Mental health is no longer a fringe conversation in education.

Over the past decade, awareness has grown significantly. We talk more openly about wellbeing, burnout, and the emotional demands of working in schools and colleges. Campaigns like Mental Health Awareness Week 2026, led by the Mental Health Foundation, have played a vital role in reducing stigma and encouraging dialogue.

But in 2026, awareness is not the challenge.

Implementation is.

Across the education sector, leaders and staff are operating under sustained pressure. Workloads remain high, expectations continue to grow, and resources are stretched. While the language of wellbeing is now embedded, many are still asking:

What actually makes a difference to mental health in schools and colleges?

This Mental Health Awareness Week, the focus must shift from what we say to what we do.

Why Mental Health Awareness Week matters in education

Each year, Mental Health Awareness Week brings people together to focus on mental wellbeing, reduce stigma, and encourage action.

Recent campaigns have increasingly highlighted:

• The importance of community and connection
• The need for practical steps to improve mental health
• A shift from awareness to sustained behaviour change

In education, this is especially important.

Schools and colleges are not just places of learning — they are environments where both staff and students experience significant emotional demands. As a result, staff wellbeing is now closely linked to:

• Retention and recruitment
• Organisational culture
• Student outcomes

The reality: awareness without action

In many settings, mental health support still leans towards the visible rather than the effective.

Posters go up. Emails are sent. One-off training sessions are delivered. Wellbeing days are scheduled.

All of these have value. But on their own, they are not enough.

When support is reactive or symbolic, it can unintentionally reinforce frustration. Staff recognise when initiatives are disconnected from their day-to-day experience.

Over time, this can lead to awareness fatigue — where messages are heard, but not felt.

You cannot wellbeing your way out of structural pressure.

If we want to improve mental health in education, we must focus on the systems, behaviours, and cultures that shape everyday working life.

What does effective mental health support in education look like?

Sustainable mental health support is not built through one-off initiatives. It is built through consistent, intentional practice.

At AMHIE, this is most evident in settings where three core principles are embedded:

1. Leadership sets the emotional climate

Culture is shaped by what leaders model, prioritise, and permit.

When leaders:

• set realistic expectations
• model healthy boundaries
• create space for honest conversations

they create psychologically safe environments.

This is critical for improving staff wellbeing in schools and colleges, as it enables people to speak openly and access support early.

2. Small, repeatable actions have the greatest impact

Large-scale initiatives can be powerful — but they are not where most change happens.

Instead, impact comes from small, consistent actions such as:

• Protected time for staff
• Reduced unnecessary meetings
• Clearer communication of priorities
• Permission to stop low-impact tasks

These changes improve the day-to-day experience of working in education, which is where mental health is most affected.

3. Community must be intentional

A strong sense of community is one of the most important protective factors for mental health.

But in busy education environments, connection does not happen by accident.

It requires:

• Time for collaboration
• Recognition of contribution
• A culture of inclusion and belonging

When staff feel connected, resilience improves across the organisation.

From awareness to action: a simple framework for education leaders

To move from awareness to meaningful change, we recommend focusing on three core actions:

Acknowledge

Create safe, structured opportunities for staff to talk openly about mental health. Listen actively and without judgement.

Adjust

Review workload, systems, and expectations. Identify what can be simplified, reduced, or removed.

Act

Embed small, consistent practices that support wellbeing every day — not just during awareness campaigns.

Five practical actions for Mental Health Awareness Week

If you are looking for practical ways to support mental health in your setting, start here:

1. Audit one pressure point
   Identify a specific area of strain (e.g. meetings, marking, communication) and explore how it could be improved.
2. Protect staff time
   Replace one non-essential task or meeting with protected time.
3. Introduce structured check-ins
   Create a consistent opportunity for staff to share how they are doing — and ensure it leads to action.
4. Communicate openly
   Acknowledge current pressures honestly. Transparency builds trust and psychological safety.
5. Stop one low-impact activity
   Removing unnecessary tasks can have an immediate positive impact on workload and wellbeing.

Mental health in education: moving beyond awareness

Mental health in education is not an add-on.

It is not a poster, a policy, or a single week in the calendar.

It is the foundation of a sustainable, high-performing education system.

Campaigns like Mental Health Awareness Week provide an important moment to reflect.

But lasting impact comes from what happens next.

Supporting staff wellbeing beyond Mental Health Awareness Week

As the education sector continues to navigate ongoing challenges, the focus must remain on:

• Sustainable workload practices
• Supportive leadership behaviours
• Strong, connected staff communities

At AMHIE, we are committed to supporting education leaders to take practical, evidence-informed action to improve mental health and wellbeing.

A question to take forward

This Mental Health Awareness Week, consider one simple question:

What is one change you can make that will genuinely improve the day-to-day experience of your staff?

Start there — and build from it.

Join a community committed to action

If you are looking to move beyond awareness and take meaningful, sustainable action to support mental health in education, AMHIE offers a supportive and practical network for leaders across the sector.

As a member, you will gain access to:

• A national community of education leaders
• Practical resources and guidance
• Opportunities to share practice and learn from others
• Events and discussions focused on real-world challenges

Find out more and become a member:

Some final words on AMHIE from Lily Blakeledge

I would like to let you all know that April 2026 will be my final month with AMHIE as I’ll be moving on to start a new chapter in my life. Being a part of AMHIE since 2021 has been life changing for me, I have met some lovely people, worked with some amazing organisations and had some wonderful experiences.

Many of you might remember AMHIE back when it was the National Network of Mental Health Leads which was when I started at The Root Of It.

From the very first Mental Health Show in 2023, to the release of AMHIE on Air; I’ve been there is the background quietly helping you all with your day-to-day challenges. I have been part of this journey every step of the way, learning, researching and working to support you in your roles. It’s taught me so much.

I would like to say that I will treasure everything I have learned, but some of it is hard to hear. The pressures that you face, the stress and the difficulties that you all have to deal with daily is a struggle to witness. But through it all there is something so powerful in everything that you all do every single day.

You keep going. You support your students, your team - you nurture them and you grow.

It’s absolutely incredible to see the devotion and hard work that each and every one of you put into your work and it’s been an absolute pleasure to be there with you.

I might be moving on, but it’s not the end for AMHIE so please don’t worry! Richard will be appointing a successor to take care of you with everything you have come to expect from AMHIE. Your resources, your membership, your support – it’s all going to be the same just with a slightly different voice.

