News and Views - Halcyon Education

School Improvement Is Incomplete: The Senior Role Every Trust Will Need by 2030

Tue, 30 Jun 2026 20:13:22 GMT

Provision and inclusion are no longer about place, they are about connection and belonging

Strategic Education Consultancy · Thought Piece

School improvement is incomplete.

There is a senior role that every trust, federation and school will need in place by 2030.

For the last decade, school improvement has had a clear centre of gravity. On its own terms it has worked: a knowledge-rich curriculum taught well, with assessment kept close behind to tell us whether it had landed. I spent a good deal of that decade making that case. I would make it again tomorrow.

What I have come to think, slowly and not entirely willingly, is that this version of the job was only ever half of it. It was never designed to carry the half this piece is concerned with.

The current definition of school improvement can stay exactly where it is. What it does not have is a structural counterpart, one that does not yet exist in most trusts and schools. There are three places where that gap is now visible in the data. The senior role we will need by 2030 is the consequence of looking honestly at all three.

The role is currently fictitious, but I would argue it is becoming increasingly needed as the complexities of the education and wider systems mean many children and young people are not succeeding when they leave school, both academically and personally.

Three places where the current approach hits a ceiling

1. The disadvantage attainment ceiling

A school can do everything the curriculum-first model asks of it. It can put a strong knowledge curriculum in place, build retrieval practice into its lessons and keep the work in books, the behaviour and the pupil voice all in good order. And then, if it happens to serve a community of real socioeconomic disadvantage, it can watch attainment settle against a ceiling that none of those things will lift.

I work on the principle that what we do for our most disadvantaged children sets the floor for all of them. Get that floor right and the rest follows. The difficulty is that the current school improvement model has come to treat disadvantage as a curriculum and quality of teaching problem, when the data tells us it is also a wellbeing and conditions-for-learning problem.

A working figure from a recent staff wellbeing analysis:

70% of staff reported feeling supported in their roles. Only 35% reported a supportive culture and ethos.

That gap points to something structural rather than personal. People can feel genuinely well supported by their own line manager and still be working inside a culture that, taken as a whole, does not hold them.

On the staff side, that gap is the equivalent of the attainment ceiling pupils run into. It will not yield to a better curriculum or to sharper line management, because it sits a level below both, in how the whole system is built. And that level, at the moment, belongs to no one.

2. Persistent absence and what we now know about it

In the autumn and spring terms of 2024-25, the DfE reported persistent absence at 17.6% of all pupils. That is down on the post-pandemic peak but it remains around two-thirds higher than the pre-pandemic figure of 10.5% in 2018-19. The composition matters more than the headline.

Persistent absence by pupil group, 2024-25:

43% of secondary pupils eligible for free school meals.

33% of pupils with an Education, Health and Care Plan.

12.6% of pupils with probable mental health difficulties miss at least 15 days of school, against 4% of those without.

DfE, NHS Digital.

Read those figures for what they are. They describe wellbeing and the systems meant to hold children who are struggling, far more than they describe behaviour or motivation. A third of children with an EHCP are missing at least a tenth of their schooling. Children with mental health difficulties are away from school at roughly three times the rate of their peers. There is very little room for doubt in that. Persistent absence in 2026 is a sign of a gap in the system far more than a failure of will on the part of children or families.

The Inclusive Attendance work I deliver inside trusts and schools uses a multi-tiered system of support for exactly this reason, with universal, targeted and specialist provision layered on top of one another. The audit asks where a school actually sits across those tiers and what has gone missing in the gaps between them. In every audit I have done, the most useful conversations have been about which adults hold which layer of that system. They have been, even more, about the layers that no one is holding at all. They are rarely conversations about attendance messaging; far more often they are about whether the structure that makes good attendance possible has ever been built underneath it.

3. Provision in all its forms

The 2026 SEND white paper changed the language of inclusion from a placement-based definition to a conditions-based one. What matters under it is whether the right conditions are present for a child, wherever that child is taught, rather than the placement itself. Ofsted’s standalone inclusion judgement asks broadly the same question of a school’s whole offer.

This is the definition of inclusion I work to. It is worth stating plainly, because the policy language can blur it. Inclusion, properly understood, is the presence of belonging, achievement and thriving for a child, in whatever setting that child learns. On that understanding a resource base, an alternative placement or an online setting can be a genuinely inclusive one, at times more inclusive than a mainstream classroom in which a child sits unreached at the back all day. The same understanding catches the reverse case: a child who is technically in mainstream, yet belongs to no one and is achieving nothing, has been excluded in every sense that matters except the legal one. The real question about any form of provision, then, is whether belonging, achievement and thriving are genuinely present in it, or whether the setting has quietly become a place to hold a child no one knew what else to do with.

This definition was developed with James McDonald of McDonald Education, whose work on belonging and inclusion has shaped my thinking on it.

Behind both of those changes sits a quiet reality. The range of provision inside many schools and trusts is now far broader than the curriculum-first model assumes. It takes in internal alternative provision and inclusion bases, online and hybrid pathways, resource bases, pastoral work running alongside the timetable and the time-limited specialist placements that quietly become long-term ones because, for a while at least, they appear to work.

My own work with Nisai Learning sits squarely in this territory, providing online and hybrid education for pupils for whom mainstream is not, for the time being, the right environment. The point I want to make is that all of this is provision in the full sense of the word. It needs to be governed as provision: with the same quality assurance, safeguarding, supervision and outcomes data we would expect of any other part of the school.

There is a harder thing to say about all this. The new guidance is what finally makes it sayable. Every one of these categories is a genuine form of support. Each of them is also, quietly, a decision about whether a particular child is the school’s responsibility or somebody else’s. Internal exclusion, looked at honestly, is still a form of exclusion. And when a child’s need reaches back into poverty, or trauma, or a family carrying more than it can manage, a familiar sentence tends to arrive in the room: this is a parenting issue. Sometimes that is true. More often than we like to admit, it is simply the moment at which the most complex child stops being anyone’s to hold. We have become fluent in the language of moving children sideways. We are a good deal less fluent in the harder question of when sideways is genuinely the right direction and when it is only the one available to us.

What the current model does not have is a senior leader whose job is to hold this whole range of provision together as one coherent piece of work, governed according to what children actually need rather than according to the order in which each part of it happened to grow up.

What the three have in common

The current model knows what it is doing up to a point. It knows how to design a curriculum, how to monitor attendance, how to assess special educational need. Where it consistently runs out of answers is the same in all three cases: the point at which the question stops being what we teach, monitor or assess. It becomes a question of what conditions have to be in place before a child, or a teacher, can engage with any of it.

That last question is the one a school’s resilience system exists to answer. In most senior leadership structures, it currently belongs to no one.

Plenty of people are already working on pieces of it. Safeguarding sits with the designated safeguarding lead. Special educational needs sit with the SENDCo. Behaviour and engagement fall to the pastoral or behaviour lead. Staff wellbeing goes to whoever holds the HR brief. More often than not, a deputy is carrying all of it at once, on top of the curriculum and quality of education work that is supposed to be the actual job.

When something this important is held in pieces by five or six people who each have a full job of their own, it tends not to be held at all.

There is a deeper reason the gap goes unowned. It has little to do with a shortage of people to hand it to. The system itself makes owning it irrational. Progress 8, inspection as it is actually experienced, the budget: very nearly every measure a leader is judged against rewards them for letting their most complex children go, because those are the children who pull down every figure on the page. In pure accountability terms, the most socially complex child is precisely the one a school is encouraged to move on. The absence of this role is therefore better understood as a rational response to the incentives we have built around schools than as an oversight the sector has simply failed to correct. No one holds the gap because, as things stand, holding it well is quietly punished.

The argument I worked on with Mark Greenberg and others in the Handbook of Prosocial Education in 2012 was that prosocial conditions are a measurable discipline with a research base behind them. The argument here, fourteen years on, is the same one applied to school improvement: the conditions for learning are a measurable discipline, one that now needs someone senior to be genuinely responsible for it.

The fictitious role all of this points to

I would call the role Chief Resilience Officer. CRO.

Cities have Chief Resilience Officers, as do many large companies. Schools, so far, do not. The post exists in those places because at some point someone at executive level realised that the resilience of the whole system needed to be somebody’s responsibility, not just the resilience of its separate parts. Schools and trusts have reached the same point now.

The role on paper

I have kept the list below short on purpose. The role is defined less by how much it does than by what it is finally made accountable for: the things that at present belong to no one, the work of joining them together and the job of protecting all of it when it comes under pressure.

Fictitious Role

CHIEF RESILIENCE OFFICER · CRO

Reports to: Chief Executive (in a trust) or Headteacher (in a single school). · Sits on: the executive team or senior leadership team.

1. The standing to protect the conditions for learning.

This is the item that makes it a role rather than a remit. Big decisions, whether a restructure, a change to the timetable, a budget cut or an admissions call, carry a cost to the conditions for learning in just the way they carry a financial cost. The CRO is the person that cost has to be tested against before a decision is taken, rather than the person who discovers it afterwards. This carries more weight than the goodwill of an advocate who can be heard politely and then overruled: it is a required assessment, of the kind a chief financial officer gives on cost, so that someone in the room can say, with the evidence in front of them, that a decision will lift results over two years while quietly damaging the conditions for learning for the next ten.

