they are sitting or expected to listen for long periods of time
• use their name or a non-verbal cue (e.g. tapping on their desk) to cue them in to listen
• allow physically hyperactive children to move out of their seats at regular periods, this provides physical stimulation and a brain break
• provide support for self-organising and have spare equipment ready that they may have forgotten
• use specific praise when they have made positive choices and try to ignore low level behaviours that they may not be able to control
• do not use loss of play or lunch time as a consequence for negative behaviour as they typically benefit from this time

Useful Resources

have developed an ADHD toolkit that is accessible to all settings.

is a useful website with lots of information about ADHD

The offers information and resources to support the understanding and inclusion of people with ADHD.

The website aims to support professionals identify and meet the needs of children and young people with ADHD.

The has information about ADHD.

It’s quite natural for children and young people to worry and to be anxious at various stages of school and home life.

Most children and young people will learn how to manage their thoughts, feelings and emotions, but some may need extra support.

Anxiety can become a problem when:

• there isn’t a clear reason for it
• it disrupts a young person’s life at home or school on a regular basis
• the problem has gone but the feeling of fear or panic has not
• it interferes with their ability to take part in activities
• they struggle to complete tasks that other children or young people do easily
• their fear or worry seems out of proportion to the problem
• they become anxious or fearful more easily, or more often, or more intensely than other children or young people
• it leads to unhelpful and unrealistic thoughts about themselves and others

Identifying anxiety

A child or young person with an anxiety disorder may display physical and emotional symptoms including:

• headaches and stomach aches or just feeling unwell
• dizziness, faintness, palpitations, breathlessness or sweating
• not sleeping
• not eating properly
• restlessness
• being clingy, feeling panicky or tearful
• seeming to be worried or anxious and needing lots of reassurance
• feeling down or depressed
• having difficulty concentrating
• wanting things to be perfect and getting frustrated if they’re not
• expressing a sense of impending danger, panic or doom
• lashing out at others
• hyper-alertness and difficulty keeping still

Find out more about common anxiety disorders in children and young people

is a free educational e-learning resource for professionals on children and young people’s mental health. The following sessions aim to help staff better understand how anxiety affects children.

: describes anxiety and worry in children and teens and discusses how to react to them.

: outlines how common anxieties present in children and young people, and how to assess and treat them.

What Schools and Further Education settings can do

If you are at all concerned about a child or young person, you should always speak to your designated safeguarding lead as a matter of priority. They will be able to advise on suitable next steps, and speaking to them about any concerns should always be the first action you take, ahead of any of the suggestions on this page.

Although the suggestions on this page are broadly split into primary and secondary age groups, the majority of the advice can be applicable for all ages. All children and young people are different, and it’s important to understand the needs of the individual child and young person when looking for ways to support their mental health and wellbeing.

What primary schools can do

Teach social and emotional skills

A key way that primary schools can help with children’s anxiety is to teach , including resilience. Children who have developed resilience are more likely to be able to deal with stressful or anxiety-inducing situations without feeling overwhelmed or panicked.

Use emotion management tools

If children are displaying signs of anxiety, their worries may be able to be managed in the moment with certain tools or coping mechanisms. Tools like this can help children easily express the level of anxiety they are feeling, while can help children calm down if they are experiencing heightened anxiety.

For pupils who regularly feel anxious, there are which could be employed on a regular basis.

Speak to your safeguarding lead

If it seems as though a child may have an anxiety disorder, and it is disrupting their learning, you should always raise your concern with your designated safeguarding or mental health lead. From there, you can decide what action to take together, like referring the child to the school nurse, involving the child’s parents, or referring to specialist services where necessary.

What secondary schools and further education settings can do

Develop social and emotional skills

Developing secondary school or post-16 students’ is still very important even as they get older. If they can be resilient and regulate their own emotions, they will be able to cope better with difficult situations.

The curriculum areas that focuses on health and wellbeing (RSHE in England, LLF in Northern Ireland, and Health and Wellbeing in Scotland and Wales) each have a focus on giving students the tools to manage their own emotions.