Take care and all the best, it’s been an absolute pleasure.

Lily Blakeledge.

Members Survey

As things will be changing for you, I think it would be a great opportunity for you to take 5 minutes and answer the AMHIE Members survey. It’s completely anonymous and it will give you the chance to let the new brand leader help shape your offer and what you’ll be getting from AMHIE.

Coming up in May for AMHIE:

• Mental Health Lead CPD: 1st May 2026 - AM Using a Cross-Curricular Approach, PM Working with Pupils, Families and Communities on a Mental Health Strategy - book and use your 30% off to pay £205.80 inc VAT per session!
• Peterborough early bird ticket offer: Get the price of your conference ticket deducted from your Mental Health First Responder training
• Our next episode of AMHIE on Air hosted by AMHIE Chair Richard Daniel Curtis: "Mental Health Awareness Week: In an era of high-stakes 'Action' for mental health, is the current education system actually designed to support wellbeing, or is it fundamentally at odds with it?"
• Mental Health Awareness Week 2026: Resources and reflections 11-17th May

April 2026 Education round up:

Key updates on policy, compliance, and wellbeing for AMHIE members.

1. Statutory Duty: New 'Reasonable Force' Regulations

As of April 1, 2026, the Department for Education’s updated statutory guidance on Restrictive interventions and reasonable force has come into full effect.

• The Change: Schools are now legally required to record and report all incidents of restrictive intervention to parents on the same day.
• MHL Insight: This update shifts the focus toward post-incident support. Schools must now demonstrate how they are supporting the mental health of both the pupil and the staff member involved immediately following a high-stress confrontation.

2. Ofsted’s New 4-Year Inspection Cycle

Ofsted has officially shortened the inspection window for Early Years providers. Under the Best Start in Life strategy, the previous 6-year window has been replaced with a 4-year cycle.

• The Change: New providers will now be inspected within 18 months of registration.
• MHL Insight: Increased inspection frequency often correlates with heightened staff anxiety. Now is the time to review your Inspection Wellbeing protocols to ensure staff feel supported rather than scrutinized.

3. Special School Capacity Crisis

New data released mid-April highlights that special schools in England are currently operating at 11,000 pupils over capacity. With nearly 170,000 pupils in a system designed for 160,000, the strain on resources is critical.

• The Change: The DfE is facing renewed pressure to accelerate the "SEND and Alternative Provision Improvement Plan."
• MHL Insight: Overcrowding in specialised settings directly impacts sensory regulation and emotional safety. We recommend members review their Environmental Audit tools to mitigate the impact of high-density classrooms on neurodivergent learners.

4. AI and the 'Critical Thinking' Gap

A major report from the National Education Union (NEU) this month found that 66% of teachers believe the unregulated use of AI is eroding students' independent critical thinking.

• The Change: The NEU is calling for a national AI Literacy framework to be integrated into the curriculum by September.
• MHL Insight: There is a growing link between AI-dependency and academic anxiety. When students feel unable to produce work without digital prompts, their self-efficacy drops.

5. National Strike Ballots: NASUWT Update

Following their annual conference in early April, NASUWT members have moved toward a national strike ballot.

• The Change: The dispute centres on the unmanageable 50-hour average work week and the lack of dedicated funding for mental health support staff in schools.
• MHL Insight: Labour instability often ripples through the student body. Clear communication with families regarding wellbeing-first contingency plans is advised should industrial action proceed later this term.

AMHIE Member Action Items:

• Download: The updated Same-Day Reporting Template from our member portal.
• Register: For our May Webinar on Managing Inspection Stress in the Early Years.
• Audit: Check your school’s AI policy against the new NEU recommendations.

Welcome to our Easter newsletter for March 2026, we've had podcasts and pillars and good chat about what to do now following on from 'Every Child Achieving and Thriving' as well as running our first conference for 2026!

So what did we learn at Newcastle? Well for one thing, our attendees loved the new format with the sessions relating to 'ticking the right mental health boxes' and were very keen on the workbook. In fact, a few even commented that they wished they had the standard ticket over the economy as we didn't have any spare and they missed out! Thanks to all who attended and made it a success, our eyes are now fixed on Peterborough in June...

Our latest AMHIE on Air episode saw us welcome Mohammad Umaid from the Al-Fateh Institute of Health Sciences in Pakistan as our first overseas guest, alongside AMHIE Steering Group member Nicola Bailey, they had a wonderful fireside chat around belonging. Catch up here.

Coming up in April:

• Peterborough early bird ticket offer: Get the price of your conference ticket deducted from your Mental Health First Responder training
• AMHIE Members Training: All AMHIE members training soon available! Upgrade your membership to paid and get full access saving up to £1500!
• Interested in joining in a podcast episode? Contact us to show your interest for our July cohort: support@amhie.com

• Mental Health: Are you ticking the right boxes?: Visit https://amhie.com/mental-health-conferences/ to book your place.
• AMHIE Membership: Our membership offer covers everything your team need to promote DfE and Ofsted compliance for mental health visit for more info: https://amhie.com/membership-to-amhie/
• AMHIE Training: Members get a 30% discount on all training bookings using their exclusive code, join us to get your code. https://amhie.com/training/

Alerts and Releases March 2026

• Landmark Consultation on digital wellbeing announced: Covering everything from social media age bans and overnight curfews to the regulation of AI chatbots.
• Post 16 reforms and V levels: These changes are part of the government’s mission to ensure two-thirds of young people are in high-quality training or education by age 2

Our Blog March 2026

• Introducing the 8 pillars of mental health in education: a foundation for excellence in provision.
• Neurodiversity Celebration Week 2026: Neurodiversity Celebration Week is a worldwide initiative that challenges stereotypes and misconceptions about neurological differences.
• Guest Blog: From Policy to Practice: Why Belonging Is a Felt Experience, Not a Metric

March 2026 Education Round-up

This month has seen significant shifts in the educational landscape, from the long-awaited details of the new Schools White Paper to the escalating tensions surrounding teacher pay and school funding.

In Brief

• National Offer Day: On 2 March, families received secondary school placements. While 83% received their first choice, black spots in London and Birmingham highlighted the ongoing pressure on school places.
• Antisemitism Review: Sir David Bell has been appointed to lead an independent review into antisemitism within schools and colleges. You can read the terms of reference here.
• V Levels Update: Further details were released regarding the rollout of Vocational Levels (V Levels). These are set to replace several Level 3 BTECs starting in September 2027.

