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:

Would you like access to even more AMHIE resources?

AMHIE Educational Setting Membership is the most cost-effective and comprehensive way to identify and manage mental health threats. Members gain instant access to a wealth of exclusive, evidence-based, downloadable Toolkits & Resources. This content provides essential, practical guidance on crucial topics, including Staff Wellbeing, SEND, and maintaining compliance with the latest DfE policy. These expertly curated materials equip your school to proactively champion a whole-school approach, significantly reducing professional risk and burden.

The membership, which includes all training, webinars, and access to these expert Toolkits, results in a total savings of a massive £1239 + VAT per person, proving an unparalleled return on investment for your school’s mental health infrastructure.

Equip your team with these critical resources and expertise today. Join AMHIE now!

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As the new school year begins, let's look at how the government's "Plan for Change" is reshaping the UK education system. While these initiatives are broad, a central theme is the recognition that mental health and well-being are fundamental to educational success—for both students and teachers. These new policies are a direct response to rising concerns about student anxiety, teacher burnout, and the critical link between well-being and attainment.

Let's discuss the key initiatives and what their impact on mental health could be in the new academic year.

1. The Expansion of Mental Health Support Teams (MHSTs) 🧠

One of the most significant and direct mental health initiatives is the continued rollout of Mental Health Support Teams. These teams are made up of specialists who work directly with schools and colleges to provide early intervention for children and young people with mild to moderate mental health issues.

Impact on mental health: By the end of this academic year, a much larger proportion of pupils will have access to a MHST. The goal is to provide a "whole school approach" to mental health, which means not just reacting to crises, but also promoting well-being proactively. The teams provide timely advice to staff, helping them feel more confident and equipped to support students. This can reduce anxiety for both students and staff, and crucially, it aims to prevent issues from escalating and requiring more specialist support from overstretched services like CAMHS (Child and Adolescent Mental Health Services). This early intervention is key to tackling the root causes of poor attendance and behaviour.

Change to expect in the new year: Schools and parents in areas where MHSTs are being introduced can expect to see more accessible on-site support. This will include interventions like group sessions to build resilience and one-to-one sessions for anxiety management. The government's target is for all pupils to have access to these teams by 2029/30, so this year is a significant step towards that goal.

2. A Focus on Teacher Workload and Wellbeing 🍎

The Plan for Change recognises that you can't have a mentally healthy school without mentally healthy staff. The government's response to the Education Committee's report on teacher recruitment and retention directly addresses the issues of workload and well-being.

Impact on mental health: High teacher workload is a primary driver of stress and burnout in the profession. Initiatives aimed at reducing red tape and using technology (like AI) to help with administrative tasks directly tackle this issue. The Education Staff Wellbeing Charter is another key part of this, with a growing number of schools signing up to a set of commitments to support staff mental health.

Change to expect in the new year: School leaders are being encouraged to use the Improve Workload and Wellbeing for School Staff service, which provides practical, peer-led advice on how to reduce unnecessary tasks. In the coming year, we can expect to see more schools implementing these strategies, with a focus on areas like flexible working and consolidating after-school commitments. The hope is that by reducing the burden on teachers, they will have more time and energy to focus on their students and their own well-being.

3. Early Years and "School Readiness" 🧸

The government has set a target for 75% of children to be "school ready" by 2028. This isn't just about academic skills; it's a holistic measure that also considers children's physical and mental health.

Impact on mental health: This initiative acknowledges that a child's mental and emotional health in their early years is a huge factor in their long-term success. By investing in programs that boost early language skills and social-emotional development, the government is aiming to give children a strong foundation. This can reduce the anxiety and stress that some children experience when they start school, and it can help identify those who need support much sooner.

Change to expect in the new year: Expect a continued focus on evidence-based early years interventions, such as the Nuffield Early Language Intervention (NELI) and targeted support for parents and caregivers. The goal is to create a more integrated system between health, social care, and education to ensure no child slips through the cracks.

4. Special Educational Needs and Disabilities (SEND) 🤝

The SEND and Alternative Provision Improvement Plan is backed by significant funding to create more specialist places and better support mainstream schools.

Impact on mental health: For students with SEND, the right support is crucial for their mental health. When a child's needs aren't met, it can lead to anxiety, frustration, and poor self-esteem. By investing in more specialist places and training for mainstream teachers, the plan aims to create a more inclusive environment where students feel understood and supported. The new national standards for SEND provision should also reduce parental stress by providing greater clarity and consistency.

Change to expect in the new year: More specialist places and a renewed push to train teachers on how to effectively use assistive technology to support neurodiverse children. This will help students with SEND feel more included and empowered in their learning environment, which is vital for their mental health and academic progress.

The new academic year is set to be one of tangible change, where well-being is not just a buzzword, but a key driver of policy and practice. The success of these initiatives will ultimately be measured by the positive impact they have on the day-to-day lives of students and staff.

Lily Blakeledge

The Team at AMHIE

August 2025

AMHIE Membership, help for you and your team to enact the plan for change in the new academic year through mental health and wellbeing support.

Get help to implement initiatives in the new academic year with AMHIE. We can help your team to develop and understand mental health and wellbeing using a whole school approach, as well as offer support, advice and resources to make things easier. contact our central team for guidance on how we can best support you: support@amhie.com or 02381120010.

Released 15th July 2025

The newly announced measures regarding Ofsted training and inspection processes will undoubtedly have a significant impact as we head into the new academic year. While the overarching aim is to foster a more consistent, high-quality, and supportive inspection experience, schools will need to navigate a period of adjustment and, in some cases, uncertainty.

