A 'whole school', or 'holistic', approach to emotional health and wellbeing in educational settings promotes a positive and productive atmosphere that is conducive to learning and achievement. Ensuring a holistic approach is a vital element of Tier 1 (universal) CAMHS.
The key principles guiding a whole school approach to developing emotional health and wellbeing (EHWB) are:
Leadership, management and managing change: leadership and management behave in a manner which shows a concern for the EHWB of others
Policy development: Policies are developed through an inclusive process that values the views of all
Curriculum planning and resourcing including work with outside agencies: Curriculum planning is accessible to, and involves, all appropriate individuals including children, young people and outside agencies
Learning and Teaching: All members of the school feel safe to learn. Teaching approaches consider the needs of all learners, are inclusive, and as a result enhance the EHWB of all children and young people
School culture and environment: The culture of the school is one that encourages and reinforces acceptance, understanding, and celebrates difference
Giving children and young people a voice: Children and young people share responsibility in decision making within the school and are able to identify their contribution to school improvement
Provision of support services for children and young people: Support services for children and young people are relevant and appropriate to need
Staff professional development needs, health and welfare: Staff report that the school supports and enhances their EHWB
Partnerships with parents/carers and local communities: Parents/carers and local communities enjoy and are actively involved within the school. This involvement is varied and in response to consultation
Assessing, recording and reporting children and young people’s achievement: The assessment, reporting and recording systems within the school are rigorous, realistic and relevant to children and young people. The achievement of all children and young people is celebrated.
The National Children's Bureau have produced a framework for head teachers which provides a step-by-step guide to establishing and maintaining a whole school approach. The document takes schools through an easy to manage four stage approach:
To download full guidance go to: School Well Being Framework Leaders Tool.pdf
Professor Katherine Weare's What works in promoting social and emotion health in schools
This non-statutory advice from the Department for Education clarifies the responsibility of the school, outlines what they can do and how to support a child or young person whose behaviour - whether it is disruptive, withdrawn, anxious, depressed or otherwise - may be related to an unmet mental health need.
Schools say that this is a difficult area. They want to know what the evidence says, share approaches to supporting children at risk of developing mental health problems and be clearer on their own and others’ responsibilities
One in ten children and young people aged 5 to 16 have a clinically diagnosed mental health disorder and around one in seven has less severe problems.
This advice helps schools to promote positive mental health in their pupils and identify and address those with less severe problems at an early stage and build their resilience. This advice will also help schools identify and support pupils with more severe needs and help them make appropriate referrals to specialist agencies such as Child and Adolescent Mental Health Services (CAMHS) where necessary.
In order to help their pupils succeed, schools have a role to play in supporting them to be resilient and mentally healthy. There are a variety of things that schools can do, for all their pupils and for those with particular problems, to offer that support in an effective way.
Where severe problems occur schools should expect the child to get support elsewhere as well, including from medical professionals working in specialist Child and Adolescent Mental Health Services (CAMHS), voluntary organisations and local GPs.
Schools should ensure that pupils and their families participate as fully as possible in decisions and are provided with information and support. The views, wishes and feelings of the pupil and their parents should always be considered.
Schools can use the Strengths and Difficulties Questionnaire (SDQ) to help them judge whether individual pupils might be suffering from a diagnosable mental health problem and involve their parents and the pupil in considering why they behave in certain ways.
MindEd, a free online training tool, is now available to enable school staff to learn more about specific mental health problems. This can help to sign post staff working with children to additional resources where mental health problems have been identified. Counselling MindEd, which is part of MindEd, is also available to support the training and supervision of counselling work with children and young people.
There are things that schools can do – including for all their pupils, for those showing early signs of problems and for families exposed to several risk factors – to intervene early and strengthen resilience, before serious mental health problems occur.
Schools can influence the health services that are commissioned locally through their local Health and Wellbeing Board – Directors of Children’s Services and local Healthwatch are statutory members.
There are national organisations offering materials, help and advice. Schools should look at what provision is available locally to help them promote mental health and intervene early to support pupils experiencing difficulties. Help and information about evidence-based approaches is available from a range of sources
Research demonstrates that emotions play an important role in a person’s ability to learn. Funded by the Department for Education, the YoungMinds in Schools project supports the wellbeing of children and young people in schools. Designed to support educational professionals’ understanding of the link between emotional wellbeing and learning, the project offers comprehensive guidance, including approaches to support emotional wellbeing in schools and a detailed resources section.
Anna Freud Institute, EBPU (The Evidence-based Practice Unit) and CORC (Child Outcomes Research Consortium) have developed a toolkit of tried and tested tools for measuring children and young people's wellbeing and mental health.