The "Every Child Achieving and Thriving" White Paper

Following its initial release in late February, March was dominated by a sector-wide deep dive into the government’s flagship reform package. The proposals, currently under consultation, signal a major shift in how the DfE intends to manage the attainment gap.

• SEND Reform & Inclusive Mainstream Fund: Perhaps the most critical update for our members is the proposed £1.6 billion Inclusive Mainstream Fund. This aims to move away from exclusion by default by introducing a four-tiered support system: Universal, Targeted, Targeted Plus, and Specialist.
• The Trust-Led Future: The government has reaffirmed its commitment to a fully academised system. However, in a change of tone, the focus has shifted toward quality over pace, with no immediate hard deadline for schools currently outside of multi-academy trusts (MATs).
• Ambitious Attainment Goals: The White Paper sets a target to halve the poverty attainment gap by 2030, aiming for a national average GCSE grade of 5.

Industrial Action: NEU Launches Indicative Ballot

The National Education Union (NEU) has officially launched an online indicative ballot this month. This follows the government’s offer of a 6.5% pay rise spread over three years, which the union has branded "insulting" and "wholly unfunded."

If members vote in favour, we could see a formal strike ballot as early as late April, potentially leading to widespread disruption during the summer term. The NEU argues that without additional Treasury funding, schools will be forced to cut staff numbers to afford the pay increase.

Early Years: New Guidance & Funding Pressures

While the government continues to champion the expansion of funded childcare hours, March brought new practical resources for families:

• Screen Time Guidance: On 26 March, the DfE published new evidence-backed digital habits guidance for parents of children under five.
• Sustainability Concerns: Despite claims that families are saving thousands of pounds, early years providers have used this month to warn that current funding rates remain insufficient to cover rising operational costs.

Higher Education: A Sector Under Strain

The Higher Education Policy Institute (HEPI) has described March as a month of "crisis management" for UK universities.

• Financial Instability: With the value of domestic tuition fees continuing to erode against inflation, there are growing concerns regarding the long-term viability of several institutions.
• Bridging the Skills Gap: A new series of Future Jobs Roundtables commenced this month in Southampton, focusing on aligning degree apprenticeships with the needs of the UK’s growing green energy and defence sectors.

Neurodiversity Celebration Week is a worldwide initiative that challenges stereotypes and misconceptions about neurological differences. It aims to transform how neurodivergent individuals are perceived and supported by providing schools, universities, organisations, and others around the world with the opportunity to recognise the many skills and talents of neurodivergent individuals, while creating more inclusive and equitable cultures that celebrate differences and empower every individual.

This year we thought we would create some useful tips for you, our members and the wider mental health in education community to help support awareness and inclusion. It's easy to become reactive when thinking about behaviour in the classroom, and with the newest policy paper 'Every Child Achieving and Thriving' fresh in our minds we are giving you some low-cost things to consider today.

We know schools are working hard to support a growing number of neurodivergent pupils. Yet too often, support still begins after a child reaches crisis point — when behaviour escalates, attendance drops, or families seek a clinical diagnosis.

A proactive approach is different. It focuses on understanding needs early, adapting environments, and embedding inclusive practice across the whole school.

Here are seven practical shifts schools can make to move from reactive responses to proactive, sustainable neurodivergent support.

1. Move towards needs-led, transdiagnostic assessment

In many schools, support is still closely tied to whether a pupil has a formal diagnosis. However, waiting lists for clinical assessments can be long, and children’s learning needs cannot be put on hold.

A needs-led, transdiagnostic approach focuses on identifying a pupil’s immediate barriers to learning rather than waiting for a diagnostic label. Using classroom observation, screening tools and staff collaboration allows schools to respond early and tailor support to what the child actually needs day-to-day.

This approach aligns with the DfE’s graduated approach outlined in the Special Educational Needs and Disability Code of Practice (Assess–Plan–Do–Review), which emphasises that support should be based on identified educational needs rather than diagnosis alone.

Relevant guidance:

• Department for Education – SEND Code of Practice (2015)
  https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
• Department for Education – SEND and alternative provision improvement plan
  https://www.gov.uk/government/publications/send-and-alternative-provision-improvement-plan

By focusing on needs first, schools can reduce delays, prevent escalation and support pupils sooner.

2. Carry out specialist sensory and communication audits

For many neurodivergent pupils, barriers to learning are not purely academic — they are environmental.

Bright displays, noisy corridors, unpredictable routines or unclear instructions can lead to sensory overload and communication difficulties that affect engagement and wellbeing.

Whole-school sensory and communication audits, conducted with specialists such as occupational therapists or speech and language therapists, can highlight simple changes that make a significant difference. These might include:

• reducing visual clutter on walls
• using softer or neutral lighting
• creating quiet or low-stimulus spaces
• improving visual timetables and communication supports

These adjustments are often low cost but high impact.

They also align closely with the areas Ofsted considers when evaluating inclusion, particularly how schools support pupils with SEND through their environment, curriculum and communication practices.

Relevant guidance:

• Ofsted – School inspection handbook
  https://www.gov.uk/government/publications/school-inspection-handbook-eif
• NHS – Sensory processing and environmental adjustments
  https://www.nhs.uk/conditions/autism/autism-and-everyday-life/

A well-designed environment helps pupils feel regulated, safe and ready to learn.

3. Build neurodiversity into behaviour policies

Traditional behaviour policies often rely on uniform rules and sanctions, yet neurodivergent pupils may experience behaviour challenges linked to sensory overload, anxiety or communication differences.

When these behaviours are treated solely as rule-breaking, pupils can quickly enter cycles of punishment, exclusion and disengagement.

Proactive schools take a curiosity-led approach to behaviour. Instead of asking “What rule was broken?”, staff ask “What is this pupil communicating?”

Updating behaviour policies to include reasonable adjustments for neurodivergent pupils is also an important legal consideration under the Equality Act 2010, which requires schools to avoid discrimination and make adjustments for disabled pupils.

Relevant guidance:

• Department for Education – Behaviour in schools guidance
  https://www.gov.uk/government/publications/behaviour-in-schools--2
• Equality Act 2010 guidance for schools
  https://www.gov.uk/guidance/equality-act-2010-guidance

Policies rooted in understanding rather than punishment help schools reduce exclusions and strengthen relationships.