Reduced Inspections

One of the most immediate effects will be the reduced number of inspections in November and December. This rolling quality assurance process, with initial inspections led only by the most senior and experienced inspectors and the phased introduction of part-time external inspectors, means many schools that might have anticipated an inspection in the early autumn will likely see it postponed.

This could lead to a mix of relief and prolonged anticipation for school leaders. Some may welcome the breathing space to embed new strategies and prepare more thoroughly, while others might feel a heightened sense of anxiety, awaiting the inevitable but delayed scrutiny. The complete cessation of inspections in the week before Christmas, specifically for further training, will be a welcome reprieve for all schools, easing pressure during a notoriously busy period.

Enhanced Training

The emphasis on enhanced quality assurance and comprehensive training for all inspectors before deployment is a positive step towards addressing long-standing concerns about inspection consistency and the potential for subjective judgments. Schools can hope for a more uniform and fair inspection process. However, this also implies that inspectors will be applying the renewed framework with a potentially deeper understanding, which might lead to a more rigorous, though hopefully more constructive, evaluation. Schools will need to ensure their self-evaluation processes align closely with the nuances of the updated framework and the training materials that Ofsted will continue to publish.

Exit Interviews

The introduction of "exit interviews" with senior Ofsted officials for a random sample of providers demonstrates a commitment to transparency and feedback. This direct channel for schools to articulate their inspection experience is a significant shift. It offers a valuable opportunity for real-time reflection on the implementation of the reforms, potentially leading to further refinements. For schools participating, this could feel like a more collaborative process, where their voice genuinely contributes to the evolving inspection landscape.

Furthermore, the wraparound measures to support a smooth start, including the review of deferral requests by the Deputy Chief Inspector, improved user-friendly guidance, the Ofsted Academy’s published training materials, and the dedicated telephone helpline, signal a more empathetic and supportive approach from Ofsted. Schools experiencing significant challenges, such as staff wellbeing issues or major incidents, may find the deferral process more sensitive and responsive. The helpline and online resources provide crucial avenues for clarification and support, potentially reducing anxiety and misunderstanding.

Stakeholder Engagement

The ongoing commitment to stakeholder engagement through roundtable meetings and feedback webinars is also significant. This continuous dialogue between Ofsted and sector representatives, including multi-academy trusts and local authorities, suggests a genuine desire to evolve the framework in response to practical experience. For schools, this means their collective feedback can influence future iterations of the inspection process, fostering a greater sense of partnership rather than adversarial oversight.

Finally, the allowance for schools to volunteer for early inspections under the new framework, while not guaranteed, presents an interesting opportunity for those eager to engage with the changes proactively. This could be beneficial for schools confident in their readiness and keen to gain early insights under the new system.

Considered, Consistent, and Collaborative

In essence, the new academic year will see schools operating under an Ofsted regime that aims to be more considered, consistent, and collaborative. While the initial period of fewer inspections might create a 'holding pattern' for some, the underlying message is one of greater support and transparency. Schools will need to proactively engage with the new guidance, utilise the available support mechanisms, and embrace the spirit of continuous improvement to thrive within this evolving inspection landscape. The success of these reforms will ultimately hinge on Ofsted's ability to consistently deliver on its promises of a fairer and more nuanced approach to school evaluation.

Stay compliant and up-to-date with all Ofsted expectations and policy with AMHIE training

Achieve mental health excellence and secure outstanding inspection outcomes with AMHIE's DfE-aligned training. We equip your whole-school team, from leaders to support staff, with certified competence and a robust mental health strategy.

Your ROI is clear: You move beyond reactive support, gain the tools to effectively document and evidence provision for Ofsted, and build a unified, confident team. Join over 1,500 trained Mental Health Leads who rate our expert-led courses 9/10 on average.

Ready to confidently meet DfE and Ofsted expectations? Explore the full AMHIE training offer and secure your team's place today: Visit the AMHIE Training Page

Join a trusted community with AMHIE Membership

Don't navigate mental health challenges alone! Joining AMHIE as a member instantly connects you to our vital community, offering a powerful return on your time. While you get essential, compliant updates on DfE policy to Reduce Risk and Stress, the true value lies in this trusted peer network. Eliminate professional isolation by tapping into Expert Support and shared insights from colleagues, gaining the Clarity and Direction needed for best practice. This free access also delivers news and evidence-based resources, ensuring you stay ahead of the curve with confidence, supported by your peers.

Ready to connect with a supportive community and stay ahead of policy? Get immediate access to guidance and peer support—sign up for your AMHIE membership today!

Would you like further support, training and guidance? We offer a range of options to help you and your team which you can find in the our offer page

Lily Blakeledge

The Team at AMHIE

"Children and young people will be better protected from the scourge of misogynism, deepfake porn and unhealthy attitudes to consent, power and control through new Relationships, Sex and Health Education guidance for schools being published today (Tuesday 15 July). 

The statutory guidance has a new focus on helping boys identify positive role models, and challenge myths about women and relationships that are spread online in the ‘manosphere’ - without stigmatising boys for being boys. 

Secondary schools will also now include lessons on incel culture, including how a piece of content online can impact a person’s understanding of sexual ethics and behaviour, as well as increasing awareness of AI, deepfakes and how pornography links to misogyny.