2. The wellbeing data, for pupils and for staff.

This means wellbeing data proper, rather than safeguarding referrals or behaviour incidents: the kind of information that tells you whether the conditions for learning are genuinely present. The CRO runs it with the seriousness a director of education brings to progress data, looking at it closely each term and against a sensible benchmark.

3. Provision, joined up as one system.

Family services, pastoral care, inclusion, mental health, alternative provision and the partnerships with health and the voluntary sector are all governed as a single connected system, rather than as five separate teams in five separate corridors who happen to meet from time to time.

4. Support for the people doing the work.

This reaches everyone in the building whose work involves complex relationships with children and families, which, looked at honestly, is most of them.

That first item is the one missing almost everywhere. A great many people will advocate for wellbeing; very few have the standing to defend the conditions for learning at the moment those conditions come into conflict with short-term pressure on results. Advocacy can always be thanked and then set quietly aside. An assessment that has to be on the table before a decision is taken is far harder to skip. That, in the end, is the whole difference between a role and a title.

The person we need

The Chief Resilience Officer is something other than a senior pastoral lead given a grander title, or a designated mental health lead promoted a rung. Those are good people doing important work, but this is a different role that asks for a different kind of person.

The role asks one person to do two things at once. They have to be able to hold the human side of it, the relational side, the moment when you sit across a table from a Year 4 teacher who is at the end of her tether and are genuinely able to listen and connect. And they have to be able to hold the system side just as securely: the data, the structures, the supervision, the governance, the commissioning and the question of scale.

Most leaders are stronger at one than the other. The CRO has to be credible in both, because the job is the join between the two. It fails the moment either side is weak.

They have probably led at executive or senior level in education, though I would not rule out the right person from health, social care or children’s services.

They understand wellbeing as a measurable, evidenced discipline rather than a mood or an aspiration. Their evidence-informed practice shows in what they actually do, far more than in the language they use for it. They know the research on adversity, attachment and self-regulation. They can turn it into the design of provision, of supervision and of the school day itself. They are trauma-informed in the working sense of the term, the sense in which it shapes practice, rather than the sense in which it has become a badge to collect. They can tell the difference between a feeling that something is working and the evidence that it is. They are willing to publish the data either way, even when it says plainly that something has not worked. They take supervision themselves, as they expect of the people they look after.

What it costs to leave this to a person

Where this work is done well, as in some trusts it genuinely is, it tends to rest on a particular person who decided it mattered and then carried it themselves, usually without the title, the structure or the protected time that should have come with it. The Flourish model at Leigh Trust is the closest thing I know to the role in practice. Pupil and staff wellbeing data are governed there alongside progress data rather than after it. Provision is held together as a single connected offer that runs from a birth-to-five community programme, through family support in school and out into adult education for the wider community. It works. The warning is in why it works. Where this succeeds, it usually succeeds because of an individual rather than a structure, which means it is only ever one resignation away from disappearing. Something this central to a school is too important to depend on whoever currently happens to care about it. That, in the end, is what a role is for, where a single committed person is not enough.

Three questions for this term

Most schools and trusts cannot create this role tomorrow. This piece is not asking them to. It is asking for something smaller to begin with: to see the gap clearly, because a good many senior teams are standing in it without ever having named it. The three questions below will not let you do the role yourself. They are not meant to. They are simply a way of locating the space the role would eventually fill.

First, on disadvantage. Where is your current school improvement plan reaching its ceiling? Is the next step in front of you a curriculum step or a conditions step?

Second, on attendance. Who in your senior leadership team is accountable, by name, for the multi-tiered system underneath attendance, rather than the messaging on top of it?

Third, on provision. Is the full provision landscape in your school or trust governed as a single coherent piece of work, or is it a collection of pragmatic responses held together by the people closest to each one?

If you cannot answer one of them cleanly, I would read that less as a failure of leadership than as the shape of the gap itself, almost certainly the gap you are standing in now. The real question is no longer whether it exists, but who, in time, is going to be made responsible for it.

About the author

Anna Bateman is the founder and CEO of Halcyon Education, an education consultancy working with multi-academy trusts, local authorities, online schools and education providers. She has been a Department for Education Adviser and a contributor to the Handbook of Prosocial Education (Rowman & Littlefield, 2012), co-authored with Dr Mark Greenberg and others. Halcyon Education supports senior leaders to design and deliver staff and pupil wellbeing, inclusion and pastoral strategy across whole organisations.

www.halcyon.education

Sample Staff Wellbeing Survey

Mon, 01 Jun 2026 10:18:34 GMT

A sample staff wellbeing survey, refined through years of experience and MAT consultancy and ready to adapt for your own setting.

HALCYON EDUCATION

Strategic Education Consultancy

Staff Wellbeing Survey

A sample instrument for use by trusts, schools and other education settings

This sample staff wellbeing survey has been utilised across multiple schools for a number of years. It is offered as a starting point for trusts, schools and other education settings wishing to gather honest feedback from staff on their wellbeing at work. The document has been developed and refined through repeated use across multi-academy trust settings, where it sits alongside professional supervision, pastoral support structures and leadership development as part of a broader approach to staff wellbeing.

The questions are written so that they can be adapted to suit any organisational context. Where placeholders appear in square brackets, the name of the trust, school or wider organisation can be inserted as appropriate. Items can be added or removed depending on local priorities, and the wording amended to reflect the language used within the setting.

About this survey

The survey uses a five-point Likert scale on the wellbeing items, with two open-response questions inviting suggestions for improvement and a short demographic section that respondents can choose to complete.

Responses are intended to be anonymous, with demographic items kept optional so that small subgroups cannot be identified through cross-tabulation. The survey takes around five minutes to complete and is typically administered twice each academic year, once in the autumn and once in the spring or summer.

The response scale used on Sections A and B:

Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree

Section A: Your trust or wider organisation

These items invite reflection on the wider organisation within which staff work. For single-school settings without a trust structure, this section can be omitted or adapted to refer to the overall organisation.

A1. I would recommend [your organisation] as a great place to work.

A2. Across [your organisation], I have access to high quality professional development that supports my role.

A3. [Your organisation] has a supportive culture and ethos in which I can flourish.

A4. I understand how my role contributes to [your organisation]’s strategic plan.

A5. I feel part of the wider staff community across [your organisation].

Section B: Your school or immediate workplace

These items invite reflection on the immediate setting in which staff work day to day. For central or shared service teams, the wording can be adjusted to refer to the team or department rather than the school.

B1. I feel supported in my role at [your school or workplace].

B2. I feel that people at [your school or workplace] care about me.

B3. I have accomplished a lot in my role.

B4. Leaders are considerate of my work-life balance.

B5. I am treated with respect at work.

B6. I receive information which helps me to look after my wellbeing at work.

B7. I know where to access support if I feel anxious or stressed at work.

Section C: Open response

The open responses tend to be the most useful part of the survey for leadership teams. They surface the specific, practical changes that staff would value, and often point to themes that the closed items have only partially captured.

C1. If there was a way [your organisation] could improve your wellbeing, what would it be?

C2. If there was a way [your school or workplace] could improve your wellbeing, what would it be?

Section D: About you (optional)

These items are optional and respondents should feel free to skip any they prefer not to answer. Items D2 and D3 warrant a particular note. In a survey that is intended to be anonymous, some staff will choose not to disclose gender or age, especially in smaller settings where the combination of demographic responses could in principle make an individual identifiable. Non-response on these items should be expected and respected, and a “prefer not to say” option is included on both for that reason.

D1. What best describes your current role?

For example: teacher, teaching assistant, senior leader, support staff, premises staff, central team. The categories can be adjusted to reflect the staffing structure of the setting.

D2. What is your gender? (Optional)

Suggested options: female, male, non-binary, prefer to self-describe, prefer not to say.

D3. What age bracket would you describe yourself as being within? (Optional)

Suggested brackets: under 25, 25 to 34, 35 to 44, 45 to 54, 55 to 64, 65 and over, prefer not to say.

Final question

Please feel free to add anything you have not had the opportunity to say.

Notes on adaptation

When adapting the survey, three considerations tend to make the difference between a survey that yields useful data and one that does not. First, the wording of items should match the language used inside the organisation, so that staff recognise the world the questions are describing. Second, the number of items should be kept short enough that completion remains realistic at the busiest points of the school year. Third, where the same items can be used at successive points in time, the value of the data increases substantially, because change can be tracked rather than only the position at a single moment.

The survey is not intended to be the only mechanism through which staff voice is gathered. It works best alongside professional supervision, regular line management conversations, and informal channels for staff to raise concerns. The survey data points to areas worth exploring, with the depth of understanding coming from the wider relational picture.

 About Halcyon Education

Halcyon Education is a strategic education consultancy working with multi-academy trusts, local authorities, education-based organisations and education providers. The consultancy supports leaders to improve their schools and organisations through designing and analysing staff and pupil wellbeing, inclusion and pastoral strategy across whole organisations. Documents such as the one in this sample have been developed through direct consultancy delivery and refined in use.

3 Practical Tips to Support SEN Learners with Micro-Transitions

Tue, 03 Jun 2025 13:21:37 GMT

For many children with SEN, the space between one activity and the next can feel overwhelming. The good news is that once we understand the impact transitions can have, there are simple tools we can use to create smoother school days.

What is a transition?