4. Embed Universal Design for Learning and adaptive teaching

Inclusive classrooms work best when flexibility is built in from the start.

Universal Design for Learning (UDL) encourages teachers to plan lessons that offer multiple ways for pupils to access information, engage with learning and demonstrate understanding.

In practice, this might include:

• offering different ways to record work (typing, voice notes, mini-whiteboards)
• using visual supports alongside spoken instructions
• incorporating pupils’ interests to increase engagement
• allowing movement breaks or flexible seating

These strategies benefit many learners — not just neurodivergent pupils.

The approach supports the DfE expectation that all pupils should access a broad, balanced and inclusive curriculum.

Relevant guidance:

• Education Endowment Foundation – Special Educational Needs in Mainstream Schools
  https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send
• CAST – Universal Design for Learning framework
  https://www.cast.org

When inclusion is designed into teaching, it becomes the norm rather than an adaptation.

5. Deliver whole-school neurodiversity education

Understanding neurodiversity should not sit solely with the SENCO or pastoral team.

Whole-school education programmes can help staff and pupils understand the strengths, differences and experiences of neurodivergent people. Programmes such as Learning About Neurodiversity at School (LEANS) provide evidence-based resources for classroom teaching and staff development.

When the whole school community learns about neurodiversity:

• differences are normalised
• stigma and misunderstanding reduce
• pupils feel less pressure to “mask” their traits

Masking — when pupils hide their natural behaviours to fit in — is strongly linked to school distress, anxiety and burnout among autistic and neurodivergent pupils.

Relevant organisations and resources:

• LEANS – Learning About Neurodiversity at School
  https://www.leanshub.org.uk
• Anna Freud Centre – Schools and mental health resources
  https://www.annafreud.org/schools-and-colleges/

Creating a culture of understanding strengthens belonging, wellbeing and attendance.

6. Strengthen co-production and pupil voice

Families and pupils themselves are often the best experts on what works.

Yet historically, many support plans have been designed for families rather than with them.

A proactive model prioritises co-production, where schools, parents and pupils collaborate to design support. Tools such as SEND passports, one-page profiles or personalised support plans help capture:

• strengths and interests
• sensory needs
• helpful strategies
• communication preferences

Some schools also create student-led peer groups or neurodiversity clubs, providing safe spaces for connection and leadership.

The SEND Code of Practice emphasises that children, young people and parents must be actively involved in decision-making about support.

Relevant guidance:

• SEND Code of Practice – participation of children and parents
  https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
• Council for Disabled Children – participation resources
  https://councilfordisabledchildren.org.uk

Co-production ensures support is authentic, practical and responsive to real experiences.

7. Invest in practical, ongoing workforce development

Finally, lasting change depends on staff confidence.

Many teachers report that they receive limited training on neurodiversity during initial teacher education, leaving them unsure how to respond to complex needs in the classroom.

Effective professional development goes beyond one-off awareness sessions. It should include:

• coaching in de-escalation and regulation strategies
• strengths-based approaches to learning
• opportunities to practise and reflect on inclusive teaching
• collaboration between teachers, SENCOs and specialists

Leadership commitment is key. Increasingly, Ofsted evaluates whether all staff — not just the SENCO — have the skills to support pupils with SEND effectively.

Relevant guidance:

• Ofsted – SEND and inclusion guidance
  https://www.gov.uk/government/organisations/ofsted
• Education Endowment Foundation – Professional development guidance
  https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-development

Investing in staff capability helps schools reduce exclusions, improve outcomes and create truly inclusive learning environments.

Continue the conversation with AMHIE

If the ideas in this article resonate with you, why not take the next step and become part of a growing community committed to improving mental health and inclusion in education?

By joining the Association for Mental Health in Education (AMHIE), you’ll connect with professionals across schools, colleges and support services who are working to create more proactive, inclusive environments for children and young people. Members gain access to expert webinars, practical resources, research-informed guidance and opportunities to share best practice with others in the field.

Whether you are a teacher, SENCO, leader, or mental health professional, AMHIE membership can support you to deepen your knowledge, strengthen your practice and stay informed about the latest developments in mental health and SEND support.

Interested in getting involved?
Explore the benefits and become a member today:

The UK education sector is currently navigating one of its most challenging eras. School leaders are balancing a sharp rise in complex pastoral needs with the rigorous expectations of the 2026 DfE White Paper, ‘Every Child Achieving and Thriving.’ This landmark policy demands inclusive excellence, yet many settings are still firefighting daily crises rather than building long-term resilience. When pastoral demands overwhelm the timetable, the hidden curriculum of mental health becomes a burden rather than a benefit.

To bridge this gap, we must move beyond reactive measures and align with the latest Statutory Guidance on Mental Health and Behaviour. By adopting a structured framework, schools can transform their culture from one of constant coping to one of genuine strategic success, ensuring that statutory compliance becomes the foundation—not the ceiling—of their achievement.

The 8 Pillars of mental health in education

1. Curriculum

Embedding wellbeing within the PSHE curriculum ensures that mental health isn't a one-off topic, but a life skill woven into the fabric of learning. By integrating resilience, social-emotional growth, and even financial or dietary wellbeing into all subjects, you provide pupils with the tools to navigate modern life. This holistic approach ensures that students with specific needs are never side-lined but are instead fully included in a curriculum that values their emotional development as much as their academic progress.

2. Staff

A school’s mental health strategy is only as strong as the people who deliver it. By ensuring all senior leaders are trained and that Mental Health First Responders are available across all staff levels, you create a universal safety net. This pillar focuses on removing the stigma of seeking help and empowering managers to offer non-judgmental signposting. When staff feel supported through regular CPD audits and accessible support systems, they are better equipped to model resilience for their pupils.

3. Processes

Clarity is the antidote to chaos. Having robust, clear processes for identifying needs ensures that no child slips through the net and that interventions are prompt and purposeful. By identifying the right internal and external resources early, schools can move away from reactive crisis management. A structured system for monitoring the impact of these interventions allows leadership teams to see exactly what is working, ensuring that time and budget are spent where they matter most.

4. Statutory Requirements

Compliance often feels like a hurdle, but when mapped correctly, it becomes a protective shield for your setting. This pillar ensures that mental health is integrated into universal risk assessments and that individual stress assessments are standard practice. By aligning your mental health strategy directly with your self-evaluation for inspections (SEF), you create a transparent trail of evidence that demonstrates a proactive commitment to the HSE Management Standards and DfE expectations.