It comes as new data published today shows misogynistic attitudes have reached epidemic scale by the end of secondary school. When asked to think about just the past week, over a third (37%) of pupils aged 11-19 had heard comments that made them concerned about the safety of girls, and over half (54%) said they had witnessed comments they would describe as misogynistic. "

DfE Press Release July 2025

A Vital Step Forward for Mental Health in UK Schools

As the Association of Mental Health in Education (AMHIE), we wholeheartedly welcome the updated Relationships, Sex and Health Education (RSHE) guidance. This is not merely an adjustment to curriculum; it represents a pivotal shift in how we equip our young people to navigate the increasingly complex landscape of online influences and real-world relationships. For too long, the insidious creep of misogyny, the proliferation of deepfake pornography, and distorted notions of consent have posed significant threats to the mental well-being of our students. This guidance offers a robust and timely response.

The statistics presented are stark and deeply concerning: over a third of pupils hearing misogynistic comments and over half witnessing them. This isn't just about bad behaviour; it's about the erosion of respect and empathy, leading to environments where mental distress can thrive. By directly addressing the "manosphere" and incel culture, the guidance empowers schools to challenge harmful narratives that can warp young minds and contribute to isolation, anger, and anxiety, particularly among boys. Teaching boys to identify positive male role models is crucial; it offers a constructive antidote to the toxic masculinity often presented online, fostering healthier self-image and relationships, which are foundational for good mental health.

The inclusion of topics such as spiking, methanol poisoning, and women's health issues like endometriosis and fertility significantly strengthens the health syllabus. This comprehensive approach ensures that young people are not only physically safer but also possess the knowledge to advocate for their own health and well-being, reducing anxiety around misunderstood bodily functions or potential dangers. The emphasis on resilience and coping mechanisms is equally vital. In a world where anxiety and low mood are increasingly prevalent, explicitly teaching students how to manage these feelings and build grit will be instrumental in fostering their long-term mental fortitude. Recognising that anxiety can be a normal part of everyday mental health is a powerful step towards de-stigmatisation.

Perhaps most critically, the guidance's clear stance on suicide prevention for secondary schools is a groundbreaking development. With suicide being the biggest killer of under 35s, giving schools the explicit permission and framework to discuss this sensitive topic in an age-appropriate way will undoubtedly save lives. Providing pathways for young people to open up about difficult feelings and know where to find help is paramount.

The commitment to transparency with parents and the provision of RSHE training grants are also key to successful implementation. Parental involvement is crucial for reinforcing these messages at home, and empowering the workforce with the necessary training ensures that teachers feel confident and competent in delivering these sensitive lessons. This collaborative approach, coupled with resources from Oak National Academy, will ensure that the guidance translates into effective, impactful teaching.

Ultimately, this updated RSHE guidance represents a profound investment in the mental health and well-being of the next generation. By equipping students with the tools to navigate complex social and digital landscapes, challenge harmful ideologies, and understand their own health, we are laying the groundwork for a more respectful, empathetic, and mentally resilient society. AMHIE looks forward to supporting schools in embracing these crucial changes.

AMHIE will support you and your team through membership to our association, enjoy signposting to the resources, tools and information you need, feel supported and have a place to turn to for advice and help.

15th July 2025.

If you would like to ask any questions our team is happy to help: 02381 120010 or support@amhie.com

The Department for Education have released their updated Guidance document Promoting and supporting mental health and wellbeing in schools and colleges to include a new section on peer support groups.

"Joining a peer support network can play a valuable role in helping you embed, sustain and continually improve your whole school or college approach (WSCA) to mental health and wellbeing, providing access to knowledge, good practice, resources and professional and emotional support. The strength of peer support is in connecting those with shared and/or varied experience to create an inspiring, supportive, and safe space."

Among 5 recommended organisations listed, The Association of Mental Health in Education is delighted but this acknowledgement of our offer and how we support schools and colleges across the UK. AMHIE aligns strongly with the key criteria identified for effective peer support, emphasising the importance of networks for information sharing, resources gathering, professional development, building supportive relationships, fostering problem-solving, and cultivating a strong sense of community.

Information Sharing and Resource Gathering

AMHIE works hard to facilitate the exchange of best practices and relevant information to all of our members and the wider community. We connect professionals across the education sector, enabling discussions on trends, policy and updates. We give you access to up-to-date resources to develop mental health and wellbeing strategies, encourage best practice, and build resilience within educational settings. Our free membership offers updates and access to sector news, articles, evidence-based resources and all the latest research so you don't have to go looking for it.

Professional Development

The DfE highlights peer networks as crucial spaces for continuous professional development, which we strongly support in our members and learners. Our members can access our Regional Conferences to learn, grow and develop, gain a CPD certificate and network with peers and professionals. We offer training, covering a range of roles and phases to help support your continued development and build your confidence. For our full members, you can also access the community portal, with done-for-you resources, training, toolkits, webinars, free training, support and presentations.

Support and Relationship Building

One of the most vital aspects of a peer support network is its ability to foster emotional wellbeing, build confidence, and provide a space for shared experiences. We actively promote this through our community, helping to reduce professional isolation and offering a reliable source of advice and support. Our members are encouraged to engage with local and national experts, organizations, and professionals, fostering valuable conversations and learning. We help our members to feel supported, reducing role isolation, with our helpline, support events and working parties. Helping to create informal contacts for sensitive issues and building working relationships within your local community.

Problem-Solving and Community Building

We offer a safe environment for members to discuss challenges and collectively find solutions. By connecting our members with shared goals—supporting the mental health and wellbeing of learners—we build a strong sense of community. Our Working parties allow members to contribute to developing "tips, ideas and case studies". This collaborative approach ensures that common problems are addressed through varied experiences, encouraging unity and consistency across practices.

We will further strengthen mental health in education, through improved communication, access to information and tailored support

AMHIE will support you and your team through membership to our association, enjoy signposting to the resources, tools and information you need, feel supported and have a place to turn to for advice and help.

15th July 2025.