The Autism Education Trust defines transition as “any change in an individual’s situation”. We can break this into macro and micro transitions. Macro transitions involve big changes like moving to a new school. Micro transitions are smaller shifts that happen daily - arriving at school, moving between lessons, or changing adults.

Why do transitions matter?

Everyone finds transitions tricky at times. Our brains are wired to seek certainty, which is why change can feel so unsettling. Our capacity to manage change can also vary depending on how much sleep we’ve had, our diet, or level of emotional stress.

For some children with autism, differences in communication, sensory processing, and flexible thinking can make transitions particularly difficult (Autism Education Trust).

How might this look?

DFE Guidance & The SEND Code of Practice share a number of ways anxiety around transitions may manifest. These include:

Distress
Outbursts
Sensory overload
Emotional dysregulation
Avoidance

3 Key Strategies for Supporting Micro-Transitions

At Fitzwaryn, we aim to set children up for success as soon as they arrive by creating structured and predictable routines:

Meet & Greet
Each morning, we meet and greet children from their taxis or parents/carers. We use this time to check in and assess readiness to learn. Using tools like aided language boards, 5-point scales and home school diaries can help with this process.
Morning Slides
I love morning slides because as well as providing structure they brighten up the classroom. Mine reads “Good Morning,” followed by simple visual steps. The first two tasks - coats and bags on pegs, books out - stay the same daily. The third symbol shows the morning task.
Visual Timetables
We use visual timetables every day with the whole class and you can read more about them in my previous blog post on ‘ Visual Tools’ .

Using These Strategies in Mainstream Settings

Though rooted in SEN practice, these strategies can be beneficial for all children. Research supports the use of routines, visuals, and check-ins to reduce anxiety and improve classroom engagement. Applying them in mainstream classrooms can support inclusivity and emotional wellbeing for all.

What if this isn’t enough?

Even with these core strategies in place, some children may still struggle - and some days will be harder than others. If you're looking to expand your toolkit, my PowerPoint on Managing Transitions is available through your EduDocs membership.

Conclusion

Supporting children with these small transitions can be really powerful. It can help to build trust, resilience, and long term confidence. Every time we help a child navigate a small change, we teach them that change is manageable. These small steps help prepare our children for the bigger changes that are yet to come.

Aided Language Boards: Tools for Clarity, Connection & Well-being

Mon, 31 Mar 2025 09:41:41 GMT

Using Aided Language Boards to Support Communication in SEN Schools

Every child learns differently, and for some children with SEN, finding the right tool can be transformative - especially when it comes to communication. Aided Language Boards (ALBs) provide a structured, visual way to support communication, reduce anxiety and enhance understanding. In a previous blog, I introduced ALBs- this post dives deeper into their importance and offers guidance on using them effectively in the classroom.

Why Aided Language Boards?

Research highlights the impact of the COVID-19 pandemic on children's anxiety levels and communication skills. A recent Guardian article attributes ‘uncertainty, disruption, increased screen use and crippling anxiety’ to the pandemic school closures. Another study titled Speaking Up for the COVID Generation found that 1.5 million children struggle to speak or understand language at an age-appropriate level. Lisa Feldman Barrett explains that when uncertainty increases, the brain struggles to make predictions, heightening stress and anxiety. ALBs create predictability, giving children a reliable way to express themselves, in turn reducing frustration.

Sennett, Light and McNaughton (2016) identify several other benefits of using ALBs, including:

Increased communication turns and meaningful language use
Improved understanding and expressive vocabulary
Greater use of multi-word phrases
Development of grammar and sentence structure

What is an Aided Language Board?

An ALB is a symbol-based display containing vocabulary specific to an activity, such as ordering lunch. For example, a lunch ALB may include symbols for lunch box, roast dinner, jacket potato and soup, along with core words like I want, more, help, and like. Core words remain in consistent locations to support memory and motor planning.

According to Oxford Health NHS Foundation Trust, ALBs help model:

Requesting and making choices
Expressing needs (e.g., if something is unavailable)
Commenting and forming short phrases
Asking for help

How to Use ALBs

Before children can use an ALB, they must see it modelled. For example, during a turn-taking activity, I would point to my turn while taking a turn and your turn when prompting the child. Saying the word while pointing helps reinforce learning.

As children become more comfortable, we can introduce pauses and choices. At playtime time, we might offer football or waterplay, without pressuring the child to respond. When a child points to football, we can expand on it by pointing and saying, “I want football”.

A typical ALB maybe a little overwhelming. I often reduce them to 8 key symbols and add more over time as the child’s confidence grows.

Where to Use ALBs

Ideally ALBs should be embedded across the school environment. They can be used:

At registration – for greetings and meal selection
At snack times – to encourage choice-making
On doors – so children can request to go to the toilet or another room
On cupboards – to support requesting toys, pens, or sensory items
During lessons and free-choice time

In school, we have a shared bank of ALBs on our system, but from September, each classroom will have a basket of boards to improve consistency across the school and reduce teacher workload.

Recommendations

Colour coding can help children quickly find words and understand sentence structure. The Oxford Health NHS Foundation Trust suggests:

Nouns – Green
Verbs – Yellow
Adjectives – Purple
Location words – Blue
Time words – Red

Conclusion

ALBs can be incredible tools but as always you are the most important resource. As Sara & Sarah at Hearts & Heads say: ‘human connection is the most powerful intervention’. Relationships, trust and empathy form the foundation for all communication and learning. When used alongside attentive, responsive teaching, ALBs can transform communication, confidence and independence for children with SEN.

Are Screens Soothing Our Kids? Rethinking Technology and Secure Attachment in Schools

Mon, 31 Mar 2025 09:41:39 GMT

Technology often sits at the crossroads of convenience and controversy, especially when we consider its role in our children's emotional wellbeing. Increasingly, digital devices have become the go-to method for self-soothing among young people. We've all been there—a distressed child handed an iPad to calm them down. While the occasional reliance on screens isn't inherently harmful, it's the regularity of this habit that's problematic, amplifying existing anxieties, worries, and potentially negative self-perceptions.

In my work supporting schools, I've observed firsthand the challenges associated with children turning to technology for emotional comfort. Often, this unregulated digital exposure exacerbates harmful rumination—the continuous loops of negative thoughts that can sometimes spiral out of control. Unlike adults, who usually possess healthier coping mechanisms like a supportive conversation or a relaxing walk, young people’s reliance on screens restricts their emotional growth and coping abilities. Social media spaces are unregulated and often harmful, creating a breeding ground for rumination, instead of a safe space to learn and settle.

One valuable solution I've shared extensively with schools is Dan Siegel’s renowned "4 S’s of Secure Attachment": Safe, Seen, Soothed, and Secure. These concepts offer practical guidance on building emotional resilience in young people and nurturing healthier forms of emotional regulation.

Creating environments where children feel Safe involves clear, predictable structures and dedicated calming spaces. In primary schools, this could mean introducing cosy corners in classrooms filled with sensory-friendly items. Secondary schools might provide calm rooms or peaceful library spaces, while international schools could adapt culturally inclusive relaxation areas where students from diverse backgrounds feel equally secure.

Being Seen addresses the vital need for consistent, attentive relationships. For instance, a large secondary girls' school that removed morning and afternoon form times saw a sharp increase in anxiety and behavioural issues among students. Reinstating these form sessions re-established daily touchpoints with familiar adults, significantly reducing students’ distress. Similarly, international schools can foster connections by pairing older students with younger or new arrivals, creating vital peer support networks.

To effectively support students in feeling Soothed without screens, schools can actively teach and encourage healthier emotional coping strategies as part of the curriculum. Primary schools might offer structured mindfulness sessions or sensory gardens, secondary schools could implement music or art rooms dedicated to wellbeing, and international schools could establish culturally sensitive arts and meditation programs that promote calm and cross-cultural understanding.

Lastly, feeling Secure is rooted deeply in stable relationships and a supportive school culture. Schools achieve this by ensuring each student has a reliable adult connection—a class teacher or assistant in primary schools, dedicated tutors or pastoral mentors in secondary settings, and trusted counsellors or peer mentors in international contexts.

Implementing these practical strategies is not just beneficial but essential. Schools that thoughtfully integrate these secure attachment principles provide a robust framework for young people's emotional and social growth, supporting healthier, screen-free coping mechanisms and significantly contributing to students' lifelong resilience and wellbeing.

https://psychcentral.com/relationships/the-4-ss-secure-attachment

www.halcyon.education

Anna Bateman

Enhancing Attachment Support: Practical Resources for Interoception and Executive Functioning

Wed, 05 Mar 2025 13:17:04 GMT

Enhancing Attachment Support: Practical Resources for Interoception and Executive Functioning

I first learned about Attachment theory nearly two decades ago and it’s something I find myself returning to time and time again. Each time I revisit it, I increase my capacity to be curious, I learn something new or discover a valuable resource. As a Mental Health Lead, I am sure you are familiar with attachment theory, but I hope that you will find a golden nugget in this reflection. Most of all I hope it highlights the importance of the work you do and the incredible difference you can (and already) make.

What is Attachment and Why Does it Matter?

Attachment theory is a psychological framework originally developed by John Bowlby in the 1950s. It explains how our early relationships with primary caregivers create a blue print for how we connect to others. Bowlby established three different attachment styles. A fourth was added by researchers Main and Solomon in the 1980s.