Teach techniques for emotional regulation

If you have a student who regularly feels anxious or worried, you can employ techniques from a type of therapy called cognitive behavioural therapy, or CBT. CBT helps young people link their thoughts, feelings and behaviours together, and recognise how they all influence the others.

The Anna Freud Centre have developed some resources which draw on CBT techniques which you can use with your students:

Inform your safeguarding lead

If a student is unable to manage their anxiety, you should always speak to your school or college’s pastoral team about your options. You may want to refer the student to your school/college counsellor (if you have one), or to specialist support services.

Concerned about a child or young person?

If you are worried that a child or young person is at risk involve your designated safeguarding lead as a matter of priority who will contact the parents/carers and other services as necessary. If the child or young person is at immediate risk, ensure that they are taken to their GP or A&E as a matter of urgency, depending on the severity of the concern.

Useful links for further support

The in schools service is designed to help children and young people ages 5-18 years access mental health and wellbeing support early on in educational settings. It's all about ensuring children and young people can get access to the right help as early as possible.

The team supports and promotes the emotional wellbeing of young people and parents of primary school age children through interactive online group programmes, using cognitive behavioural therapy (CBT) principles.

 has a page with resources and support for children and young people who are experiencing anxiety.

is an anonymous and personalised mental health support for Children and Young People that is available to all young people in 51��¥.

A really good website with expert articles, advice and blogs and a crisis text-line.

. Watch these videos on dealing with unhelpful thoughts, sleep, social media, anxiety, exercise and more

have produced reliable resources recommended by Parents and Professionals.

is an interceptive tool designed to present a visual prompt when a person searches for harmful keywords or phrases relating to the topic of self-harm or suicide. These phrases include any words or terminology which have been identified as displaying potentially damaging online content.

provides  a wide variety of  mainly community focused support for people and are often described as the ‘glue’ between those at risk of social isolation and the wider mainstream society.

protect, support and nurture the UK's most vulnerable children

offers is a service where 11-19 years olds can text 07507331750 to speak to their School Health Nurse for confidential advice and support around a variety of issues, including bullying, emotional health, relationship problems, alcohol and drugs.

offers you free, 24/7 text messaging support wherever you are in the UK. If you need someone to talk to about how you’re feeling, text YM to 85258.

is a free, safe and anonymous mental wellbeing support for adults across the UK and the link can be shared with families who can use the service

Emergency Help and Help Lines

NHS Crisis line

If the young person feels their mental health problems have become much worse or are experiencing problems for the first time, they may need help quickly.

The young person can phone the mental health helpline for urgent advice: 0808 196 9127 (free phone 24 hrs a day 365 days a year)

The team will offer advice, support and, if required, an assessment to understand how the young person is feeling. When calling the number, they can expect to speak to Mental Health Advisors and/or trained Mental Health Clinicians who will be able to listen to their concerns and help make appropriate plans with them to support.

  Not just for young children, Childline offers a helpline, online chat and e-mail advice for anyone up to the age of 19 years.

Text for free 24/7 support across the UK if a young person is experiencing a mental health crisis. All texts are answered by trained volunteers, with support from experienced clinical supervisors. Texts are free from EE, O2, Vodafone, 3, Virgin Mobile, BT Mobile, GiffGaff, Tesco Mobile and Telecom Plus. Text "SHOUT" to 85258.

offers a free, 24/7 text messaging support wherever they are in the UK. If the young person needs someone to talk to about how their feeling, they can text YM to 85258.

Bereavement and Loss

For a child, the world in many ways is still relatively unknown. Experiencing the harsh realities of the death of a loved one, and encountering grief for the first time, can make their world even more confusing. Add to this a family unit in its own state of grief and distress, this can become an unsettling time in a child’s life.

However, it is likely that most young people will have lost a loved one or a relative by the time they are 16 so it is helpful for schools and the adults around them to have some good information and reliable organisations that they can turn to for support at this highly distressing time.

Guidance for educational settings

The Educational Psychology service have produced guidance for educational settings following the death of a member of staff or pupil.  However, there is also information contained within the guidance that would be helpful for supporting children and young people following the death of someone they know.

