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:

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

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

In January 2026, the Department for Education released updated guidance on mobile phones. Following this, Bridget Phillipson released a message stating "All schools in England should follow new government guidance and be phone-free for the entire school day." Whilst acknowledging the need for reasonable adjustments for pupils with special educational needs or disabilities, AMHIE has provided some additional guidance on access to mobile devices for pupils.

To comply with the DfE policy, schools in England must establish a phone-free environment that covers the entire duration of the school day, including breaks and lunchtimes. While headteachers have the discretion to choose a delivery model that fits their context—ranging from a total ban on school grounds to a "never seen, never heard" policy—they are being asked to formalise these rules within official Behaviour Policy. This includes setting clear sanctions and utilising statutory powers to search for and confiscate devices. To support this culture, staff are expected to lead by example by not using personal phones in front of pupils, and schools must proactively educate both students and parents on the benefits of the ban.

However, the policy must remain flexible enough to meet legal obligations under the Equality Act 2010. Schools are required to make reasonable adjustments for pupils with specific medical conditions, such as diabetes, as well as for students with SEND or young carers who may require device access for essential communication or health monitoring.

5 things to consider when making reasonable adjustments to mobile phone bans:

1. A reasonable adjustment is unlikely to be full time mobile phone use: There may be some exceptions, such as a young person who monitors their heart or blood sugar constantly, however most reasonable adjustments will lead to some limited access to a mobile device for a particular purpose.
2. Any arrangements that you make to enable phone access need to be practical: Whilst it may seem reasonable to arrange to keep a mobile in the Head of Year's office, their teaching commitments, meetings or diaries may make the phone practically inaccessible. Arrangements with an office that is staffed all of the time, such as reception, are far more practical.
3. Keep a written record of any adjustments: Anything that you decide for the individual child needs to be recorded in written form, this will help to ensure that you have a record to look back on but also to cover all bases from any legal perspective and to enable all staff to easily access information pertaining to each individual case. Individual education plans, or Personal Education Plans should be updated to reflect these reasonable adjustments.
4. Minimise access to the device: There is a risk that access to the device could be abused, for example used as an excuse to leave a lesson. Clear boundaries should be put in place, depending on the needs of the young person, to allow them the access they require, without allowing them too much access, which could cause an inequality for other pupils.
5. Monitor the use of their device: There are many complexities that could come into play when one young person has something that is outside of the normal systems. Be mindful of how the child is acting, ask yourself, 'do they seem withdrawn?' or 'are they asking for more access based on yesterday?'. Any changes in usage could indicate a problem arising such as bullying or even that they are using the device on behalf of others.

You can find our full playlist of videos from AMHIE Chair Richard Daniel Curtis here: Reasonable adjustments for mobile phone bans.

Further support for implementing mobile phone bans across your setting:

We know that many of you would have already implemented/created policy surrounding the use of devices in the classroom, but with this step up there is a bit more legwork to do to ensure DfE compliance. It’s clear that restricting mobile phone use can have significant academic benefits, especially for students who are more easily distracted. The impact on well-being is equally complex. The link between excessive smartphone use and poor mental health is well-documented, making the school day a prime opportunity for a “digital detox.”

Here's our guide on developing mobile phones policy:

Here is an FAQ page that we have put together for parents and carers that you can share/edit for your own setting:

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Every year on 24 January, the world marks the International Day of Education, celebrating the role that learning plays in fostering peace, development and human dignity. In 2026, the theme is “The power of youth in co-creating education” — a reminder that education systems are strongest when shaped with those they serve. Rather than positioning young people as passive recipients, this year’s observance highlights the value of students as active partners and co-creators in shaping how they learn and grow.

For educators, school staff and mental health practitioners in the UK, this theme resonates deeply with long-standing calls for more meaningful student involvement in school life. Co-creation goes beyond consultation or asking for views; it involves sharing power, developing transparent feedback loops, and supporting learners to contribute to decisions that affect their everyday experiences. This matters for mental health because feeling heard and respected is strongly linked to a sense of belonging, agency and wellbeing — all of which are protective factors in children and young people’s emotional development.

Student Voice

Research and practice in the UK increasingly recognise the importance of student voice and participation in promoting mental health. For example, participation in decision-making is identified by mental health experts as a vital component of empowerment, helping to shape effective support services and avoid unintended harm (Student Minds, 2025). When young people are involved in shaping the supports and systems around them, they are more likely to engage, feel understood and benefit from environments that respond to their real needs.