Secure Attachment: Develops when a child’s needs are met consistently. They learn the world is safe and relationships are trustworthy.

Insecure Attachment Styles: When a child’s needs are not reliably met they develop different coping mechanisms:

Insecure-Ambivalent: Inconsistent care giving can lead to anxiety and heightened efforts to gain attention.
Ins ecure- Avoidant: Dismissive care giving is likely to result in children suppressing their needs and appearing overly independent.
Insecure-Disorganised: Is often linked to trauma and neglect, causing unpredictable attachment behaviours.

The Place2Be Mental Health Champions course emphasises that a diagnosis should only be made by a trained professional. However, we can use our understanding of these patterns to help understand and support children.

Why This Matters in Schools:

Many of the things children need to grow up healthy – e.g. love, understanding, food - depend on relationships. The Clear Sky Charity uses the analogy of a house: without strong foundations a house wobbles under stress. Similarly, children who come into our classrooms without having their needs met, may also begin to wobble under stress.

How can we Help?

Fortunately, neuroscientists have discovered that there is greater plasticity to the brain than we previously thought. Meaning our work truly can make a difference. Daniel J. Siegel, and Tina Payne Bryson, suggest using the Four S’s: safe, seen, soothed and secure.

Teaching interoception and executive functioning skills directly support the ‘Four S’ framework and there are some fantastic resources to support this. While there are many other valuable strategies, these approaches offer additional tools to enhance support and meet individual needs.

Executive Functioning Strategies (Harvard Centre on the Developing Child) - focus on working memory, flexible thinking and self-control to improve daily routines.

Resource: Harvard’s Executive Function Toolkit

Interoception Skills (Department for Education South Australia) - focus on recognising and interpreting internal body signals to support with self-regulation and emotional awareness.

Resource: Interoception Resource Pack

Final Thoughts:

As educators, we have the potential to reshape how a child views the world. We can help them to see that it can be safe and relationships trustworthy. It’s an incredibly rewarding position to be in but it also requires a significant emotional investment. Julie at NACWelling Being shares that: “If we want to be in the best position to support others, we must take care of ourselves first”. I hope you are able to prioritise your own mental health, not just because it puts you in a better position to provide support, but because you matter too.

Mental Health and Faith In Schools

Wed, 05 Mar 2025 13:15:21 GMT

Mental Health and Faith In schools

For many young people faith and spirituality, or a lack of, are a significant aspect of their identity. This is particularly true for Global Majority children who are often initiated into a faith from infancy through a religious ceremony, practice or event. This belief often continues to be significant throughout their childhood due to attendance to places of worship and participation in religious festivals, practices and customs that underpin their development of morals, empathy and resilience. This is often a crucial aspect of personal development as they navigate personal decisions and choices based upon their acceptance or rejection of religious values, principles and traditions.

Yet when discussing mental health issues many mental health professionals believe that faith and mental health are at a juxtaposition, therefore, any interventions or support should remain secular. Arguments for this include religious stigma regarding mental, the denial of some religious groups that mental health exists, and the ideas of some students being directly opposed with their faith causing conflict and distress. Therefore, bringing religion into mental health support risks alienating young people in need of support.

However, there is a strong counter argument that faith can be beneficial to young people in crisis as it can offer answers to questions, provide a source of comfort or present practical solutions through religious texts, stories, and observances. The mental health charity, MIND highlights the importance of faith and mental health, as a significant contributing factor during recovery from Mental health conditions and supporting wellbeing. Also, a toolkit produced by HHS suggests belonging to a faith community provides connectedness through a “sense of being cared for, supported, and belonging,” (1.HHS).

With an escalating crisis in mental health provision, especially for Global Majority children, having a sense of belonging is crucial for wellbeing therefore schools should create spaces where the significance of intersectionality is recognised and understood. This can be achieved by SMHL leads beginning to consider if including faith concepts as a support mechanism would be beneficial for some students in their schools? Would an exploration of religious belief and how it shapes thinking and behaviour support some student in crisis? Would having a faith to lean into for comfort for some students provide a sense of relief? Would the reference to a God or deity help bring hope to a student during tough times of their life? For example, the Bible depicts many characters who suffered depression and anxiety as an acknowledgement of mental distress, also the Buddha used meditation as a strategy to alleviate suffering.

Over the last year I’ve contributed to a project that has created spaces for Global majority children to discuss issues of mental health, race and faith in school. Those attending have flourished mainly due to connectedness with staff and peers who they feel recognise and understand the importance of faith in their lives. Whilst this may not suit all students, equitable practices relies upon providing for the needs of the child, which in some cases requires just a little bit of faith!

Resources

Youth Mental Health and Well-being in Fath and Community Settings: Practicing Connectedness A Toolkit of the HHS Partnership Center
Mental health advice for young Muslims | YoungMinds
Shine your light project - christiansunitedbirmingham@gmail.com

The Incredible 5 Point Scale: A Tool for Emotional Wellbeing in SEN Settings

Mon, 03 Feb 2025 10:33:01 GMT

The Incredible 5 Point Scale: A Supportive Tool for Emotional Wellbeing

Rose Kight is the Intervention Lead at Fitzwaryn Special School in Wantage. She has over 11 years’ experience of teaching in an SEN setting and has recently completed an NPQ in Leading Behaviour and Culture.  

Did you know that nearly 40% of young people with autism experience anxiety so intense it qualifies as a diagnosable disorder ? It’s a distressing statistic (Research in Autism Disorders Journal), but behind these numbers are children navigating a world that can feel overwhelming. Everyday challenges like expressing emotions or managing social situations often spiral into dysregulation.

This year, I’m focusing on embedding tools across our school to help children recognise, communicate, and manage their emotions. Among these tools, The Incredible Five Point Scale has become a favourite, giving children ways to turn abstract feelings or concepts into a concrete, visual format that’s easy to understand.

What is The Incredible 5 Point Scale?
Imagine a vertical scale, numbered from one to five. Each number represents a level of emotion or behaviour: “one” might signify calm, while “five” represents feeling furious. The scale is easily adaptable. For example, to teach voice control, “one” might mean silence and “five” could mean screaming.

Additional columns outline what each level looks, sounds, or feels like and may include strategies to support emotional regulation. This structured approach helps teach social expectations, problem solve challenges, and plan for future scenarios. In addition, it creates a shared language, improving communication between teachers, parents, and children.

Example Scale

How I Use the 5 Point Scale:
Each morning, my class begins with a “feelings check” using the scale. To make it relatable, I personalise scales with themes, like the Colour Monster, showing emotions such as calm, happy, sad, scared, or frustrated.

In intervention sessions, I work one-to-one with pupils to develop personalised scales addressing specific challenges. For a child who wanted to play with friends but struggled to respect personal space we created a scale highlighting the different levels of interaction. “Two” represented the desired behaviour of giving appropriate space, while “five” indicated pushing. Together, we explored how these behaviours affected their friends. To reduce overload and make it easy to understand, we limited language and used relatable terms like “comfortable” and “uncomfortable.”

After interventions, I provide classroom support packs, including a desk-scale copy, a portable version, a social story, and calming tools like stress balls or fidget toys. I also train class teams, sharing tips like modelling the scale, using non-judgemental language, and celebrating pupils’ success when they use the scale.

What’s Working Well?

Children actively engage with the scale.
Children share that they find the 5 Point Scale helpful and feel comfortable using it.
Increased success in IEP targets with the scale’s support.
Positive staff feedback.

Next Steps:

Adapt the scale further to meet the needs of more children.
Develop a resource bank of scales for staff access.
Provide drop-in sessions for co-creating scales, modelling the scale, or problem solving challenges.

The DFE's Mental Health and Behaviour in Schools guidance highlights the importance of developing whole-school approaches to promote good mental health, including teaching emotional regulation skills.

While visual resources are not the only answer, they can play a key role in helping children with autism navigate challenges such as communication difficulties and social demands, which are closely linked to anxiety. By providing a clear communication tool, a means to express frustration, and a structured approach to social situations, visual resources offer valuable support for fostering emotional regulation and reducing stress.

Running a Wellbeing Day in School: Supporting Pupils and Staff

Mon, 13 Jan 2025 13:42:33 GMT

Running a Wellbeing Day in School Blog 4

Kerry Bridges has been the Mental Health and Wellbeing Lead at Archbishop Temple Church of England High School in Preston, Lancashire since 2021 but part of the Pastoral and Safeguarding Teams for a great deal longer. She is happy to talk about supporting wellbeing in schools all day long and has a particular interest in staff wellbeing.

In this series of 4 blogs, I talk about one of the things we do in school to support our children’s wellbeing in the hope that there is something here you can use or adapt. In my last blog, I talked about how we pulled the day together. Read on to find out what happened on the day itself.

As I have said in one of my previous blogs, I really wanted the day to support the mental health of our adults as well as our pupils. The day before the big day, everything was completely ready to go, but I had to leave school early for an appointment. The whole evening, I could not stop running over the arrangements in my head. I’m saying this because if it happens to you, you have someone here who understands. I wanted the day to be a great experience for everyone involved, but I almost forgot about myself. That sort of feeling is common for someone in our position, but it isn’t OK. Make sure you have friends or family around you who will support you and are in your corner. I know that I would not be able to do my job without having them in mine.