5. Community

Schools do not exist in a vacuum, and a successful strategy must extend to families and external partners. Providing parents with resources, drop-in sessions, and information groups builds a partnership of trust that reduces friction during difficult moments. A collaborative approach to transitions—both to and from feeder settings—ensures that student wellbeing remains stable during times of change, creating a consistent community of care that supports the child at every stage.

6. Student Voice

When pupils influence the mental health strategy, they take ownership of their own wellbeing. Empowering students through young leader schemes or peer mentoring programs creates a culture where signposting and support-seeking are seen as strengths. This pillar ensures that the student body doesn't just receive support, but understands the policies and knows how to navigate them, fulfilling the UNCRC’s mandate for children to have a say in the matters that affect them.

7. Leadership

For a mental health strategy to be effective, it must be championed from the top. A published, transparent strategy—led by a designated coordinator and supported by the governing body—sends a clear message that wellbeing is a core priority. This pillar ensures that oversight is shared and that policy covers both pupils and staff equally. It provides the structural backbone necessary to turn a vision into a sustainable, school-wide reality that stands up to external scrutiny.

8. Ethos and Environment

The final pillar is about the heart of the school. By adopting a trauma-aware approach, every member of staff recognises their role in fostering a sense of safety and belonging. This isn't just about the physical environment, but the emotional one. Recognising that safety is a prerequisite for learning allows schools to create a core offer where every pupil feels they belong, ensuring the setting meets the "Achieving and Thriving" standards by addressing the root causes of wellbeing needs.

The Power of a Unified Strategy

The 8 Pillars work because they dismantle the silos that often exist in educational settings. Rather than treating staff wellbeing, student voice, and statutory compliance as separate tasks, this framework binds them together into a single, cohesive engine for growth. The key takeaway is simple: when you move from a reactive crisis model to a proactive pillar model, the pressure on senior leadership decreases as the capacity of the entire school community increases.

By implementing these pillars, your setting isn't just checking a box for a mental health strategy—you are building a resilient ecosystem. You are creating a space where staff are protected from burnout, parents feel like partners, and pupils have the emotional stability to reach their full potential. This is how schools meet the challenges of 2026 and beyond: by making mental health the foundation of everything they do.

The Department for Education (DfE) has today unveiled a transformative set of reforms for post-16 education, introducing V Levels as a new cornerstone of the UK’s qualification landscape. These changes, part of the government’s mission to ensure two-thirds of young people are in high-quality training or education by age 25, carry significant implications for the mental health and wellbeing of students navigating the high-pressure transition from GCSEs.

As the essential partner for mental health leads and school leaders, AMHIE is committed to keeping you informed on how these policy shifts affect your setting's compliance and student support strategies.

What are V Levels?

V Levels are sector-focused qualifications designed to sit alongside A Levels and T Levels. Crucially, they are equivalent to one A Level, allowing students to "mix and match" academic and technical study. This flexibility is intended to reduce the "all-or-nothing" pressure many students feel when choosing between purely academic or purely vocational routes—a known stressor for Year 11 students.

The first V Level subjects, launching in 2027, will include:

• Education
• Finance
• Digital

The New Three-Pathway System

The government is moving towards a "Gold Standard" framework consisting of three clear routes at Level 3:

1. A Levels: Primarily academic.
2. T Levels: Technical qualifications with industry placements (now expanding to include Sports, Fitness and Exercise Science and Care Services).
3. V Levels: The new alternative for students who want a blend of both.

Timelines for Implementation

Educational settings should take note of the following milestones to ensure long-term planning and student transition support:

• September 2026: Launch of new Level 2 qualifications, including the Foundation Certificate (for those progressing to Level 3) and the Occupational Certificate (for those entering the workforce).
• 2027: First students begin the inaugural V Level courses in Education, Finance, and Digital.
• Ongoing: Phased removal of funding for legacy Level 3 qualifications (such as certain BTECs) that overlap with the new system.

Why This Matters for Mental Health Leads

At AMHIE, we know that clarity and stability are vital for student wellbeing. A recent government poll found that 24% of parents lack confidence in their child’s understanding of post-GCSE options. Uncertainty regarding future pathways is a significant driver of anxiety in adolescents.

These reforms aim to:

• Reduce Educational Snobbery: By valuing all routes equally, the government hopes to foster a sense of belonging and achievement for students who may not thrive in traditional academic settings.
• Support Lower Attainers: New "stepping stone" qualifications will be introduced for the one-third of 16-year-olds who do not achieve a Grade 4 in English or Maths, providing a structured path rather than the "failure cycle" of repeated resits without support.

AMHIE’s Perspective

While the government’s investment of nearly £800 million into 16-19 education is a welcome step towards "national renewal," the transition period is often where student and staff stress is highest.

"For many years, the lack of certainty in the qualification landscape has been a burden for both staff and students," says David Hughes, Chief Executive of the Association of Colleges. AMHIE echoes this sentiment, highlighting that a clearer system can lead to better-informed decisions, reducing the risk of students ending up on courses that do not suit their needs or mental wellbeing.

Stay Informed and Compliant

As these reforms move from announcement to implementation, AMHIE will continue to provide our members with:

• Policy Updates: Real-time analysis of how these changes impact DfE and Ofsted compliance.
• CPD and Training: Targeted sessions on supporting students through the "Post-16 Transition."
• Resources: Toolkits for Mental Health Leads to help students manage the anxiety of the new qualification choices.

Not a member yet? Join our community of over 1,500 trained Mental Health Leads to stay ahead of these changes. Explore our Free and Paid Membership options here.

Source: Department for Education: First V Levels subjects revealed as part of landmark reforms

The digital landscape is shifting. On 2nd March 2026, the UK Government launched a landmark consultation aimed at fundamentally redesigning the digital childhood. Covering everything from social media age bans and overnight curfews to the regulation of AI chatbots, this initiative marks the most ambitious step yet in protecting children’s digital wellbeing.

For members of the Association of Mental Health in Education (AMHIE), this is not just a policy update—it is a critical development in the "Whole School Approach" to wellbeing.

Why Schools Must Pay Attention

Schools are often the first to witness the fallout of unregulated digital access. From the infinite scroll causing chronic sleep deprivation to the complex social dynamics of unregulated gaming platforms, the impact on the classroom is undeniable.