Linking participation to wellbeing also echoes broader educational priorities in the UK. Schools and colleges have been encouraged to adopt whole-school approaches to mental health, which integrate wellbeing across the curriculum, policies and culture rather than treat it as an add-on. For instance, recent conferences such as the Education in Mind event in Liverpool brought together professionals from education, health and social care to explore what a joined-up approach looks like in practice — emphasising collaboration as key to strengthening mental health support.

Tools supporting co-creation

In this spirit, simple tools that support co-creation can play a meaningful role. One example — developed for Association of Mental Health in Education (AMHIE) members — is the “You Said, We Did” approach, designed to help schools and colleges respond visibly to student feedback. By inviting learners to share views, collaboratively identifying achievable actions, and communicating outcomes transparently, educational settings can send a powerful message: student voices matter and can influence real change. This not only builds trust but also reinforces a sense of collective agency, which is vital for emotional wellbeing.

Co-creation doesn’t replace specialist mental health support, nor does it solve all challenges on its own. However, it aligns with the evidence that mental health in education is not just about clinical services but also about cultures and relationships that support young people’s sense of control and belonging. As we mark International Day of Education this January, adopting co-creative practices can be a practical way for schools and colleges to honour young people’s insights, deepen their engagement, and contribute to a healthier, more inclusive educational experience.

You Said, We Did

This resource is designed for education staff who want to explore ways of responding to student feedback meaningfully, without adding extra workload. It can be used by teachers, pastoral staff, school leaders, or anyone working with young people who wishes to encourage participation and trust in their school community. If you liked this free resource, consider joining us a member and we'll send you monthly resources and information designed to save you time and boost your understanding of current trends in mental health in education.

Here's your free guide to implementing 'you said, we did'

Primary:

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Further Education:

As educators and Mental Health Leads, we are often on the frontline of the shifting developmental landscape. A recent research brief from the Children of the 2020s study, titled Home Learning Environment and Screen Time at Age 2, offers a sobering look at the early childhood experiences of the cohort currently heading toward our nursery and reception classrooms.

The findings present a clear challenge for the AMHIE community: how do we prepare for a generation of learners shaped by record-high screen usage and a widening gap in home learning support?

The Data: A New Digital Norm

The study, which surveyed over 8,500 families, highlights a significant shift in how toddlers spend their time. While the World Health Organization (WHO) recommends no more than one hour of screen time daily for 2-year-olds, the reality is starkly different:

• Daily Usage: 56% of 2-year-olds use screens every single day, with only 2% having no screen exposure at all.
• The 140-Minute Average: On average, 2-year-olds spend 140 minutes a day on digital devices—nearly two and a half times the recommended limit.
• The Trend: Only 34% of toddlers today (2020s) meet the WHO screen time guidelines, a drop from 46% a decade ago.

The Link to Mental Health and Learning

For schools, the most critical takeaway isn't just the quantity of screen time, but its correlation with developmental outcomes. The research identifies a "double burden" for children in lower-income households, who often experience higher screen time alongside a less active Home Learning Environment (HLE).

• Emotional & Behavioural Risks: Roughly 25% of the children studied scored above the threshold for possible emotional or behavioural problems.
• Vocabulary Gaps: Higher screen time and lower HLE scores were directly associated with lower vocabulary scores at age 2.
• The Caregiver Connection: The study found a strong link between caregiver mental health and child outcomes. Parents experiencing depression or anxiety were more likely to report higher child screen time and a greater likelihood of their child facing emotional challenges.

What Schools Need to Do: A Call to Action

This data isn't just a "home issue"—it is a school readiness issue. When these children arrive at our gates, the "vocabulary gap" and "regulation gap" will already be entrenched. Here is how schools can respond:

1. Reclaim the "Language-Rich" Environment With 2-year-olds spending over two hours a day on screens, schools must double down on oral language interventions. Ensure Early Years settings are "screen-free" zones that prioritise back-and-forth interaction to counteract the passive nature of digital consumption.

2. Targeted Parental Support for HLE The research shows that only 32% of the lowest-income families read to their children daily, compared to 77% of the highest-income families. Schools should move beyond just "sending books home" and instead offer workshops that model how to engage in the Home Learning Environment, focusing on low-cost, high-impact activities like singing, storytelling, and play.

3. Early Identification by Mental Health Leads Mental Health Leads should use this data to refine their early identification triggers. If a child enters school with significant regulation or communication delays, practitioners should consider the home digital diet and caregiver wellbeing as part of a holistic assessment.

4. Supporting the "Whole Family" Given the link between caregiver anxiety/depression and child screen time, schools must act as hubs for family wellbeing. Strengthening ties with local health visitors and providing "low-stigma" mental health signposting for parents can improve the child’s environment before they even reach the classroom.

