A whole school approach

This means that all staff working in the school have a role in ensuring that young people are supported and that their mental health and well-being needs are met. e.g. admin, teaching staff, Senior Leadership Team, support staff

Self-harm is a particularly difficult topic and is often considered taboo.

It is very important to include it in the curriculum, so young people have the knowledge and skills to recognise it and to seek help.

Schools can develop guidelines to consistently and effectively manage and respond to self-harm.

A broader mental health policy and a student-friendly version of the policy should also be made available.

Schools can encourage students to speak openly about mental health problems and concerns by communicating in an open, direct, and non-judgemental manner. Let pupils know that it is OK to discuss talk about mental health to school staff.

Schools can encourage young people to seek help by creating an environment in which students feel safe to speak to a member of staff about their mental health difficulties, or if they are concerned about their peers.

Make sure young people know who they can speak to if they are having problems e.g. the School Mental Health Lead. Make sure students know when and where they can find the designated member of staff.

You can do this by sending an email to all students, in posters around the school, or reminding them at school assemblies or in school welcome packs. Other staff members can signpost students to the designated staff members.

Schools should encourage staff not to make any assumptions or pass judgements, but show empathy and supportive attitudes.

Staff members may notice a difference in a young person. This difference may or may not necessarily include the signs listed here, but the indicator may just be a subtle difference in a young person’s behaviour, demeanour, emotions, interactions, school work etc. This is why knowing your students and being able to recognise changes is so important.

Young people from different backgrounds and cultures may feel differently about discussing mental health difficulties. Schools should try to understand their unique needs and create an environment where they feel included in an ongoing discussion about mental health, and they are comfortable speaking about their problems.

Having diverse staff representing different ethnicities, cultures and religions can help students feel more comfortable when speaking about their problems.