Education Secretary Bridget Phillipson has highlighted that while technology offers opportunities for learning, the balance is currently skewed. By following this consultation, schools can move from a reactive position—dealing with the consequences of online harm—to a proactive one, where they help shape the safety standards that will protect their pupils for years to come.

Looking Ahead: What to Expect

The government is moving beyond simple awareness. We are entering an era of legislative enforcement. Here is what schools should anticipate:

• New Statutory Guidance: For the first time, the government is publishing specific guidance on healthy screen time for children aged 5 to 16. This will likely become a cornerstone of PSHE and safeguarding policies.
• Algorithmic Regulation: Expect a crackdown on "addictive by design" features. If platforms are forced to disable autoplay and infinite scrolling for minors, schools may see a positive shift in student concentration and emotional regulation.
• The Rise of AI Companionship: A major focus of the consultation is children using AI chatbots as "friends" or for mental health advice. Schools will need to prepare for the unique safeguarding risks posed by AI-generated content and emotional dependency on bots.

Next Steps: What Schools Should Do Now

The consultation period is a vital window for the education sector to influence the final legislation. Here is how your school can take action:

1. Participate in the Consultation: The government has created dedicated versions for young people and parents. We recommend that Mental Health Leads and DSLs share these links with their school communities to ensure the voice of the classroom is heard before the 26 May 2026 deadline.
2. Review the 'Kids Online Safety' Resources: Utilise the new government campaign website which provides immediate, practical support and conversation starters for parents.
3. Audit Your Digital Wellbeing Curriculum: Now is the time to check if your PSHE lessons address the specific nuances mentioned in the press release—such as the risks of AI chatbots and the importance of digital curfews for sleep hygiene.
4. Prepare for Pilots: The government will be running real-world pilots to test social media restrictions. Stay informed through AMHIE updates to see if your school or local authority can participate in or learn from these evidence-gathering exercises.

The path to a safer digital childhood is a collective responsibility that requires a unified front between policymakers, tech platforms, parents, and educators. By engaging with this consultation, schools can move beyond simply managing the symptoms of online harm in the classroom. Instead, you have a unique opportunity to use your frontline expertise to help redesign a digital world that actively supports, rather than undermines, the mental health and cognitive development of the next generation. This is our chance to ensure that the technology following our students home at night is built with their wellbeing—not just their engagement—in mind.

Support Your School’s Digital Wellbeing Journey

Navigating the rapid changes in online safety and AI can feel like a mountain to climb for busy educators. At The Association of Mental Health in Education (AMHIE), we are dedicated to ensuring you don’t have to do it alone.

We provide the community, evidence-based tools, and expert-led guidance you need to turn national policy into practical, classroom-ready strategies.

How We Can Help You Right Now:

• Become a Member: Join a nationwide network of Mental Health Leads and DSLs. Gain exclusive access to our policy templates, deep-dive webinars on the latest government consultations, and a community forum to share best practices.
  • Explore Membership Options
• Access Our Resource Hub: From "Digital Hygiene" lesson plans to "AI & Mental Health" briefing papers, our resources are designed to help you meet the requirements of the new Online Safety standards and beyond.
  • Browse Resources & Toolkits
• Stay Informed: Sign up for our newsletter to receive the latest updates on the Government’s digital wellbeing pilots and practical advice on how they will affect your school.

Don’t wait for the legislation to change—prepare your school today. Join AMHIE and lead the way in digital wellbeing.

Digital Wellbeing Curriculum Audit Template:

This template is designed for Mental Health Leads, PSHE Leads, and DSLs to RAG (Red, Amber, Green) rate their current provision against the emerging themes in the March 2026 Government Consultation.

How to use this audit:

1. Red (Urgent): Topic is not currently covered. Plan a "drop-down" session or integrate into the next PSHE unit.
2. Amber (Developing): Topic is mentioned but lacks depth or up-to-date terminology (e.g., mentions "online safety" but not "generative AI risks").
3. Green (Embedded): Topic is fully integrated, age-appropriate, and reflected in the school’s wider culture and policies.

So here we are in February and we finally have an answer to the question that's been looming on the horizon since September last year - 'when is this White Paper going to show anyway?' I'm certain that it has been quite the whirlwind since it's release, with everybody giving their opinion and weighing in with a 'quick summary' or 'what's included'.

Here in the AMHIE headquarters the talk has mostly been around the merging of mental health and SEND in a lot of the discussions. We want to be quite clear here mental health should not be treated as synonymous with SEND.

Although they can overlap, mental health is a universal human experience that will affect every pupil and member of staff at some point.

We stand on the side that schools should very much adopt a whole-school, preventative approach to mental health — embedding resilience, coping strategies and emotional wellbeing into their culture — rather than limiting support to those who meet SEND thresholds.

Coming up in March:

• Mental Health Conference North: Delivered in Newcastle 2nd March - book here
• Advanced Mental Health Lead Training: 9th March 2026, 20th May 2026 & 16th June 2026 – Book the Live Online Course
• Our next podcast episode - register your interest in participating with Lily on lily.blakeledge@rootofit.com

• Mental Health: Are you ticking the right boxes?: We now have 4 dates for regional conferences starting with North in March 2026, visit https://amhie.com/mental-health-conferences/ to book your place.
• AMHIE Membership: Our membership offer covers everything your team need to promote DfE and Ofsted compliance for mental health visit for more info: https://amhie.com/membership-to-amhie/
• AMHIE Training: Members get a 30% discount on all training bookings using their exclusive code, join us to get your code. https://amhie.com/training/

Introducing Mental Health First Responder training from AMHIE and Mental Health Courses

This intensive two-day training programme is designed to equip individuals with the confidence, knowledge and practical skills needed to recognise and respond to signs of mental distress.

AMHIE members can get money off their course bookings with their discount code and redeem conference ticket purchases against cost price.

Available dates:

• Daytime - 5-6 May
• Evening 11/18 May 1/8 June
• Daytime 8-9 June

Alerts and Releases February 2026

• DfE Policy update: Every child achieving and thriving
• Government ends runaway independent special school fees: Children’s progress put first as government ends runaway independent special school fees
• More support for children through foster care: what you need to know
• Free breakfast club roll out: everything you need to know 
  

Our Blog February 2026

• Children's Mental Health Week 2026: Belonging explore our brand new evidence based toolkit focusing on practical steps to inclusion and belonging at your setting.