In any case, the day arrived. Reverend Joe had sent a video to show in form time to explain who he was, what would happen in the Collective Act of Worship and to set the scene for the day. This was a great way to begin and something I would recommend. Helping the children be clear about our reasons and expectations really set the day off successfully. His worship was very child centred and interactive and exactly what we needed. Even if you are not in a Church school, bringing as many people as you can together at the beginning of the day was so uplifting. We really did feel connected.

My next concern had been that the visitors who were presenting may not be able to make it on the day. Of course, I needn’t have worried. They were there as requested and went over and above what we had asked for. There are so many people who are happy to give up their time to support an event like this in school. Never be afraid to reach out. Nobody has ever said “no”.

For the rest of the day, Joe and I made hot chocolate for our sponsored walkers. This allowed us to see and chat to every single one of the children. What an enormous privilege it was. We had such a great time hearing all their stories of what they had been up to. Everyone was so positive.

And so, the day came to an end. We waved the children off and collapsed in the staffroom. We had done it.

So, what did everyone think? Well, we asked the children to give us some feedback which was overwhelmingly positive. There was an even split across of which bits they had enjoyed, and they gave us some brilliant ideas to implement for next time. Yes, we are running it again this year and we will continue to do so in the future. I hope that you are given the opportunity to do so too. If you are, I would love to hear what you are up to. Please do reach out and let me know if I can help. Working together and making connections is, after all, what it’s all about.

The Science of Kindness: How Positive Role Modelling Shapes Young Lives

Mon, 16 Dec 2024 10:48:27 GMT

The Science of Kindness: How Positive Role Modelling Shapes Young Lives

Hi my name is Sarah Cunningham and I’m an Assistant Head at Lea Forest Academy. For the past 16 years, I’ve had the privilege of working alongside incredible pupils and staff. In my roles as PSHE leader and Deputy SENDCo, I’ve seen first-hand the significant impact of mental health on young leaners. This experience inspired me to pursue an MSc in Psychology at Northumbria University 4 years ago. I’m excited to share my knowledge and experiences though this blog and I hope I can provide some practical tips to help you create a supportive and nurturing environment for all.

Imagine a classroom where students feel safe, valued, and understood. A classroom where they can express their emotions freely and learn to manage them effectively. This is the kind of learning environment we can create by prioritising emotional intelligence and positive role modelling.

My deep fascination with human potential and well-being, coupled with a desire to make a positive impact on people's lives, drove me to return to academia. As a mature student with 16 years of teaching experience, I found my MSc in Psychology to be a truly enriching experience. For instance, the practical nature of my teaching and leadership roles allowed me to immediately apply theoretical knowledge to real-world situations. This was incredibly motivating and rewarding, and it gave me the enthusiasm I needed to start this new chapter with my youngest now in primary school.

My own experiences as a teacher and student have reinforced the significance of role modelling in shaping young minds. Yet, amidst the demands of leadership, planning, marking, and numerous other responsibilities, it can be challenging to maintain clarity and focus. Studying again reminded me that the simple action of "good role modelling" is research-based, rooted in the famous psychologist Bandura's Social Learning Theory.

Intriguingly, I learned about a recent discovery of mirror neurons in macaque monkeys. Mirror neurons are a type of brain cell that fires both when an animal performs an action and when the animal observes the same action performed by another. In essence, they allow us to "mirror" the actions of others.

This discovery shines a new light on Bandura’s theory, revealing the potential impact of simply watching and copying others. This emphasises the importance of positive role models in shaping behaviour and this understanding encouraged me to actively become more intentional in promoting positive behaviours and positive mental health in my school.

For instance, greeting students warmly, using kind language, listening to children, resolving conflicts peacefully and encouraging older students to support younger children. These simple actions, informed by psychological insights, have a significant impact on our students' well-being and learning. They can make a lasting and positive impact on children, without actually taking too much time.

Studying psychology has deepened my understanding of humans as inherently emotional beings. While setting healthy boundaries is crucial for children's mental health, acknowledging and validating children’s emotions, and teaching students to manage them effectively is equally important. As teachers, we often juggle heavy workloads, but prioritising emotional education is essential. Research from neuroscience suggests that naming emotions can help children regulate their behaviour. By teaching children to identify and label their emotions, we empower them to respond healthily to challenges. By modelling these skills ourselves, we can further amplify their impact on our students.

Ultimately, emotionally regulated children are better equipped to focus, learn, and thrive as countless studies have shown strong correlations between positive mental health and academic success.

I’m passionate about understanding human behaviour and making a positive impact on people’s lives and by prioritising emotional intelligence and positive role modelling, we can create a more compassionate and supportive learning environment for pupils. Efforts in these areas will not only lead to improved academic performance, but it will lead to improved social skills and resilience, empowering pupils to thrive in all aspects of their lives.

Further reading

Click Here Northumbria distance Learning

Alberts, J. (2015). Alan M. Slater and Paul C. Quinn (eds.): Developmental Psychology: Revisiting the Classic Studies: Sage, Thousand Oaks, CA, 2012, 240 pp, ISBN: 9780857027580.

Bas, G. (2021). Relation between student mental health and academic achievement revisited: A meta- analysis. In Health and academic achievement-new findings. IntechOpen.

Gloria, C. T., & Steinhardt, M. A. (2016). Relationships among positive emotions, coping, resilience and mental health. Stress and health, 32(2), 145-156.

Heyes, C. (2010). Where do mirror neurons come from?. Neuroscience & Biobehavioral Reviews, 34(4), 575-583.

Torre, J. B., & Lieberman, M. D. (2018). Putting feelings into words: Affect labeling as implicit emotion regulation. Emotion Review, 10(2), 116-124.

5 Steps to Empower Non-Verbal Children in Mental Health Surveys

Wed, 04 Dec 2024 10:33:20 GMT

“Effective leaders recognise that pupil voice is not just about feedback but about empowering students to shape their educational journey.”

HT Briefing

We all want our pupils to feel valued. One of the ways we do this is through completing a ‘MHWB pupil voice survey’. When we listen, we gain insights into how we can provide more effective support and identify those who maybe in need of early help. But how do we capture this information for children who use means other than words to communicate?

The spectrum of non-verbal communication is vast. We may be able to meet the needs of some children by taking a validated assessment tool and providing opportunities to feedback using visual supports such as iPads or symbols. For others, we may need to differentiate by reducing the number of questions and language within each one. However, there is another group who require us to be more creative.

For these children the Education Endowment Foundation advises that, “Effective approaches for gathering pupil input often rely on observing natural behaviours and responses, particularly for children with significant communication challenges.”

Gaining insights into a child’s internal state through observation can be tricky. However, we can take intentional steps to design a process that is meaningful.

1. Know what you are looking for

We want to know how a person feels not how they present. We can make a child smile by offering them a toy or chosen object but if this doesn’t reflect what’s happening internally our observations lose validity.

2. Agree on ‘things’ to observe

There are many facets to non-verbal communication that may indicate how a person is feeling. These include, facial expressions, body language, posture, vocalisations, eye movement, behaviours, concentration and engagement. Taking time to slow down and tune in can help us make informed decisions about what to observe.

3. Be aware of other contributing factors

Transition periods, temperature, noise levels and time of the day are just some of the factors that can influence how a child may present at any given time. We need to be mindful of these when completing observations.

4. Work together

There is a vast range of expertise within our schools. When we discuss our observations, we can gain greater clarity and paint a more meaningful picture. Capturing evidence using written notes, video and audio can aid this process.

5. Other considerations

There are clear links between communication difficulties and medical health, physical and sensory needs. We need to consider all influences and where necessary ensure health, physical or sensory assessments have been completed by appropriate professionals.

While ascertaining ‘pupil voice’ for some of our children may not be straightforward, we can take comfort in the knowledge that our efforts will be worthwhile. Emotional wellbeing impacts all areas of our life from our physical health to our relationships. When we take the time to understand the needs of the community we serve we can foster a sense of belonging and pave the way for more effective support.

How to Run a Successful Wellbeing Day in School: Planning and Execution Tips

Mon, 18 Nov 2024 11:00:59 GMT

Explore how Kerry Bridges, Mental Health and Wellbeing Lead at Archbishop Temple High School, structures a Wellbeing Day around the NHS 5 Ways to Wellbeing. Learn practical strategies for engaging students, involving charities, and creating a memorable day with activities like mindfulness, a sponsored walk, and learning new skills.

In this series of 4 blogs, I will talk about one of the things we do in school to support our children’s wellbeing in the hope that there is something here you can use or adapt. In my last blog, I talked about structuring the day around the NHS 5 ways to Wellbeing. You can read on to find out how we pulled the day together.

I had managed to speak to a few of our local friends who had said they were willing to help me out and I knew that I wanted to run 5 sessions around the 5 ways to wellbeing. I sat down to think about how I could use those sessions to put together a cohesive day.

As we are a Church of England School, it seemed natural to get everyone connected by starting the day with a collective act of worship. In this, I was enormously fortunate to be able to work with a good friend of mine who had previously worked as our school chaplain. Reverend Joe is not only a fabulous vicar, but he knows how to keep children’s attention. He was kind enough to say he would be happy to lead the worship for us.

If you are not in a church school, you will not have collective worship as we do but I am sure you have assemblies or some way of getting groups of children all together. If you can find an inspiring speaker like Reverend Joe, or someone who knows how to engage your young people, I am sure that you will be able to get a connection going.