National Support

National Helpline 08452 030405.
Support, guidance and information for anyone caring for a bereaved child or a child facing the imminent death of a family member.

: The Child Bereavement Charity (CBC) provides specialised support, information and training to all those affected when a baby or child dies, or when a child is bereaved. General enquiries: 01494 568900.

: The Childhood Bereavement Network (CBN) is a national, multi-professional federation of organisations and individuals working with bereaved children and young people.

Cruse Bereavement Care exists to promote the well-being of bereaved people and to enable anyone bereaved by death to understand their grief and cope with their loss. Helpline: 0844 477 9400.

: YoungMinds is the national charity committed to improving the emotional wellbeing and mental health of children and young people. Parents Helpline: 0808 802 5544.

Local Support

The Educational Psychology Service: This service will provide free immediate psychological support to a setting following the death of a child or staff member.  If you have not been contacted by them, please email edpsych@worcestershire.gov.uk.

Bereavement by suicide

One of the most traumatic incidents that a child or young person might be faced with is the death of a friend or family member - and this experience is further complicated when the death is a result of suicide.

Why is death by suicide different?

• the grief is often far more intense, and there is often a lack of ‘closure’
• people bereaved may look for ‘answers’ and try to find reasons the person took their life
• some people may feel there is a stigma associated with death by suicide
• the bereaved are more likely to become socially isolated
• sometimes, people may feel responsible in some way for the person’s death, for example, if a student took their life and were bullied at school
• people may feel guilt associated with not anticipating or preventing the suicide

How can suicide bereavement affect children’s behaviour?

• heightened insecurities for example fearful, clingy, tearful
• acutely distressed or agitated
• anxiety about being left
• “acting out” – pushing boundaries
• acting in a “naughty” way, breaking known rules
• risk-taking behaviours
• withdrawal from friends and family
• aware of mortality and scared of death
• poor performance at school
• ‘attention-seeking’ behaviours
• in shock
• regressive behaviour for example when eating, sleeping and toileting
• hyperactivity
• traumatised
• excessive anger
• depressed

Helping your students understand what has happened

• don’t put a time limit on the process of grieving. Be available some time after the initial shock of the death
• sit quietly with your students and listen while he or she talks, cries or is silent
• talk about the person who has died (if you can) in a sensitive and positive way
• consider doing an activity with the students to remember/honour the person’s life, such as a memorial, or making a photo wall
• make opportunities for students to talk to each other, look at photos or share stories
• maintain a routine as much as possible. Routines can provide essential stability
• acknowledge and believe the young person’s pain and distress whatever the loss
• don’t panic in the absence or presence of strong emotional responses
• be consistent, honest and reassuring. Talking about suicide in the correct way normalises the situation
• be careful not to talk about the method a person may have taken their life
• be aware of the effect of special occasions that may be hard for your student, e.g. Mother’s Day, Father’s Day, Christmas, Easter, holidays
• be aware of your own grief and/or feeling of helplessness
• reassure the person that grief is a normal response to loss and there is no wrong or right way to grieve

National Support

PAPYRUS is a voluntary UK organisation committed to the prevention of young suicide and the promotion of mental health and emotional wellbeing.

Hope Line UK: 0800 068 41 41 (for practical advice on suicide prevention).

Samaritans:  The Samaritans Step-by-Step programme supports schools to recover from a suspected or attempted suicide: .

Local support

51��¥’s suicide bereavement support service: this service aims to ease the distress and improve the wellbeing of those who have been bereaved, or affected, by suicide. It provides emotional support, practical help and signposting to other organisations. The service is free, confidential and available to residents of 51��¥, of any age. Contact: 01905 947933.

School attendance is not only important for academic achievement, but to support the holistic development of young people as citizens within their community (Pellegrini, 2007). Childre and young people not engaging in education are ‘at significant risk of underachieving, being victims of harm, exploitation or radicalisation, and becoming NEET (not in education, employment or training) later in life’ (DfE, 2016, p.5). Disengagement with education can result in reduced access to support programmes and professional input. Long-term outcomes and difficulties associated with school non-attendance include: reduced future aspirations, poor emotional regulation, mental health difficulties, limited academic progress and reduced employment opportunities (Gregory and Purcell, 2014, Hughes et al, 2010, Lyon and Cotler, 2007, McShane et al, 2001). Detrimental effects are evident in individuals’ learning and achievement, with many disengaging from education all together (Carroll, 2010).