February 2026 has been a landmark month for the UK education sector, defined by the release of the most significant policy overhaul in years: the Schools White Paper, "Every Child Achieving and Thriving." For the Association of Mental Health in Education (AMHIE), this month has been equally pivotal. As you have been "moving things around" and launching your new training offers, the national landscape has shifted toward a model that places inclusion and early intervention at the very heart of the school system.

1. The Schools White Paper: A New Vision for SEND

Published on 23 February 2026, the "Every Child Achieving and Thriving" paper represents a ten-year vision for England’s schools. The central pillar is a radical reform of the Special Educational Needs and Disabilities (SEND) system, moving away from a "battle" for support toward a tiered, inclusive mainstream model.

Key Policy Shifts:

• The Three-Tier Support Model: 1. Universal: High-quality adaptive teaching and calm environments for all. 2. Targeted / Targeted Plus: Small group support and access to "Experts at Hand" (educational psychologists and speech therapists). 3. Specialist: EHCPs (Education, Health and Care Plans) reserved for the most complex needs.
• Individual Support Plans (ISPs): Every child with additional needs will now have a digital ISP to record day-to-day support, aiming to reduce the administrative burden of traditional EHCPs.
• Inclusive Mainstream Fund: A £1.6 billion investment over three years to help schools build "inclusion bases"—dedicated spaces for students who need extra support but remain within mainstream education.

2. Mental Health and Wellbeing in Focus

The White Paper explicitly links academic achievement to mental wellbeing and belonging. This creates a direct mandate for the work AMHIE does, as the government seeks to shift school culture from "withdrawn" to "engaging."

National Discussions & Inquiries:

• Joint Parliamentary Inquiry: The Education and Health and Social Care committees launched a joint inquiry this month into children’s mental health. They are investigating the "long-overdue" link between support systems and the rising rates of school refusal and anxiety-related absence.
• Wait-Time Reductions: There has been a renewed push to integrate Mental Health Support Teams (MHSTs) more deeply with specialist CAMHS to tackle the backlog of neurodiversity and mental health assessments.

3. Higher Education & The Workforce

• Tuition Fees & Funding: The government confirmed that university tuition fees will rise in line with inflation (RPIx) starting in Autumn 2026, reaching £9,790.
• Teacher Recruitment: Alongside the White Paper, the "6,500 Additional Teachers Delivery Plan" was laid in Parliament, aiming to tackle the chronic retention crisis by improving maternity pay and workload through AI-assisted benchmarking.
• Industrial Action: Despite legislative changes in the Employment Rights Act 2025 that simplified balloting, February saw continued strikes from the National Education Union (NEU) in specific FE colleges over pay and "safeguarding risks" related to staffing levels.

4. AMHIE: Leading the Charge into March

It is clear why February has been so busy for the Association. The White Paper’s emphasis on "National Inclusion Standards" and the £200 million universal SEND training budget creates a massive opportunity for your new training offers.

The Newcastle Show & Training

As you prepare for the Newcastle Show, the sector is looking for practical ways to implement these new "Inclusion Strategies." Your focus on Mental Health First Responders and the 8 Pillars of Mental Health Strategy aligns perfectly with the new requirement for schools to "proactively plan" their support rather than reacting to crises.

Note for AMHIE Members: The government’s 12-week consultation on these SEND reforms is now open until 18 May 2026. This is a crucial window for the Association to influence how "Individual Support Plans" will account for fluctuating mental health needs.

The "Every Child Achieving and Thriving" white paper outlines a comprehensive plan for the next decade of education, focusing on three core shifts: moving from a narrow to broad curriculum, ensuring children who were side lined are included, and bringing families from withdrawn to engaged.

The most significant changes announced include:

1. Structural and Funding Reforms

• Move to School Trusts: The government intends for all schools to join or form high-quality school trusts, including the creation of new trusts established by local authorities or local area partnerships.
• Targeted Disadvantage Funding: A new model for targeting disadvantage funding will be tested, potentially shifting from Free School Meals (FSM) eligibility to a stepped model based on household income and the length of time a family has been in poverty.
• Place-Focused Missions: Two specific missions—Mission North East (focused on white working-class outcomes) and Mission Coastal—will be launched to tackle entrenched disadvantage in specific geographical areas

2. SEND and Inclusion Reforms

• Financial Investment: An Inclusive Mainstream Fund of £1.6 billion will be provided over three years to support needs early in mainstream settings.
• Experts at Hand Service: A new £1.8 billion service will be created to give schools quicker access to speech and language therapists, educational psychologists, and other professionals
• Specialist Provision Packages: New nationally defined, evidence-based packages will form the basis for future Education, Health and Care Plans (EHCPs), ensuring more consistent support across the country.
• Individual Support Plans (ISPs): All schools will be required to create digital ISPs for any child with identified SEND to capture barriers to learning and day-to-day provision

3. Workforce and Teacher Support

• New Teachers: The government plans to recruit 6,500 more expert teachers across secondary schools, special schools, and FE colleges.
• Maternity Pay: Funding will be provided to double full maternity pay from 4 weeks to 8 weeks for school teachers and leaders starting in the 2027/28 academic year.
• Teacher Training Entitlement: A new entitlement will ensure every teacher and leader can access high-quality professional development throughout their career.
• Support Staff Body: The launch of the School Support Staff Negotiating Body (SSSNB) to negotiate pay, terms, and conditions for support staff

4. Curriculum, Standards, and Attendance

• Enrichment Entitlement: Enrichment will become a common entitlement for all children, covering arts, culture, sport, and civic engagement, supported by an Enrichment Framework and targeted funding.
• Attendance Targets: The government aims to restore attendance to over 94% by 2028/29, recover learning time equivalent to 20 million more days of school each year.
• National Year of Reading: 2026 has been designated as the National Year of Reading, accompanied by new statutory reading tests for Year 8.
• Updated Curriculum: A refreshed National Curriculum will be implemented for first teaching in 2028, with updated GCSEs following in 2029

5. Accountability and Technology

• Trust Inspections: Ofsted will introduce independent inspections of school trusts to assess the quality of leadership and support provided across multiple schools.
• School Profiles: New digital "School Profiles" will replace narrow data points, giving parents a rounded picture of a school’s performance, including enrichment and attendance.
• AI Tutoring: The government will support the development and trialling of AI tutoring tools for secondary school children, aiming for scale by the end of 2027.
• Data Spine: A new "data spine" will be created to connect and share information across different systems in education, such as pupil records and assessments

Our promise to you:

We will keep you up to date with all the new policy and implementation for the new white paper with our membership offer. You can join for free or if you want more options for services and training we have paid options.