For giving to others, I turned to the charities that our children are supporting. We have a year group attached to each charity, and we asked them to come in and speak to the children about the work that they can do with the money we raise. Again, if you don’t already have named charities, perhaps you could use the day to launch something.

Giving to our charities led nicely to “Be Active” as we decided to complete a sponsored walk around our school site. We are lucky enough to have some beautiful grounds and a good deal of outside space, but you don’t need much. Our children completed laps of the school and collected sponsorship based on how many they completed.

This left two sessions to be run in classrooms by form tutors, and in my planning, I tried not to put these as consecutive sessions, even if that meant they were either side of the lunch break. I understood that asking the staff and students to stay together in the same room for two hours is not conducive to positive wellbeing for anybody.

Session four was “Mindfulness” and for this we based the session on Michael Rosen’s book “Write to Feel Right”.

( https://www.michaelrosen.co.uk/portfolio/write-to-feel-right/ ). I had heard Michael speak and been blown away by his brilliance. When I had read this book, I knew it was the one for our special day.

Finally, we looked at “Learn something new”, and for this the form group came into their own. With plenty of notice, I asked form tutors to ask their form about their gifts and talents and what they felt they could teach to each other. In some forms the adult was the teacher, but in many others the pupils took complete charge. It is safe to say that everyone came away having tried something at least a little bit out of their comfort zone.

So, everything was in place, and we were all set to go. I just needed it to go to plan...

Visual Tools for Well-being: Enhancing Communication in SEN Classrooms

Fri, 01 Nov 2024 15:14:54 GMT

Visual Tools for Well-being: Supporting SEN Learners Through Effective Communication

"The single biggest problem in communication is the illusion that it has taken place."

George Bernard Shaw

How do you know what you’ve said has been understood? For our SEN children there are so many variables including difficulties with social interaction, communication and sensory sensitivities that make messages hard to understand and even harder to deliver. The Early Intervention Foundation tells us that;

"Good communication is critical to improving outcomes for children. Interventions that support effective communication skills can prevent or reduce the severity of emotional and behavioural difficulties."

As SEN teachers we rely heavily on visual aids to support good communication. The difference a visual aid can make is remarkable. From the comfort experienced by seeing the day clearly mapped out on a visual timetable; to the smile on the face of a child who is able to make a meaningful choice using an aided language board; or the pride experienced when a piece of work has been completed, supported only by a task planner.

"Approaches that create structured and predictable learning environments can significantly reduce stress and anxiety for SEN learners."

WhatWorksWell.Org

With this in mind I want to share three tools we use in an SEN setting to create a predictable environment, help pupils understand emotions and support clear communication.

o Visual timetables- a visual timetable is the focal point of any SEN classroom. They outline the entire day using pictures or symbols placed in a sequential order. We introduce each lesson or activity using the symbol and remove it once the activity has finished.

Now & Next Boards - are boards with ‘now’ written on one side and ‘next’ on the other. Underneath each heading we place a picture or symbol showing what the pupil will be doing ‘now’ and ‘next’. For example, ‘Maths’ then ‘break’. These are particularly helpful for supporting children who struggle with transitions as they break the day down into smaller digestible chunks.

Aided Language Boards - are boards with symbols and key words that enable children to make meaningful choices. For example, what would they like for lunch? They can also be populated with emotions to develop emotional literacy skills. Incorporating regulation strategies can reduce overwhelm when children are experiencing an uncomfortable emotion and help them to select an appropriate calming tool.

This is just a snapshot of some of the resources we currently use. There are many more! While we pride ourselves on making a ‘good visual’ we know that there is still work to be done to develop and embed our offer. So far we have learnt that the use of visuals is more likely to be successful when:

We create resources in collaboration with the parent/carer and child.
We teach children how to use them.
We give adequate processing time.

Research tells us that the number of pupils with SEN needs in mainstream schools is higher than ever. I wonder if there are any resources that you are already using or that can be easily transferred to the mainstream classroom? After all the EFT tells us that overall, “high-quality teaching for pupils with SEND is good quality teaching for all.”

Addressing the Impact of Racism and Radicalization on Students: A Call for Action in Schools

Mon, 16 Sep 2024 10:40:53 GMT

Surprised? By Nicola Bailey (Assistant Head Teacher)

Were you surprised? Some people’s response will be YES! They were surprised at the nationwide riots by ‘protestors’, fuelled by racialised narratives following the tragic murder of 3 young girls. However, for many, there was no shock factor, as what they witnessed was the epitome of bubbling tensions stoked by key figures, who postulated racial prejudices that falsely incriminated Global Majority communities for nationwide political and economic issues.

However, despite personal reaction to the riots, as Senior Mental Health leads, we must uphold a child-centred view of the events as in September school doors will be opened to children who have been exposed to harrowing incidents of hate-filled violence. Some may have been directly impacted, having their own or family’s houses, hometowns, places of worship etc. ransacked and violated. Others may experience a vicarious impact hearing stories or watching news clips that made them aware of the implications of the looting for people that look like them. Other children may have Global Majority friends, or relatives forcing them to process and ‘make sense’ of the protests. Then, there are the children, as young as 11, who were radicalised to openly commit acts of terrorism during their summer holidays. The words radicalisation and terrorism may sit uncomfortably with some. However, without explicit terminology highlighting the severity of the racist violence, there will remain an unchallenged denial of the growing numbers of children indoctrinated by right-wing propaganda.

Yet amidst the current racial tensions all students will be expected to amicably coexist, despite some feeling anxious, scared or angered by the riots. This is a concern as only 1/3 of teachers have received anti-racism training and less feel comfortable with managing racist incidents. Therefore, many students may be unable to access the appropriate support they need, leaving them in a psychologically vulnerable state. The vulnerability of some students is just one of many reasons why school leaders must acknowledge that racism in schools exists and that it is a safeguarding issue!

KCSIE 2024 states “All schools and colleges have a legal duty to safeguard and promote the welfare of pupils.”, with this in mind it is incumbent on schools to stop purporting that they are against racism and instead become anti-racist. Senior Mental Health leads can play a pivotal role in this action by creating a psychologically safe environment where educational experiences are underpinned by a culture of belonging for ALL students. This includes transparent conversations about racism with Senior leaders, alongside high-quality staff training that highlights the connections between racial experiences and mental health. Audits and reviews should be used to gain stakeholder perceptions, whilst Mental health policies and procedures should be co-produced to ensure strategies are in place to counter racism through robust curriculums and appropriate reporting and response procedures.

Without imminent action from government, education leaders and Senior Mental-health leads we will again be shocked- or maybe not, in a few years when again, our children are engulfed in race riots resembling those of the Summer of 2024.

· Nine out of ten teachers want anti-racism training, says new research from Centre for Mental Health and Not So Micro campaign - Centre for Mental Health

· Safeguarding Global Majority children in the context of KCSIE 2024 » LGfL (bookinglive.com)

· How to spot the signs your child is involved in the far right The Independent

Assessing Wellbeing in September: A Guide for Senior Mental Health Leads

Wed, 11 Sep 2024 10:56:01 GMT

Assessing Wellbeing in September: A Guide for Senior Mental Health Leads

As schools resume in September, it’s vital for Senior Mental Health Leads to take a proactive approach in assessing the wellbeing of all pupils. After the summer break, there may be significant shifts in pupils' mental health and emotional wellbeing. A holistic approach, combining evidence-informed tools and personal insights, can help guide support systems throughout the year. Here are some key strategies to help you assess the wellbeing of your pupils effectively.

Using the Three Houses Tool

The Three Houses Tool is a simple, yet powerful approach to help pupils articulate their thoughts and feelings. It involves asking children to create three metaphorical houses:

1. **House of Good Things**: What makes them happy? What do they enjoy at home and school?

2. **House of Worries**: What are their concerns? Are there aspects of school life or home that cause them stress?

3. **House of Dreams**: What are their hopes for the future? What would they like to see happen?

This method provides insight into the pupil’s emotional landscape in a non- intrusive way. It’s especially helpful for younger children or those who may struggle to express complex emotions. By visually capturing their feelings, it can highlight areas where additional support is required and create a platform for further conversations.

Employing Wellbeing Scales: Stirling and WEMWBS

Using validated measurement tools like the Stirling Children's Wellbeing Scale or the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) allows

you to assess a broad spectrum of wellbeing indicators in a structured way.

- The Stirling Scale focuses on emotional and psychological wellbeing, incorporating questions about optimism, cheerfulness, and emotional management. It is designed for children aged 8-15 and can serve as a good benchmarking tool for schools.

- The WEMWBS assesses mental wellbeing in both children and adolescents, measuring things like self-esteem, stress, and emotional resilience. This scale can be administered across the school to gauge the overall wellbeing of pupils and help track progress throughout the year.

By collecting and reviewing data from these scales, schools can identify common trends, potential risk factors, and key areas where targeted intervention may be necessary.

Initial Meeting: What Do Pupils Enjoy and What Don’t They Enjoy?

An initial meeting with each pupil at the start of the term is a great way to establish rapport and gain insight into their personal experiences. Ask questions like, “What activities do you enjoy in school?” or “What parts of school do you find difficult?” By opening the floor to these reflections, you empower the pupils to express themselves in a meaningful way.