If you would like to ask any questions our team is happy to help: 02381 120010 or support@amhie.com

The "Keeping children safe in education 2025" guidance includes several updates related to mental health support compared to the 2024 version. These changes reflect ongoing efforts to refine guidance and provide additional resources.

Here are the changes to mental health support:

Updated Resource Link for Mental Health Promotion

- In the 2024 guidance, under the section for "Children requiring mental health support," it advises schools and colleges to consult Public Health England's resources, including "Every Mind Matters," for materials and lesson plans promoting positive health, well-being, and resilience among children

- The 2025 guidance updates this reference to "Better Health Every Mind Matters" for links to materials and lesson plans. This change is also explicitly noted in the "Table of changes" in Annex F of the 2025 document

Changes to Guidance on Gender Questioning Children

Note on Upcoming Guidance:

▪ The 2024 guidance includes a disclaimer that the section on "Children who are lesbian, gay, bisexual, or gender questioning" "remains under review, pending the outcome of the gender questioning children guidance consultation, and final gender questioning guidance documents being published".

▪ The 2025 guidance updates this disclaimer to state that revised guidance on gender questioning children is expected to be published in summer 2025, with signposting planned for September 2025

Terminology Refinement:

▪ When discussing the Cass review's findings regarding wider vulnerabilities in gender questioning children, the 2024 guidance refers to "additional diagnoses of autism spectrum disorder and/or attention deficit hyperactivity disorder".

▪ The 2025 guidance refines this terminology to "additional diagnoses of autism and/or attention deficit hyperactivity disorder," aligning with the SEND code of practice. This specific change is highlighted in the 2025 "Table of changes"

Removal of Specific Guidance Reference:

▪ The 2024 guidance advises schools to "refer to our Guidance for Schools and Colleges in relation to Gender Questioning Children, when deciding how to proceed" in supporting gender questioning children.

▪ This specific sentence has been removed in the 2025 version. This removal is consistent with the updated note regarding the forthcoming revised guidance on gender questioning children, indicating that the previous standalone guidance will be superseded.

New Resource for Harmful Sexual Behaviour (HSB) Support

▪ While both documents acknowledge that children displaying Harmful Sexual Behaviour (HSB) have often experienced their own abuse and trauma and should be offered appropriate support, and both refer to the Lucy Faithfull Foundation's HSB toolkit, the 2025 guidance introduces an additional resource.

▪ The 2025 guidance adds a reference to 'Shore Space' by the Lucy Faithfull Foundation, describing it as "an online resource which works to prevent harmful sexual behaviour. Shore Space offers a confidential chat service supporting young people who are concerned about their own or someone else’s sexual thoughts and behaviour". This new resource is also listed in the "Table of changes" in Annex F of the 2025 document

The team at AMHIE

9th July 2025

Get support for your setting with membership to AMHIE:

AMHIE will support you and your team through membership to our association, enjoy signposting to the resources, tools and information you need, feel supported and have a place to turn to for advice and help.

Stay compliant and up-to-date with all Ofsted expectations and policy with AMHIE training

Achieve mental health excellence and secure outstanding inspection outcomes with AMHIE's DfE-aligned training. We equip your whole-school team, from leaders to support staff, with certified competence and a robust mental health strategy.

Your ROI is clear: You move beyond reactive support, gain the tools to effectively document and evidence provision for Ofsted, and build a unified, confident team. Join over 1,500 trained Mental Health Leads who rate our expert-led courses 9/10 on average.

Ready to confidently meet DfE and Ofsted expectations? Explore the full AMHIE training offer and secure your team's place today: Visit the AMHIE Training Page

If you would like to ask any questions our team is happy to help: 02381 120010 or support@amhie.com

Nurturing Young Minds: Understanding and Supporting Children's Mental Health

Children's mental health challenges affect an estimated 10-20% of children and adolescents worldwide and comprise of biological, psychological, and social factors. Early intervention is key, as untreated issues can have a long-lasting impact, contributing to ongoing mental health problems into adulthood. Because of this, school teams play a crucial role in formative mental health.

Key Factors influencing Children's Mental Health:

Understanding the key factors which influence a child's mental well-being helps educators to develop effective support.

Biological and Health Factors:

A child's physical health, genetics, diet, and sleep all play a part. Some conditions like ADHD and Autism Spectrum Disorder (ASD) have a genetic component. Factors during pregnancy, such as maternal smoking, alcohol use, and low birth weight, have been linked to an increased risk of ADHD, aggression, and learning problems. Even a parent's age can be a factor, with older fathers being linked to higher rates of certain conditions in their children. Chronic physical illnesses also pose a risk. Undernutrition and micronutrient deficiencies, (particularly prevalent in lower-income countries) can be associated with behavioural deficits -something which we may notice in some poorer UK communities.

Family and Home Environment:

The home environment is a powerful influence. Responsive and supportive relationships with caregivers are crucial for emotional development. Conversely, issues like temperamental problems, negative parental affection, and decreased encouragement of independence can contribute to anxiety disorders. The impact of parental expectations can be a double-edged sword; while sometimes linked to positive academic performance, it can also be associated with depression if there's a significant mismatch with a child's own expectations.

Family dysfunction, including financial strain, parental education levels, and a history of illness, significantly impacts mental health. Experiences like family violence, unhealthy parental habits (e.g., alcoholism), migration, and divorce can lead to anxiety, depression, and low self-esteem. Tragically, abuse and neglect – physical, sexual, or emotional – profoundly increase the likelihood of mental health issues like anxiety, depression, and PTSD, both in childhood and later life.