Look out for our upcoming webinar and further information from AMHIE Chair Richard Daniel Curtis and our Steering Group.

Why relationships matter more than ever in schools.

When children talk about school, they rarely start with lessons or policies. They talk about people. A teacher who noticed them. An adult who listened. Someone who treated them fairly.

Research consistently shows that teacher relationships are one of the strongest predictors of a pupil’s sense of belonging to school. Across international studies involving young people in more than 75 countries, the emotional tone set by teachers — their empathy, fairness and availability — plays a decisive role in whether pupils feel connected or marginalised.

In the UK context, where schools are navigating increasing complexity around behaviour, inclusion, mental health and attendance, relationships are not an “extra”. They are foundational.

Belonging is emotional before it is academic

Teachers do far more than deliver curriculum content. For many children, they are mentors, stabilising figures and trusted adults.

Pupils report feeling a stronger sense of belonging when they believe that teachers care about them as people, not just as learners. Friendliness, fairness and emotional availability matter deeply. When children feel emotionally safe, they are more likely to ask for help, share concerns and remain engaged with school life.

This aligns closely with current DfE guidance on pupil wellbeing and behaviour, which emphasises the importance of relationships, consistency and adult understanding in creating calm, safe learning environments. Where relationships are weak or inconsistent, belonging erodes — often silently.

The everyday interactions that make or break belonging

Belonging is not created through one-off initiatives. It's built — or undermined — through hundreds of small, daily interactions.

• Fairness matters: Pupils who perceive their teachers as fair report a significantly stronger sense of belonging. This does not mean treating every child the same, but treating them equitably and predictably. Inconsistent sanctions, public reprimands or perceived favouritism can quickly damage trust. This is particularly relevant in the context of Ofsted’s increased attention to behaviour cultures and inclusion, where inspectors are looking beyond policies to how they are experienced by pupils.
• Individualised attention counts: Young people value moments where teachers take time to listen, notice changes in behaviour, or acknowledge personal experiences. These interactions do not need to be lengthy, but they do need to be genuine.
• Presence beyond the classroom: Belonging is shaped just as much in corridors, playgrounds and transition times as it is in lessons. Proactive, relational presence during these moments — a conversation at the door, a check-in after a difficult lesson — can help pupils feel seen and settled.

Inclusion is relational, not just structural

A teacher’s attitudes towards difference and diversity significantly influence the quality of their relationships with pupils.

SEND inclusion: Research shows that teachers with positive attitudes towards the inclusion of pupils with SEND engage in longer, higher-quality interactions, supporting participation and reducing isolation. This complements UK expectations around inclusive practice and reasonable adjustments, but goes further by highlighting the relational dimension of inclusion.

Reframing behaviour: Belonging is enhanced when behaviour is understood as communication rather than defiance. Punitive, sanction-heavy approaches may achieve short-term compliance, but they often damage relationships and disproportionately affect vulnerable pupils.

Current DfE behaviour guidance encourages understanding underlying need — relationships are the mechanism through which this understanding becomes possible.

Cultural competence: Teachers play a critical role in ensuring that pupils from minority or immigrant backgrounds feel that their identities are recognised and respected. Cultural competence — curiosity, reflection and willingness to learn — directly affects whether pupils feel they belong or feel required to mask parts of themselves to fit in.

Belonging grows when pupils have agency

Strong teacher relationships are not based on control; they are based on shared power.

When pupils are included in decisions about their learning, behaviour support or school experience, they are more likely to feel safe and valued. Dialogue, reflection and choice reduce power imbalances and make it easier for marginalised pupils to share their experiences.

This aligns with growing recognition in UK education of pupil voice, particularly in wellbeing, safeguarding and inclusion work.

Belonging is strengthened when children feel that their voice matters — and teachers are often the gatekeepers to that experience.

Staff wellbeing makes relational work possible

Relational practice cannot thrive in systems that exhaust the adults within them.

Time and capacity: High administrative demands and constant pressure reduce the emotional capacity teachers have available for pupils. When every interaction is rushed, relational work becomes harder to sustain.

Teacher belonging: Teachers who feel trusted, supported and valued by leadership are more confident and creative in their relational work. There is a direct connection between staff belonging and pupil belonging.

Leadership sets the tone: When school leaders model care, empathy and relational leadership, they create a cycle of connectivity. Relationships become central to the culture, not dependent on individual goodwill. This reflects Ofsted’s increasing focus on staff wellbeing and leadership culture as part of school effectiveness.

Teacher relationships as a protective factor

For some pupils, a strong relationship with a teacher is not just beneficial — it is protective.

Children exposed to adversity, community violence or socio-economic disadvantage are particularly vulnerable to disconnection from school. A consistent, caring relationship with a trusted adult can act as a stabilising force, helping to buffer against external stressors.

In these cases, belonging becomes a form of early intervention.

Moving forward: relationships as a system priority

Enhancing belonging through teacher relationships is not about asking teachers to “do more”. It is about doing things differently — aligning systems, expectations and leadership around what we already know works.

Belonging grows where relationships are prioritised, protected and supported at every level of the school system.

As we reflect during Children’s Mental Health Week, the question is not whether relationships matter — the evidence is clear. The question is whether our systems are designed to allow them to flourish.

Lily Blakeledge

The Team at AMHIE

February 2026

Take Action: Get Your Free Resources & Join AMHIE

To support reflection during Children’s Mental Health Week, we’ve created a free practical toolkit designed to help education professionals think about how belonging shows up in their school or organisation.

The Children’s Mental Health Week Toolkit: This Is My Place includes three ready-to-use resources grounded in evidence and everyday practice:

• Free Resource 1: School Culture Reflection Audit
• Free Resource 2: Classroom Belonging Reflection Questionnaire
• Free Resource 3: Pupil Support Planning Template (Belonging-Focused)

These resources are available to our free members, alongside access to our wider library of practical toolkits and guidance focused on mental health in education.

Sign up for free membership to access the toolkit and stay connected with future resources and learning opportunities. needed for whole-school implementation.

An interesting article on reframing classrooms for inclusivity: https://www.weareteachers.com/best-flexible-seating-options/

Harness belonging. Secure your resources now.

#ChildrensMentalHealthWeek #Belonging #MentalHealthInEducation #SchoolCulture #AMHIE