There is a group of children and young people whose reluctance to attend school becomes so entrenched due to emotional factors that they often experience lengthy absences from school. This is known as Emotionally Based School Non-attendance (EBSN) – however, it is important to note that EBSN isn’t a medical condition in itself.

The term ‘non-attendance’ is used rather than ‘refusal’ or ‘avoidance’, as children in this situation often want to go to school and aren’t refusing or avoiding, they simply feel as though they can’t attend. The children concerned won’t have control of the feelings and the easiest way to avoid them is to avoid school. Some children are even in school but not attending lessons, therefore not engaging in the full aspect of school life.

Onset of emotionally based school non-attendance may be sudden or gradual and is most common during adolescence. It is equally common in males and females (Ingles et al, 2015, Kearney, 2008). Thambirajah et al. (2008) stated that identifying and supporting young people at risk of emotionally based school non-attendance may be challenging due to children’s difficulties in communicating their distress, and difficulties that families and school staff have in understanding a child’s emotional experience of school. For some young people, it may be obvious in their presentation of extended non-attendance and distress, for others they may not be so easily identifiable. These young people may have inconsistent attendance, missing odd days or particular lessons, for others they may be only able to attend with high levels of support or modified timetables. Less recognised than that are those that may attend but are not engaged in school activities.

It is also important to note that some young people with emotionally based school Non-attendance may appear to recover relatively quickly from the initial upset of the morning, which may lead some to dismiss the possibility of emotionally based school Non-attendance. However as Thambirajah et al. (2008) highlights, it is important to hold in mind models of anxiety, as it is not unusual for the anxiety to quickly dissipate once the perceived threat is removed.

What can schools and further education settings do?

Educational settings should follow the graduated response when EBSN or non-attendance has been identified:

Interventions to support EBSN

After the information gathering and analysis process has occurred an ‘action plan’ should be co-produced with parents, the child or young person and any other professionals involved with outcomes that focus on a return to school.

The outcomes on the action plan should be individual to that child and therefore each plan will be different. The outcomes should be realistic and achievable with the aim of reintegrating the child or young person. The return should be gradual and graded. A part time timetable may be necessary as part of this process, but this should always be temporary and not seen as a long term option as all children are entitled to a full time education.

An optimistic approach should be taken, if the child or young person fails to attend or carry out the actions as described in the action plan one day, start again the next day. It should be anticipated that there is likely to be more difficulties following a weekend, illness or school holiday.

At the start of the plan the child or young person is likely to show more distress and everyone involved should be aware of this and work together to agree firm, consistent approaches. A unified approach is recommended between all involved and any concerns should be communicated away from the young person.

Key elements of a plan

The literature in this area has identified key elements of support that should be in place in in order to increase the likelihood of successful reintegration. These are:

• a return to school at the earliest opportunity
• early home visits if appropriate to discuss the child or young person reluctance to attend school
• all parties to agree actions and keep them until the next review date
• a personalised programme for each child or young person
• ensuring the child or young person’s needs are clearly communicated with all staff in the setting
• identification of a key member of staff who can be approached by the child or young person if anxiety becomes temporarily overwhelming in school
• a safe space in school that the child or young person can go if needed.
• consideration of what support the family requires

School legal duties regarding non-attendance

Schools have a duty to notify the Local Authority of cases of irregular attendance and continuous absence. This includes schools maintained by the local authority, academies, free schools and independent schools. To notify us, schools can log onto the and complete the relevant form within the ‘In Year Admissions, Transfers, Absence and PTT Notifications’ section. It should be used to notify of the following authorised or unauthorised absences:

• 10 days continuous absence (including if the child is likely to be absent for more than 15 days due to illness or injury)
• irregular attendance or regular absence where attendance is not improving despite ongoing school intervention
• update to any previous notification - this should be done at regular intervals (suitable to that case), or if new information has been received
• where a part time timetable or pastoral support plan has failed and attendance has not improved or has deteriorated further (previous part-time timetable notifications should have been submitted)
• where a child is marked present but is not receiving a suitable education, for instance if a child's anxiety is preventing access to a classroom

Schools should also notify the Local Authority of any cases where a child is accessing reduced/part-time education arrangements. The form for this can be found in the above section on the Children’s Services Portal as well.