This can also serve as a foundation for targeted support. For example, a pupil who expresses enjoyment in social activities may benefit from more group work, while those who dislike specific areas like unstructured time may need additional guidance on coping strategies.

Question: "One Thing I Want My Teacher to Know"

A highly effective tool for building teacher-pupil relationships is the "One Thing I Want My Teacher to Know" question. Ask each pupil to write down or share something they would like their teacher to be aware of, whether that’s a personal challenge, a strength, or a simple preference. This creates a direct line of communication between teachers and pupils, fostering understanding and empathy.

This approach helps teachers make small adjustments in the classroom that could significantly improve a pupil's learning environment, whether it's seating arrangements, acknowledging personal interests, or being mindful of sensitive topics.

Leverage the Bounce Together Platform

Bounce Together is a wellbeing measurement platform that can be particularly useful for schools looking to gather and analyse wellbeing data efficiently. The platform offers a range of assessment tools that can be tailored to the needs of individual schools, such as mood trackers and resilience surveys.

By using Bounce Together, schools can monitor both individual and collective wellbeing, track improvements over time, and ensure that interventions are making a measurable difference.

The platform also provides real-time insights, helping you make data-driven decisions and adapt your wellbeing strategies as needed.

Website Link below:-

Bouncetogether

Conclusion

Assessing pupil wellbeing in September is a crucial step for setting a positive tone for the rest of the school year. By using tools like the Three Houses method, Stirling Scale, and WEMWBS, coupled with personal reflections and platforms like Bounce Together, you can create a comprehensive wellbeing assessment framework.

Taking the time to listen to what pupils enjoy, what challenges they face, and what they want their teachers to know will make them feel supported, valued, and more ready to engage in school life.

Leading the Charge: Emma Buckle's Insights on Supporting Student Mental Health in Secondary Schools

Mon, 17 Jun 2024 06:37:01 GMT

Name:

Emma Buckle

Role:

Assistant Headteacher at Cardinal Wiseman Catholic School in Kingstanding. I have been the Senior Mental Health Lead for 2 years but have been on the Senior Leadership Team for 6. I lead on both pupil and staff wellbeing across the school; I am a Designated Safeguarding Lead and a passionate History teacher. I am therefore well placed to comment on the current issues/challenges surrounding leading on mental health in the secondary sector.

Targeted support and appropriate referrals

In this blog I will focus on some of the support we offer in school to those pupils who appear on our radar with mental health concerns.

In-house support

It is important to build a team around you in which a number of different staff - teaching and support - assist the students with their mental health needs. Here at Cardinal Wiseman, which is a small 11-16 secondary school with approximately 800 students, we have a relatively large Designated Safeguarding team of 8 staff, and a Mental Health First Aid (MHFA) team of 6 staff. Note - There is some overlap between the two groups. The school paid for each member of the MHFA team to have specific training in this area - all attended an intensive 2 day Mental Health First Aid course. Pupils and parents know who these staff are, and other staff members will refer students to these teams. The teams are promoted at every opportunity - i.e. Year 7 Induction Evening; the school website; the school prospectus; the newsletter; assemblies etc. Within the Special Educational Needs department we also have 2 staff members who have trained or are currently training to become counsellors. These staff have their own caseload of students they support.

Here at Cardinal Wiseman we have worked hard to build a supportive and inclusive environment in which all staff and pupils are taught the importance of recognising their own mental health needs and the needs of others. Mental health has a high status within the school. As previously mentioned in my other blogs, staff have been given a lot of training in this area. Following a training session with Anna Bateman which all staff attended at the end of last year, certain staff commented on how they felt better prepared to support pupils with their mental health following the training.

“The session has helped me to develop my skills in interacting with students in my role as Assistant Head of Year, and understand the difference I can make if I work on my approach”; “I now have a greater appreciation of the potential reasons behind the behaviours some pupils who might be labelled as 'problem children' might display”; “The discussions surrounding the parts of the brain that deal with different scenarios has made me consider the reactions pupils will have and how to approach them in different ways”.

Note - It goes without saying that staff are given comprehensive safeguarding training each year and know when something needs to be referred to the DSL team, rather than dealt with by themselves.

External providers

Current mental health waiting times for teenagers in the UK are a significant concern. According to the latest reports, more than a quarter of a million children and young people are still waiting for mental health support after being referred to Children and Young People’s Mental Health Services. YoungMinds, a leading mental health charity, has highlighted the severe impact of these delays, including deteriorating mental health conditions and even suicide attempts among young people due to the long wait for support. More than half of the young people surveyed by the charity reported that their mental health worsened while waiting to access mental health services. In a bid to support our students, I have been proactive in making links with a number of external providers, who then offer counselling services to our students in school. One such link is with Birmingham City University (BCU) who send student counsellors to us for one of their school placements. Initial assessments were made at the end of the autumn term, and the BCU student then started meeting with our Cardinal Wiseman pupils in the spring term. She will be with us until July and has a caseload of 5 students she meets with on a weekly. I would suggest making contact with universities in your area to see if they can offer something similar.

In addition to this, we have started working with Compass Mental Health Support Team (MHST). They offer free, confidential support to Children, Young People and Families with mild to moderate emotional health and wellbeing needs in the local area. The school and/or parents identify a young person they think has a need, a referral is completed and then a representative from Compass completes an assessment. If the young person meets the necessary criteria they can start a weekly counselling session in school. At the moment we have 4 students who are receiving support from Compass. Compass has also had a presence at every parent's evening this year, and next academic year we plan on running parent drop-in sessions and parent workshops in conjunction with them.

Further suggested reading

● For more information on Compass MHST click on the following link: Click HERE

● The following webpage from Mind explores the lack of mental health support in some secondary schools: Click HERE

Promoting Mental Health and Training at Cardinal Wiseman: A Focus on Staff Development

Thu, 02 May 2024 09:06:23 GMT

Discover Cardinal Wiseman's dedication to staff development through mental health prioritisation and training, as part of Public Health England’s 8 Principles. Learn how we empower our educators to support their wellbeing and enhance student support in our two-part blog series."

These snippets are designed to be informative and engaging, summarising the content of the blog post and making it clear to potential readers what they can expect to learn about

Name: Emma Buckle

Role: Assistant Headteacher at Cardinal Wiseman Catholic School in Kingstanding. I have been the Senior Mental Health Lead for 2 years, but have been on the Senior Leadership Team for 6. I lead on both pupil and staff wellbeing across the school; I am a Designated Safeguarding Lead and a passionate History teacher. I am therefore well placed to comment on the current issues / challenges surrounding leading on mental health in the secondary sector.

____________________________________________________________

Staff Development

This month I will focus on the ‘Staff Development’ part of Public Health England’s 8 Principles. We have done a lot of work at Cardinal Wiseman in recent years, encouraging staff to prioritise their own mental health, and providing them with training on how they can better support the students with their varied wellbeing needs. I will therefore split this part of the blog into two sections, with the first focusing specifically on the wellbeing of our staff body, and the second the training we have provided so that our staff feel more confident with supporting the students.

Prioritising staff wellbeing

Good staff wellbeing is essential to the success of a school; a school cannot function without its staff! Just as an artist or engineer would look after the tools of their trade, we have a commitment to look after the tools of our trade, which is us, the staff body!

We have a vision at Cardinal Wiseman in which staff work hard, spend a manageable amount of time on the activities that make a difference to pupil lives and do this in a positive working environment. To show our commitment to this vision we have a staff wellbeing lead on the Senior Leadership Team, a staff wellbeing link governor and staff wellbeing is discussed at every governor meeting. It is also an agenda item at every Head of Year, Head of Department and subject department meeting. Staff wellbeing is promoted on our school website and every new member of staff - including our trainee teachers - has a discussion on the importance of staff wellbeing as part of their induction into the school.

Every member of staff also has access to our Employee Assistance Programme, provided by the Education Support Partnership, which is advertised - along with other staff wellbeing materials - on our staff wellbeing board in the staffroom. Each new member of staff, and those returning from a period of significant leave, such as maternity or paternity leave, are inducted back into the school and given a ‘buddy’ - basically a friendly face and supportive ear - who can support them on their Cardinal Wiseman journey. I would suggest that Cardinal Wiseman is extremely proactive with regards to our staff wellbeing, introducing many of these initiatives long before the DFE (Department for Education) published its Staff Wellbeing Charter.

The DFE Staff Wellbeing Charter is a set of guidelines to promote the physical and mental wellbeing of education employees. It outlines various principles and initiatives aimed at supporting staff members in maintaining a healthy work-life balance, managing stress, accessing resources for mental health support, fostering a positive workplace culture, and promoting overall wellbeing. The specifics of the charter may vary depending on the organisation's priorities and the needs of its workforce but the 12 main principles are shown in the image below.

A good starting point for establishing your staff wellbeing priorities is gathering feedback from your staff body via a questionnaire or staff voice group exercise. Cardinal Wiseman also has a Staff Wellbeing Committee made up of volunteers, whose function is to gather information from staff on various different topics and then use this feedback to inform and shape practice. One of the first things this committee did was to create a ‘Staff Email Protocol document’ - I agree that this is not the most catchy name - which seeks to set clear boundaries around communication in the school. The driving force behind this document was the creation of a better work-life balance for our staff - i.e. emails are not to be sent outside of the hours of 8am-6pm and never at the weekend -, and the reduction in the amount of email traffic staff have to read and reply to which was causing unnecessary stress.