It's important to note that emotional abuse may be particularly linked to anxiety and depression. A parent or carer with a mental health problem is also a significant adverse childhood experience, with maternal depression, for instance, impacting early mother-infant relationships and child development. Children with caring responsibilities (young carers) are also more prone to worry, stress, and missed opportunities.

Social and Peer Environment:

Relationships outside the home can also be impactful. Poor peer relationships, including bullying, social exclusion, and loneliness, are strongly associated with emotional and behavioural problems. Bullying, in particular, can lead to severe psychological issues like anxiety, depression, self-harm, and even suicidality, along with physical symptoms. An increasingly competitive environment, especially academically, can lead to negative emotional states and stress.

It's vital to acknowledge that prejudice and discrimination significantly impact children from Black, Asian, and minority ethnic communities, as well as LGBTQ+ children and young people, placing them at higher risk of developing mental health issues.

School and Educational Environment:

School is a major part of a child's life. Poor academic functioning, inconsistent attendance, and difficulties adjusting to school can be early indicators of mental health problems. Conversely, learning difficulties can predispose children to stress and mental health challenges. Negative perceptions of teachers or feeling uncared for by them can also contribute to poorer mental health outcomes. Significant transitions, like changing schools, can heighten stress and anxiety.

Socioeconomic and Socio-political Factors:

Poverty and deprivation, along with associated factors like noise and crowded living conditions, can negatively affect socio-emotional development and mental health. Children from more deprived areas often report poorer mental health. Prolonged political conflict and food hardships are also linked to mental health issues like phobias, anxiety, and PTSD.

Digital Environment:

The modern world presents new challenges. Overconsumption of social media and increased screen time, especially before bed, are linked to negative feelings like "Fear of Missing Out" (FoMO), anxiety, stress, depression, isolation, and sleep disturbances. Cyberbullying is a growing concern with significant impacts on youth mental health.

Other Cross-Cutting Factors:

Mental health issues can vary by age and gender. Emotional problems tend to increase with age, especially for girls, who are substantially more likely to report them. Boys are more likely to experience conduct problems. Race and ethnicity also play a role, with exposure to racism being a significant contributing factor to worse mental health outcomes. Finally, stressful or traumatic life events such as bereavement or being a victim of crime can trigger mental health issues.

Possible Solutions and Support Options for School Staff:

Now it's time to think about how those working in education can apply these principles in daily routines and strategies to ensure successful outcomes, higher wellbeing and lowered instances of persistent mental health issues.

Education:

Support systems:

Identify triggers:

Empower staff:

Develop your culture:

By adopting a proactive and empathetic approach, school staff can significantly contribute to nurturing the mental well-being of all children, helping them thrive both academically and emotionally.

How AMHIE can help

We offer our members access to the resources, training and support that help educational teams recognise and respond to mental health challenges. Delivering mental health support to students/pupils can be challenging to those who they themselves may not be in the best mental health. Stress, Burnout, Anxiety and Depression are all prevalent within the education sector, so we offer individual help, advice and signposting to boost mental health within the whole community.

References:

Basu, Sandhya, and Bidisha Banerjee. "Impact of environmental factors on mental health of children and adolescents: A systematic review." Children and Youth Services Review 119 (2020): 105515.

Essex MJ, Kraemer HC, Armstrong JM, et al. Exploring Risk Factors for the Emergence of Children's Mental Health Problems. Arch Gen Psychiatry. 2006;63(11):1246–1256. doi:10.1001/archpsyc.63.11.1246

Kieling, Christian, et al. "Child and adolescent mental health worldwide: evidence for action." The lancet 378.9801 (2011): 1515-1525.

NSPCC Learning - https://learning.nspcc.org.uk/child-health-development/child-mental-health

Why every school should have a trained mental health lead

The education sector is facing a growing crisis in mental health and wellbeing, with worrying statistics relating to pupil behaviour, staff wellbeing and pupil mental health. In 2021, the UK Government committed to providing training for mental health leads, publishing the green paper “Transforming children and young people’s mental health provision”. Now the funding for this training has run it's course - but did every school train a mental health and wellbeing lead?

The short answer is no, sadly the uptake for the £1200 training grant was far lower than expected. This could be attributed to many factors, such as staff availability, staff shortages and budget cuts. Another key reason would be the fact that, despite the move towards transforming mental health, the Government has yet to implement clear statutory guidance for schools to have a trained mental health lead.

The Critical Need.

There is a high prevalence of Mental Health conditions among students and young people, as evidenced through numerous reports and research:

• In 2023, 1 in 5 children and young people aged 8-25 years in England had a probable mental health condition, a significant increase from 1 in 9 in 2017 and 1 in 6 in 2020. This translates to roughly 5 children in every classroom.
• In 2022, a survey by Student Minds found that 57% of university students self-reported a mental health issue, with 27% having a diagnosed condition.
• LGBTQ+ young people are far more likely to experience mental ill health, with an even greater risk for Black LGBTQ+ young people (89% of whom have contemplated suicide).
• Girls are more likely to experience psychological distress, self-harm, and are at greater likelihood of attempting suicide.
• Young people from disadvantaged backgrounds, international, mature, and neurodiverse students are also more likely to experience mental health issues.

Poor Mental Health is also having a profound effect of educational staff teams, with 45% of education staff experiencing symptoms of anxiety, 35% burn-out, 28% depression, and 20% acute stress in the past year. In the 2024 Teacher Wellbeing Index, Education Support found that 78% of UK school staff reported experiencing mental health symptoms due to their work in the past academic year. This rises to 84% for school leaders.

In a 2024 report released by Ipsos surveying 31 countries globally, they stated Mental Health is the top health concern above Cancer, Obesity and Drug Abuse.