Resources and Training

The Educational Psychology Service have produced guidance on ‘Identifying and Support Children and Young people with EBSN’. They also offer training to accompany the guidance which can be found on the CPD portal.

Download WCF EBSN Guidance

have produced toolkits and resources for educational settings to support children and young people with EBSN.

The have also produced training and resources to support schools with EBSN

For information on Children Missing Education and Education Welfare please visit: Education Welfare and Children Missing Education Information - 51��¥ Children First Education Services

Self-harm

Self-harm is when a child or young person intentionally damages or hurts their body. It can become addictive because of the natural pain-relieving endorphins that are released when people hurt themselves, which can give a temporary sense of relief.

Each child and young person’s relationship with self-harm is complex and different. It often happens during times of anger, distress, fear, anxiety, loss or depression.

Self-harm can also be a coping strategy for:

• dealing with difficult situations
• changing emotional pain into physical pain
• communicating distress about something in a non-verbal way
• attempting to relieve feelings of numbness, anger or aggression• attempting to gain a sense of a control in a world where they feel out of control

Self-harming and risky behaviours can also be a way for a child or young person to punish themselves for feelings or behaviour that they think are their fault, or because they have a very negative self-image.

The majority of children and young people who self-harm do not have suicidal thoughts while self-harming. However, self-harm can escalate into suicidal behaviours.

Identifying the signs

Self-harm can include:

• self-cutting
• burning
• scratching
• biting
• hair pulling
• head banging

Physical self-harm may be indicated by a careful covering of arms and legs, or changes in behaviour around clothing – for example an avoidance of activities that involve changing clothes, like PE lessons.

Risky Behaviour

Risky behaviour can sometimes be a form of self-harm, although it is often misinterpreted or overlooked. All children and young people will take risks and learning how to manage them is an important part of development. But when risk-taking is persistent, extreme, age-inappropriate, or compromises a child or young person’s safety and wellbeing, it can be a way of communicating distress.

It can highlight that a young person is struggling, and may be using risk-taking to lift their mood or distract/punish themselves in some way.

If you are concerned about a child or young person

If you are worried that a child or young person is at risk involve your designated safeguarding lead as a matter of priority, who will contact the parents/carers and other services as necessary. If the child or young person is at immediate risk, ensure that they are taken to their GP or A&E as a matter of urgency, depending on the severity of the concern.

Find out more about Self-Harm and Risky Behaviour

is a free educational e-learning resource for professionals on children and young people’s mental health. The following session aims to help staff better understand children’s self-harming behaviours.

• : provides the background to self-harm in children and teenagers, common associated conditions and approaches to managing it.

What schools and further education settings can do

If you are at all concerned about a child or young person, you should always speak to your designated safeguarding lead as a matter of priority. They will be able to advise on suitable next steps, and speaking to them about any concerns should always be the first action you take, ahead of any of the suggestions on this page.

Although the suggestions on this page are broadly split into primary and secondary age groups, the majority of the advice can be applicable for all ages. All children and young people are different, and it’s important to understand the needs of the individual child and young person when looking for ways to support their mental health and wellbeing.

What primary schools can do

Although self-harm is more common in older children, primary schools should still be aware of the signs, and think about early intervention.

Inform your safeguarding team

If a child is self-harming, don’t deal with it alone. Self-harming behaviours should be taken very seriously, so you should follow your school’s safeguarding procedures carefully. Some children will need extra help either through school pastoral/counselling support or through referral to community-based support.