Final Thoughts

The "Children of the 2020s" study reminds us that the digital world is a permanent fixture in our students' lives. However, it also reaffirms that the fundamentals of human development—conversation, reading, and stable adult mental health—remain the greatest predictors of success. By understanding these trends now, we can ensure our schools are ready to support every child, no matter their digital starting point.

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Growing up today can feel overwhelming. Young people are navigating school pressure, social media, family expectations, changing identities, and a world that rarely slows down. It’s no surprise that stress, anxiety, and self-doubt are so common. One skill has been shown to make a powerful difference across all these challenges: psychological flexibility.

Psychological flexibility is the ability to stay present, adapt to what life throws at you, and keep taking steps toward what really matters, even when thoughts and feelings are uncomfortable. Instead of trying to eliminate stress or “fix” emotions, flexible people learn how to respond wisely rather than react automatically.

This skill is especially important for young people because that developmental period is defined by intense emotions and rapid change. Developing psychological flexibility early on in one’s life provides a foundation for lifelong wellbeing, resilience, and meaningful goal-setting.

The DNA-V Model: A Map for Flexibility

One of the most engaging and youth-friendly ways to teach psychological flexibility is through the DNA-V model. This model, based on Acceptance and Commitment Therapy (ACT), turns complex psychological ideas into practical everyday skills.

DNA-V stands for Discoverer, Noticer, Advisor, and Values.

Discoverer is the part of you that explores, experiments, and learns by doing. It’s about trying new things, making mistakes, and staying curious. When young people avoid challenges because they fear failure, the Discoverer goes quiet. Re-awakening this part builds confidence and courage.

Noticer is your awareness system. It helps you notice what’s happening inside your body and mind, and what’s happening around you. By learning to notice emotions, tension, or excitement without immediately judging them, young people become better at handling stress and regulating big feelings.

Advisor is the inner voice that gives commentary: “I’m not good enough,” “This will go wrong,” or sometimes, “You’ve got this.” The problem isn’t having an Advisor (everyone does!) but believing everything it says. DNA-V teaches young people to recognise thoughts as just thoughts, not facts.

Values answer the question: What kind of person do I want to be? Values are not goals like getting good grades or being popular. They are qualities such as kindness, creativity, bravery, or honesty. Values provide direction when life feels confusing or painful.

Why This Matters

When young people learn DNA-V, they gain a simple language that helps them to understand and make sense of their inner world. They learn that uncomfortable feelings don’t have to control their actions. They learn that mistakes are part of growth. And most importantly, they learn how to choose behaviour that is in line with what truly matters to them.

Psychological flexibility is not about being calm all the time or never struggling. It’s about moving forward with awareness and purpose, even when things are hard. In a fast-changing world, it may be one of the greatest gifts we can offer the next generation.

About the Author: Nic Hooper

Nic is an expert in clinical psychology who is employed primarily as a Senior Practitioner and Research Lead at Enable Inclusion Trust, where he works with families and schools to ensure the best outcomes for young people having wellbeing struggles in education. Nic also provides consultancy in various forms (workshops, trainings, wellbeing events, writing support, research analysis and coaching), lectures at Cardiff University and spends a fair amount of time writing. For example, Nic has authored many scientific articles, book chapters, and magazine articles, and has written five books. Nic is also a co-director of Connect (which is a psychological flexibility wellbeing curriculum for primary schools), and he regularly uploads videos to his popular Youtube Channel (Dr Nic Analyses).

Get in touch with Nic: nichooper7@googlemail.com

Access Connect Curriculum: http://www.connectcurriculum.org/ (you can sign up but full services are not yet live) Connect is a global, evidence-based wellbeing curriculum for children aged 4 to 11. It's completely free! No payment details taken. No catch. Give your pupils better wellbeing skills today.

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By Lily Blakeledge

24th December 2025

As we reach the final days of December, I find myself reflecting on the year not just from my desk at AMHIE, but from the arena.

For those of you who don’t know me well yet, I am a horse-riding instructor in my spare time (and previously full time). I spent a lot of my time working at disabled riding schools, and if there is one thing that environment teaches you, it’s the power of the "unspoken." In the arena, you quickly learn that you cannot force a connection or a result; you must create the right conditions for it to happen. I see a lot of parallels between that work and what we do in education.

Whether I’m working with a neurodivergent rider or a student in a classroom, the core need is the same: they need to feel safe, understood, and regulated before any "learning" can take place.