Other initiatives I have adopted over the last few years include: A training session specifically for staff on their own wellbeing, in which staff were told why their well being needed to be prioritised and we used the Mind Wellness Action Plan template to assist staff in identifying their wellbeing needs and encouraging a dialogue around this with their line managers; staff voice group meetings specifically for support staff (support staff can feel forgotten about or second best at times in some schools and will often have different needs / concerns to teaching staff); a self defence training session for our female staff, following some of the disturbing stories on attacks on women in the news; a talk from a nurse about the impact the menopause can have on our female colleagues; and a spotlight on men’s mental health to coincide with Mov-ember.

Staff wellbeing should not be a tokenistic add-on, it needs to be an integral part of the ethos and culture of the school. Everyone who works in education knows that it is a demanding job, but staff should feel as though they are able to thrive in their roles by working in a supportive and caring school environment.

Further suggested reading:

● For more information on the government’s Staff Wellbeing Charter follow the link:

https://www.gov.uk/guidance/education-staff-wellbeing-charter

● You can read more about the EAP we use at Cardinal Wiseman here:

https://www.educationsupport.org.uk/get-help/help-for-your-staff/employee-assistance-programme/

● You can read more about the Mind Wellness Action Plans here:

https://www.mind.org.uk/media/12145/mind-wellness-action-plan-workplace.pdf

Racial Literacy in Education: Cultivating Hope and Change for Global Majority Children

Mon, 08 Apr 2024 14:40:54 GMT

HOPE!

For many decades the discussion of race and education has been a contentious issue underpinned by headlines and statistics that often reflect very little hope for Global Majority children navigating the current education system. This is due to data for Global Majority children traditionally being centred around high exclusions (6 times more likely for black boys, figures trebled for black girls last year), academic underperformance, increasing numbers of Mental health and over representation in the youth criminal justice system. These figures run alongside an exodus of Global Majority teachers from the profession and an underrepresentation of Global Majority Senior leaders in positions where their voices are needed.

However, for hope to be restored and a reversal of dismal statistics there needs to be a greater emphasis on staff developing their knowledge and understanding around the complexities of race and how it impacts on the mental health and wellbeing of Global Majority children. Therefore, a starting point for schools committed to improving the educational trajectory for their Global Majority students should be the development of their own and staff’s racial literacy (the capacity of teachers to understand the ways in which race and racism work in society, and to have the skills, knowledge and confidence to implement that understanding in teaching practice. (Runnymede Trust 2020).

In her 2020 research paper Yolanda Sealey-Ruiz, identified 6 steps towards becoming Racially Literate beginning with Critical love, the basic concept of being committed to wanting to do the right thing for the students in your care. As SMHL if this is our starting premise then we have already begun to establish some hope for our Global Majority children.

The next steps are Critical Humility then Critical Reflection which reaffirms that this is a process without fast-track options. In these phases you should be curious and may speak with Global Majority friends, colleagues or students but don’t ask for recounts of traumatic racial experiences in a bid to learn what you can discover within the pages of a book.

The next step Critical literacy is our commitment to the learning process. For some staff this may be a daunting experience as they may be presented with concepts that may leave them feeling vulnerable and resistant to change. However, these feelings can be refocused by taking positive actions. Such actions include, selecting relevant resources such as books, webinars, and courses to increase your knowledge and enhance your understanding.

The penultimate step of Archaeology of self is a deep exploration of ourselves before we reach the final stage of Interruption, which is the point we decide current practices and systems must change.

Developing racial literacy cultivates an adjusted professional and personal lens for staff supporting the needs of Global Majority children. This is vital for your role and is imperative for Global Majority children who are hopeful that you will use your racial literacy skills to invoke changes in practice that will change the narrative, statistics and outcomes relating to their future.

Resource Links

Racial Literacy: A Policy Research Brief produced by the James R. Squire Office of the National Council of Teachers of English SquireOfficePolicyBrief_RacialLiteracy_April2021.pdf (ncte.org)

The Cost of Not Being Racially Literate The cost of not being racially literate diversity equality inclusion Black Lives Matters political impartiality guidance teaching learning pedagogy racial literacy (sec-ed.co.uk)

Race and Racism in Schools Race and Racism in Secondary Schools (runnymedetrust.org)

Written by Nicola Nicholls

Innovative Wellbeing Practices in Secondary Education: Emma Buckle's Insights

Mon, 08 Apr 2024 10:41:14 GMT

SMHL Secondary Blog

Role: Assistant Headteacher at Cardinal Wiseman Catholic School in Kingstanding. I have been the Senior Mental Health Lead for 2 years, but have been on the Senior Leadership Team for 6. I lead on both pupil and staff wellbeing across the school; I am a Designated Safeguarding Lead and a passionate History teacher. I am therefore well placed to comment on the current issues/challenges surrounding leading on mental health in the secondary sector.

Other methods of identifying need and monitoring impact

My blog last month focussed specifically on our use of the BREATHE survey in school to identify mental health/wellbeing needs and then plan interventions. Today I will focus on the other methods we use:

a) The whole school ‘letter to self’ activity: Part way through the Autumn term of 2023, all students from Years 7-11 were asked to write a letter to themselves, this was something we had done in the past with Year 7 but never with the whole school all at once. The pupils were told that the letters would be read by certain staff members and they were asked to comment upon their current feelings and emotions, as well as their plans/hopes for the future. The activity was loosely structured around the ‘Three Houses’ screening tool, with the House of Worries, House of Good Things and House of Dreams. Note - I am aware that some of the students might not have been honest about their feelings because they knew that the letter was going to be read by an adult, however I still feel that it was a valuable activity to undertake especially as I involved form tutors in the reading of the letters.

For me the purpose of the task was two-fold:

1) To identify safeguarding/wellbeing concerns that might not be on our radar - and it did do just that, and

2) to enable form tutors to get to know their pupils better, building stronger working relationships with their tutees and therefore being better placed to support the wellbeing of these pupils. I blocked out some time on the Continuous Professional Development calendar for the reading of the letters and each pastoral team was supported by a Designated Safeguarding Lead and a Mental

Health First Aider Note - The giving over of time was important because I didn’t want staff to feel as though this was just an extra task they had to fit into their working day. It was important they were given enough time to give the letters the necessary attention.

The letters were ‘triaged’ and colour coded, with ‘Reds’ going to a DSL, ‘Ambers’ the Heads of Year / Assistant HOY or wider pastoral teams, and ‘Greens’ the form tutor or placed under the heading of ‘no further action’. In addition to this, HOY were asked to pass general ‘themes’ affecting the wellbeing of each year group onto me, and in response to this I have planned/am planning a number of further interventions - i.e. For Years 10 and 11 the focus has been on exam stress and coping mechanisms, and Year 9 girls self-esteem and friendship issues. Following on from this activity, I also think we need to do more work around transitioning the new Year 7 cohort into secondary school life in September 2024.

From a leadership perspective it was a useful exercise to undertake with the staff body, acting as impromptu CPD, helping staff to understand the different levels of concern and when they need to pass the issue onto the safeguarding team.

b) Whole school pupil voice: This is completed by every child across the school at two specific points in the year - January and June. The Senior Leadership Team create a questionnaire on various aspects of school life (pastoral and academic) and the pupils have a period to complete it in school. Note - It is important to factor this task into the school timetable so that every child in the school is given the chance to complete the questionnaire, and it helps to ensure that the students actually put some thought into their answers.

The questions I asked specifically about mental health are listed below. The responses allowed me to get a good grasp of whether or not the pupils were hearing the key messages we are trying to promote around mental health in school and then plan for the next steps. The question with the scale is useful in shedding light on any mental health issues we are not yet aware of. Those who marked themselves lower down the scale were seen by a DSL, Mental Health First Aider or wider pastoral teams. In the summer of 2023 I noted that pupils who identified as being a different gender or as being gender fluid marked themselves lower down the wellbeing scale. From this, a number of interventions have been put into place, such as the establishment of the LGBTQ+ club on a Monday after-school.

In addition to all of the above, or perhaps instead of, my aim before we finish for the summer is to explore some of the online wellbeing applications and questionnaires which can be bought in. I need to weigh up the cost of such a resource against the impact it will have in improving the lives of our students.

Further suggested reading:

The following link explains how to use the 3 Houses (and similar assessment tools): CLICK HERE

The following link will take you to the Anna Freud website and shows you some sample questionnaires you could use with secondary school stu dents: CLICK HERE

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A sample staff wellbeing survey, refined through years of experience and MAT consultancy and ready to adapt for your own setting.

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Visual Tools for Well-being: Supporting SEN Learners Through Effective Communication

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Assessing Wellbeing in September: A Guide for Senior Mental Health Leads

Assessing Wellbeing in September: A Guide for Senior Mental Health Leads

Leading the Charge: Emma Buckle's Insights on Supporting Student Mental Health in Secondary Schools

Promoting Mental Health and Training at Cardinal Wiseman: A Focus on Staff Development

Racial Literacy in Education: Cultivating Hope and Change for Global Majority Children

HOPE!

Innovative Wellbeing Practices in Secondary Education: Emma Buckle's Insights

SMHL Secondary Blog

Running a Wellbeing Day in School Blog 4

Surprised? By Nicola Bailey (Assistant Head Teacher)