Explore emotions through lessons and programmes

Thoughts can really influence and affect our moods. However, many children may not be aware when this is happening to them. Through effective teaching of RSHE, schools can help children learn about their emotions and learn strategies for regulating them. A number of universal and targeted school-based programmes can also prevent children being overwhelmed by low mood and supports them to learn effective coping skills to manage life’s ups and downs.

Build positive relationships with pupils

Positive relationships in the classroom/school that are built on trust, safety and security promote pupil wellbeing and help children affected by sad or low mood – encouraging them to open up and talk.

What secondary schools and further education settings can do

Don’t deal with it alone

If you discover that a student is self-harming, speak to your safeguarding lead straight away. Then together you can make a plan to support the student.

Consider a specialist referral

If necessary, you may need to refer the young person for outside help – for example from a GP or specialist CAHMS. For advice before making a referral, schools can call their local CAMHS duty line.

Speak up

If you notice self-harming behaviour in a student, talk to them about it. Discuss your concerns with them and listen to them non-judgementally. Then you can create a plan together, which can be shared others in the school community – including the student’s parents/carers, if appropriate.

Speak to the student and involve them in your plan

Speak to the young person about your concerns and let them know what you have observed – once you have spoken with your safeguarding team. Listen to the young person and work together with them to make a plan, and then share this with the appropriate people. Keep the young person updated and involved with the plan continuously, so that they don’t feel that they are being excluded from the process.

Inform parents or carers

The young person’s parents or carers will need to be informed. School staff should not feel that they have to take sole responsibility for supporting the student, a parent or carer may have a better understanding of other factors impacting the young person.

Take a whole-school approach to self-harm

Often young people may know that their friends are self-harming, but may not know what to do about it. Develop a clear way that young people can seek help if they are worried about a friend, and ensuring all students know about this pathway.

Useful links:

• The in schools service is designed to help children and young people ages 5-18 years access mental health and wellbeing support early on in educational settings. It's all about ensuring children and young people can get access to the right help as early as possible.
• The team supports and promotes the emotional wellbeing of young people and parents of primary school age children through interactive online group programmes, using cognitive behavioural therapy (CBT) principles.
•  has a page with resources and support for children and young people who are experiencing anxiety.
• is an anonymous and personalised mental health support for Children and Young People that is available to all young people in 51��¥.
• A really good website with expert articles, advice and blogs and a crisis text-line.
• . Watch these videos on dealing with unhelpful thoughts, sleep, social media, anxiety, exercise and more
• have produced reliable resources recommended by Parents and Professionals.
• is an interceptive tool designed to present a visual prompt when a person searches for harmful keywords or phrases relating to the topic of self-harm or suicide. These phrases include any words or terminology which have been identified as displaying potentially damaging online content.
• provides a wide variety of mainly community focused support for people and are often described as the ‘glue’ between those at risk of social isolation and the wider mainstream society.
• protect, support and nurture the UK's most vulnerable children
• offers is a service where 11-19 years olds can text 07507331750 to speak to their School Health Nurse for confidential advice and support around a variety of issues, including bullying, emotional health, relationship problems, alcohol and drugs.
• offers you free, 24/7 text messaging support wherever you are in the UK. If you need someone to talk to about how you’re feeling, text YM to 85258.
• is a free, safe and anonymous mental wellbeing support for adults across the UK and the link can be shared with families who can use the service

Emergency Help and Help Lines

NHS Crisis line

If the young person feels their mental health problems have become much worse or are experiencing problems for the first time, they may need help quickly.

The young person can phone the mental health helpline for urgent advice: call 0808 196 9127 (free phone 24 hrs a day 365 days a year)

The team will offer advice, support and, if required, an assessment to understand how the young person is feeling. When calling the number, they can expect to speak to Mental Health Advisors and/or trained Mental Health Clinicians who will be able to listen to their concerns and help make appropriate plans with them to support.

Childline

 isn't just for young children, Childline offers a helpline, online chat and e-mail advice for anyone up to the age of 19 years.