My husband works in care, so our evenings are often spent comparing notes on two systems that feel increasingly intertwined. We see the same patterns of stretched resources and incredible human resilience. At 40, without children of my own, I’ve had the space to reflect on how our education system has evolved since I was in the classroom. This year has felt different. Between the quiet focus of the stables and the high-energy chaos of the music festivals I love to attend, I’ve noticed a shift in the "frequency" of our sector—a move away from just talking about the crisis and toward actually building the infrastructure to manage it.

The Referrals Deadlock: Being Honest About the "Wall"

While we’ve seen big announcements this year, we must talk about the elephant in the room: the referral process.

The most common feedback we hear at AMHIE isn't that leads don't know how to support their students—it’s that they are hitting a brick wall when they try to refer those who need more than a school can provide. We’ve reached a point where "Ordinarily Available Provision" (OAP) feels less like a framework for inclusion and more like a gatekeeping mechanism.

• The "OAP" Paradox: The new guidance suggests that most needs should be met in a mainstream classroom through "high-quality teaching." While theoretically sound, the reality on the ground is that schools are being told to "do more" with "less access" to specialists.
• The Referral Desert: We’ve seen a 140% increase in EHCPs over the last decade, yet the threshold for CAMHS or specialist intervention has moved so high it’s almost invisible.
• The White Paper Scepticism: It’s okay to say it: the sector is sceptical. The upcoming Schools White Paper (slated for early 2026) promises a "recalibration," but for a teacher who has spent 18 months waiting for an Educational Psychologist assessment, "recalibration" sounds like another word for "waiting."

2025: A Year of Hard-Won Infrastructure

Despite the frustration, there are structural shifts we shouldn't ignore. 2025 wasn't just a year of waiting; it was a year of building.

• MHST Tipping Point: Mental Health Support Teams (MHSTs) now cover 52% of schools. While that leaves half of you without that direct link, the momentum is finally moving toward a universal standard.
• Attendance as Wellbeing: We’ve finally stopped viewing absence through a purely punitive lens. The launch of the RISE Attendance Hubs this autumn acknowledged that for many, a "refusal" to attend is actually a "distress" signal.
• The Young Futures Hubs: The first 8 of 50 planned open-access hubs launched this year, providing a glimmer of hope for that "hidden middle"—students who aren't in crisis enough for A&E, but are too complex for a standard school ELSA.

The "Small Wins" Strategy: Finding Grounding in the Gaps

When the big systemic shifts feel like they are happening in slow motion, it’s the "small wins" that keep us in the saddle. In 2025, we’ve seen a shift toward grass-roots advocacy that doesn't wait for a White Paper.

• Peer Support as a Lifeline: We’ve seen a surge in Senior Mental Health Lead (SMHL) networks. It’s no longer just one person on an island; leads are increasingly pooling resources, sharing "what works" for local referral bypasses, and validating each other’s experiences.
• The Rise of Sensory-First Classrooms: Even without massive capital funding, schools are beginning to adopt "low-arousal" environments as standard. Small changes—dimmer lighting, "un-cluttered" walls, and designated regulation stations—are becoming part of the "Ordinarily Available" toolkit. These aren't just for neurodivergent students; they are helping the baseline anxiety of the entire cohort.
• A Shift in Language: We are finally moving away from the "resilience" narrative (which often feels like asking a tired horse to jump a higher fence) and toward "regulation." We’re starting to understand that we can’t teach a child who is in a state of "fight or flight."

A Final Thought: Protecting the Gatekeepers

If my time at the stables has taught me anything, it’s that a horse can sense a person’s tension from fifty yards away. The same is true in our schools. Our students are mirrors; they reflect the stress of the adults around them.

My husband’s work in care reminds me daily that "compassion fatigue" is a real, clinical risk. For many of you, 2025 has been a year of carrying secondary trauma home. At 40, I look back at my time in the classroom and realise how much I pushed through because I felt I had to. But looking ahead to 2026, my hope for you is that you find permission to be "human" first and "educator" second.

The White Paper might not solve the referral backlog, and the funding might still feel like a drop in the ocean, but the work you do in those small, "unspoken" moments of connection is where the real change happens. At AMHIE, we aren't just here to track the data; we’re here to make sure that the people behind the statistics are supported, seen, and—most importantly—given the space to breathe.

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The January Transition: A Guide to Cultural & Environmental Regulation

Prepared by the Association of Mental Health in Education

Introduction: The "Soft Start" Philosophy

In many ways, returning to school in January is harder than September. The light is low, energy reserves are depleted, and the pressure of the "long term" looms. This guide is intended to help you look at systems that facilitate a shift from compliance to connection.

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