It is critical to train front line teams to recognise symptoms of declining mental health, and equip them with the tools for early intervention. 75% of lifetime mental health difficulties are established before the age of 24, and 50% before 14. Timely support helps prevent issues from escalating and leads to better long-term outcomes.

The strategic whole-school impact of a trained mental health lead

Mental health training helps to aid the transformation of the academic learning environment into a true community of support and wellbeing, designed to foster long term mental health and resilience. Empowering staff to think beyond simply reacting to crisis and taking a proactive approach, building and developing a culture of prevention rather than cure.

Mental health training:

• Creates a shift in culture from reactive to proactive and preventative;
• Enhances pupil outcomes, both academic and personal;
• Strengthens staff wellbeing and professional development;
• Optimises the allocation of resources and external collaborations;
• Enhances your community engagement and reputation

A school culture that prioritises wellbeing benefits the whole school from pupils all the way to Senior Leadership, leading to a more positive, productive, and nurturing educational experience for the entire community.

Empowering staff and pupils

The strategic move to train a mental health lead for your setting will empower both staff and pupils/students, leading to increased resilience, understanding and improving outcomes.

• Increase your teams confidence and competence to manage mental health and wellbeing throughout the whole school.
• Create clear policies, referral pathways (internal and external), and intervention strategies, providing clear protocols for staff to follow.
• Increase staff training through the mental health lead, offering workshops, coaching and one-to-ones.
• Put mental health and wellbeing at the top of the agenda, advocating for resources, policy changes, and dedicated time for wellbeing initiatives.
• Reduce stigma around mental health, enabling frank and open discussions for individuals throughout the school community.
• Provide a clear, accessible point of contact for support for pupils and staff

A trained lead will act as a catalyst for cultural change within your setting, as they strategically embed mental health and wellbeing into the foundations of everything you do within your whole school community. Empowering staff with knowledge and confidence, and empowering students with understanding, accessible support, and crucial life skills for emotional resilience.

Community and Compliance

Strengthen both your community engagement and ensure compliance with the relevant regulations and best practices as laid out by the DfE. (Your statutory responsibilities can be found in this guidance: Special educational needs and disabilities (SEND) code of practice & Keeping children safe in education.)

How a trained mental health lead can help with community engagement:

• Connecting school with home by offering parents and carers access to workshops, resources and open sessions which help in education and support.
• Enables the mapping of local provisions which offer mental health services such as CAMHS, charities and youth groups.
• Creates opportunities for pupil/student leaders to come forward as wellbeing ambassadors/mental health champions.

How a trained mental health lead can help with compliance:

• Understanding and upholding statutory duties and legal frameworks within the school
• Creating and upholding a robust safeguarding and risk management system
• Using and understanding evidence-based interventions and approaches, rooted in good practice

Ensure that your setting not only meets statutory obligations but also genuinely fosters a nurturing environment that supports the wellbeing of every individual within its community.

It's time to invest in a healthier, happier school community with a trained mental health lead

AMHIE offer mental health lead training for a range of roles within your setting, equip your team to success, fostering a robust culture of mental health and wellbeing at your setting. All courses were developed by our central team and approved by the Department of Education, so far delivered to over 1500 learners and counting.

Stay compliant and up-to-date with all Ofsted expectations and policy

Achieve mental health excellence and secure outstanding inspection outcomes with AMHIE's DfE-aligned training. We equip your whole-school team, from leaders to support staff, with certified competence and a robust mental health strategy.

Your ROI is clear: You move beyond reactive support, gain the tools to effectively document and evidence provision for Ofsted, and build a unified, confident team. Join over 1,500 trained Mental Health Leads who rate our expert-led courses 9/10 on average.

Ready to confidently meet DfE and Ofsted expectations? Explore the full AMHIE training offer and secure your team's place today: Visit the AMHIE Training Page

Join a trusted community with AMHIE Membership

Don't navigate mental health challenges alone! Joining AMHIE as a member instantly connects you to our vital community, offering a powerful return on your time. While you get essential, compliant updates on DfE policy to Reduce Risk and Stress, the true value lies in this trusted peer network. Eliminate professional isolation by tapping into Expert Support and shared insights from colleagues, gaining the Clarity and Direction needed for best practice. This free access also delivers news and evidence-based resources, ensuring you stay ahead of the curve with confidence, supported by your peers.

Ready to connect with a supportive community and stay ahead of policy? Get immediate access to guidance and peer support—sign up for your AMHIE membership today!

Open Awards Ask the Expert for Mental Health Awareness Week

"What can we do to normalise mental health and wellbeing in education?

As it's both #MentalHealthAwarenessWeek and #LearningAtWorkWeek, we wanted to share how education providers can improve mental health and wellbeing within their organisations.

So, we ask the expert - Richard Daniel Curtis from The Root Of It

Combing his experiences as an Open Awards provider, a mental health mentor, and a former teacher, Richard offers a 360 view of wellbeing within education. He shares:

✔️ The importance of mental health training
✔️ The practical steps educators can take
✔️ The importance of community
✔️ How you can access resources and training
✔️ Examples of best practices and successes"*

Why is social, emotional and mental health training so important?

"Everyone experiences periods of poor mental health in their life, it is about whether they have the social and emotional resilience skills to cope with these. When they don't it can lead to mental health difficulties.

This is where social emotional and mental health training comes in, giving people the tools they need to support others to overcome difficulties they face in their lives"

What practical steps can educators take to improve mental health within their organisation and/or curriculum?