Shout Crisis textline

 Text for free 24/7 support across the UK if a young person is experiencing a mental health crisis. All texts are answered by trained volunteers, with support from experienced clinical supervisors. Texts are free from EE, O2, Vodafone, 3, Virgin Mobile, BT Mobile, GiffGaff, Tesco Mobile and Telecom Plus. Users should text ‘WOO’ to 85258

YoungMinds Textline

offers a free, 24/7 text messaging support wherever they are in the UK. If the young person needs someone to talk to about how their feeling, they can text YM to 85258.

Social and emotional skills are the skills that help children and young people develop their resilience and manage their thoughts, feelings and behaviour.

They are important life skills that support pupils’ ability to cope with and negotiate their way through difficult situations, as well as build positive relationships with their peers and adults.

These skills can improve academic attainment and enhance pupils’ motivation, as well as promote wellbeing and help prevent mental health difficulties from developing.

Educational settings can play a pivotal role in building the strong emotional foundations that all of us need in order to thrive and be mentally healthy.

What are social and emotional skills?

Social and emotional skills help children and young people to:

• identify and manage their feelings and their behaviour, and reach out for help where necessary
• build and manage healthy relationships
• have self-control
• resolve conflict
• be self-aware
• handle and overcome difficulties
• make good decisions
• build resilience, self-esteem and confidence
• think positively about themselves and how they perceive the world around them
• recognise and prevent poor mental health

How can educational settings support the development of children’s social and emotional skills?

Social and emotional skills should be developed from an early age and taught throughout a student’s education. These skills can be taught and integrated in some of the following ways:

High-quality lessons

All children and young people should have access to high-quality lessons designed to build and strengthen their social and emotional skills.

Health and wellbeing education, throughout primary and secondary education, can be used to teach social and emotional skills. In England, this is known as RSHE.

Health and wellbeing education lessons should not be used as one-off activities or time fillers. They should also not be led by school staff who may not have a good knowledge of the students in the class - it’s important to be aware of themes that could trigger some students, or make them feel uncomfortable or upset. Staff should be mindful of those who may be affected and put extra support in place.

Health and wellbeing education lessons can offer excellent opportunities to:

• develop children and young people's social and emotional skills and promote wellbeing
• normalise discussion on mental health and minimise stigma
• help children and young people stay safe and manage risks that might undermine their mental health.

In-school programmes and interventions

There are lots of programmes aimed at all children and young people that can be delivered in schools. Many have been proven to help promote social and emotional skills and mental health.

These programmes build on the skills learned in health and wellbeing lessons. Many good quality programmes require a licence to be purchased, although staff training can often be included in these costs.

You can find out more about different programmes on the Anna Freud website which contains a list and links to evidence-based programmes and interventions our whole-school programmes and small group programmes.

The Anna Freud website also has hundreds of quality assured resources, including lesson plans, activities, assembly ideas, toolkits and classroom tools to help support teaching children and young people about key social and emotional skills and promoting good mental health and wellbeing.

Training and Support

The Educational Psychology Service offers a range of training packages that can be accessed through the WCF CPD portal or by getting in touch with the service to develop bespoke training for your setting.  Currently through the CPD portal, the following training is available:

Emotional Literacy Support Assistants (ELSAs): ELSAs are school support staff (teaching assistants and/or learning mentors) who have undergone the 'ELSA' programme of training by Educational Psychologists to support the emotional development of children and young people in schools. ELSAs will be able to plan and deliver support to small groups of children to support the development of social and friendship skills. ELSA provision within schools can help lower exclusion rates, promote emotional well-being and improve academic outcomes.

Zones of Regulation Training: The Zones of Regulation is a framework and curriculum (Kuypers, 2011) that develops awareness of feelings, energy and alertness levels while exploring a variety of tools and strategies for regulation, pro-social skills, self-care, and overall wellness.

The CCN Team also have training available on the CPD portal for Emotional Regulation for children with Autism. The CCN team can also be contacted to provide bespoke training packages for settings in supporting the social and emotional skills of Autistic children and young people.

Useful resources and links

• Perryfields PRU have developed a number of toolkits that support the development of .
• The Education Endowment Foundation (EEF) have information on how to improve in primary schools.
• The Early Intervention Foundation (EIF) have put together an .