"One of the points we cover in the Level 4 Mental Health Aware Leadership course is to normalise conversations about mental wellbeing. By having the courage to express that you found a situation or time difficult or overwhelming, or by changing the words you use (for example using the phrases poor mental health and mental health difficulties appropriately), you are helping to create a mental health friendly ethos.

As much as we'd like, you are unlikely to meet everyone's needs all of the time, but you can be empathetic in the way you talk about it. There is evidence from a University of Manchester study that demonstrates that young people feel more able to talk about wellbeing if their teachers are more confident with discussing wellbeing generally.

Ethos is not about shoehorning mental health into subject plans, its about making the day-to-day links to wellbeing in lessons, the natural ones, the ones that aren't forced in. In reality, most teachers cover aspects of wellbeing and for leaders their role is to help teachers to recognise that they are already doing it and to empower them to make those links."

What do you think community is important in supporting our mental health?

"A support network is one of the most powerful protective factors in avoiding poor mental health becoming mental health difficulties. Being able to express your emotional experience, seek support, know who to turn to for the support you need, are all skills that contribute towards this. Everyone's community is different and there are people who you can turn to when you need and there are others who you wouldn't.

Some people use mentors to help them, others use family or friends, others use colleagues, or for young people, teachers."

The Root Of It

"The Root Of It was founded in 2013 and exists to help people get to the root of difficulties or barriers. Since then we have influenced the lives of millions of people and our courses have been delivered to thousands of people. We have worked with Open Awards to develop specialist mentoring courses, the Association of Mental Health in Education offers free membership to educational settings (in case anyone reading would like to join) and offers training related to mental health in education."

Case study: the impact of training on specialist schools

"Over the last few years, we have been working with a group of special schools, the TCES group. Working collaboratively, we have developed a pathway for their young people to develop listening and leadership skills from primary age all the way through to post-16.

The impact of this on the confidence and skills of the young people is transparent and we are looking at extending this over the next few years."

Find out more about AMHIE training by visiting our community portal on: https://community.amhie.com/training/

Want to ask us something? Ask the expert, Richard Daniel Curtis by calling our members helpline on 02381 120010

*Transcribed from Open Awards: Open Awards LinkedIn

The theme for Mental Health Awareness Week 2025 is "Community". This theme will explore how being part of a safe, positive community is vital for mental health and wellbeing. It emphasizes the importance of strong connections with others and supportive communities in reminding us that we are not alone.

Beyond the curriculum and classrooms, the very fabric of school community – the connections between students, teachers, parents, and even local organisations – profoundly shapes the mental well-being of the whole school. But how exactly does this community influence the emotional landscape?

Mental Health in Pupils/Students:

In the UK, a significant number of pupils experience mental health challenges. Common issues include anxiety, often linked to academic pressures and social dynamics, and depression, which can manifest as persistent low mood and loss of interest. Eating disorders, such as anorexia and bulimia, also affect some young people, particularly teenage girls.

Furthermore, issues like stress, often exam-related, and the impacts of bullying, including cyberbullying, are prevalent. Social isolation and loneliness contribute to mental health difficulties as well. It's important to recognise these common issues to provide timely and effective support within school environments.

Here we explore some of the more pressing mental health triggers among students, offering some suggestions of support, how to recognise symptoms and the best ways to foster positive mental health and resilience at your setting.

Academic Pressure:

This trigger stems directly from the pressure of workload, exams, the pressure to achieve good grades, and uncertainty about the future. It can often be difficult to recognise the symptoms of the native impact of academic pressures, therefore communication with parents/carers about what to look out for and training school teams to understand symptoms is vital in prevention and intervention at the early stages.

What to look our for - withdrawal from activities, irritability, increased competitiveness, increased self-criticism.

How can you help reduce the impact?

• Foster a culture of communication
• Allow regular breaks and the opportunity to reflect and work on non-academic activities
• Where possible, use varied assessment methods to provide a more holistic view of student learning

People that can help:

Nudge Education – for chronically disengaged students

TimeFit Tuition – for helping students to plan and set goals

Resources that can help:

Exam stress resources from Student Minds  - https://www.studentminds.org.uk/examstress.html

Student life and mental health  - https://www.mind.org.uk/information-support/tips-for-everyday-living/student-life/support-and-treatment/

Social Media and Online Issues:

In 2025, there are 5.24 billion people actively using social media in the world, and this is an increase of 4.1% year-on-year from 5.04 billion in 2023 (Backlinko, 2025). For your community the negative impact of social media can stem from excessive use, cyberbullying, and exposure to harmful content.

What to look out for – increased anxiety/FOMO, withdrawal from interactions, irritability, mood swings.

How can you help reduce the impact?

• Online safety education
• Cyberbullying Awareness and prevention
• Digital literacy and citizenship

People that can help:

NSPCC – Online Safety https://www.nspcc.org.uk/keeping-children-safe/online-safety/social-media/

NHS – Better Health Every Mind Matters https://www.nhs.uk/every-mind-matters/supporting-others/childrens-mental-health/

Resources that can help:

Young Minds - https://www.youngminds.org.uk/young-person/coping-with-life/social-media-and-mental-health

Helpguide - https://www.helpguide.org/mental-health/wellbeing/social-media-and-mental-health

Mentally Healthy Schools - https://www.mentallyhealthyschools.org.uk/factors-that-impact-mental-health/lifestyle-factors/internet-and-social-media/

Bullying:

Over half of the UK's 12 to 15 year olds have faced some form of bullying, including Cyberbullying over the last year. Research by the National Centre for Social Research found that 47% of young people reported being bullied at the age of 14. The same study showed that girls are more likely to be bullied, than boys, in that same age group (NBH., 2022). The implications and impact of bullying can effect the whole school/community/area and be far reaching into all walks of life, not just during school hours.

What to look out for: Fear and anxiety, mood changes, loss of appetite, withdrawal and isolation and loss of interest in activities and hobbies.

How can you help reduce the impact?

• Implement programs and activities that foster understanding, compassion and appreciation for diversity
• Celebrate diversity
• Establish clear expectations

People that can help:

TacAccess – Find professional therapists and consultants to interact with your students in one helpful hub

Anti-Bullying Alliance - https://anti-bullyingalliance.org.uk/tools-information/advice-and-support/if-youre-being-bullied/find-help-and-support

Resources that can help:

Crisis Text line - https://www.crisistextline.org/topics/bullying/

Childline - https://www.childline.org.uk/info-advice/bullying-abuse-safety/types-bullying/

Stopbullying.gov - https://www.stopbullying.gov/

Social Isolation and Loneliness:

Some children need help with social skills. This is common in those who are immature or have ADHD, autism or non-verbal learning disorder. They may feel overwhelmed in new social situations or big groups (Ehmke., 2025).

What to look our for – withdrawal, decreased participation, increased time online, clinginess or attention seeking behaviour.

How can you help reduce the impact?

• Organise social events that encourage interaction in a relaxed environment
• Facilitate peer mentoring programs
• Introduce a diverse range of clubs and activities to promote inclusivity
• Structure activities that encourage collaboration and teamwork

People that can help:

Nudge Education – for chronically disengaged students

TacAccess – Find professional therapists and consultants to interact with your students in one helpful hub

Resources that can help:

National Children’s Bureau - https://www.ncb.org.uk/

British Red Cross - https://www.redcross.org.uk/get-involved/teaching-resources/tackling-loneliness

Barnardo’s Education Community - https://www.educators-barnardos.org.uk/resources/l-a-young-people-and-loneliness

Gambling/gaming harms:

Despite legal age restrictions on gambling, research from the Gambling Commission shows that young people are still at risk, with 1.5% of 11-17 year olds classified as 'problem gamblers' and 1.9% considered 'at risk' (Ygam., 2025). Equally, excessive or unhealthy gaming habits can lead to risk factors such as addiction, aggression and increased anxiety and depression.

What to look out for: money-related changes, changes in patterns and relationships, emotional changes, poor time management.

How can you reduce the impact?

• Invite professionals (e.g., therapists specialising in addiction) to speak to students about the potential harms.
• Run campaigns to increase awareness and understanding across the whole school
• Educate parents to recognise the signs of gambling and gaming problems and offer resources for support.

People that can help:

Ygam – A National charity with free training and resources https://ygam.org/

TacAccess – Find professional therapists and consultants to interact with your students in one helpful hub

Resources that can help:

Ygam - https://ygam.org/training/teachers-youth-workers/

Gambling Brief Intervention Guide - https://www.gambleaware.org/

GamCare - Any professional concerned with a young person’s gambling or gaming behaviour can get in touch via youngpeopleservice@gamcare.org.uk and receive advice or make a referral to the service.

Equipping your team for long-term resilience and planning:

The link between mental health and education is critical. Poor mental health can severely impede student learning and attendance, while a supportive school environment benefits well-being. Therefore, it's essential that your teams are trained to recognise and respond to mental health needs effectively. Equipped with the right skills, educators can contribute significantly to early identification, provide initial support, and foster a positive school climate, ultimately enhancing both the academic and emotional development of students.

Here's some useful links to support, training and develop for your staff teams this mental health awareness week:

Mental Health Education:

Find resources to help you develop a whole school or college approach to mental health and wellbeing.

AMHIE – Memberships https://amhie.com/our-offer/membership/

DfE - Guidance https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges

NHS England – Support https://www.england.nhs.uk/mental-health/cyp/trailblazers/

Teacher Training:

Equip educators to recognise signs of stress and mental health difficulties and know how to respond appropriately.

AMHIE – training https://community.amhie.com/training/

Education Support – Awareness https://www.educationsupport.org.uk/resources/for-organisations/guides/improving-mental-health-awareness-at-school

NSPCC – learning https://learning.nspcc.org.uk/training/mental-health-emotional-wellbeing-safeguarding-education

School-Wide Initiatives:

Implement programs that promote positive mental health and well-being for both students and staff.

AMHIE – Audit https://audit.mentalhealthlead.com/

The School Zone – Resources https://campaignresources.dhsc.gov.uk/campaigns/school-zone/

AMHIE – Free Resources https://amhie.com/amhie-news/

Kooth: kooth.com is a free, safe, anonymous digital mental wellbeing support platform supporting young people up 25. qwell.io does exactly the same but for adults aged 26+. Over Mental Health Awareness week they celebrated the theme of community by spotlighting their engagement team. This team is instrumental in integrating both services locally, working across the country to offer support and insights around mental health and wellbeing while making sure people know timely help is available. To get a sense of the scale of this work, find out more here

Mental Health Awareness Week 2025 focuses on the theme of "Community," it's clear that fostering strong connections and supportive environments within the school setting is crucial for the mental well-being of students. While a significant number of young people in the UK facing mental health challenges, various triggers within the school environment, including academic pressure, social media issues, bullying, social isolation, and even gambling/gaming harms, can exacerbate these difficulties. Recognising these interconnected factors underscores the vital role of a positive school community in mitigating these risks and promoting the overall mental health of pupils.

We hope that this has given you some guidance and signposting to support and guidance that can help with mental health triggers in your school community. If you need any additional help or guidance, please contact our team to access your free membership to AMHIE. support@amhie.com

Lily Blakeledge (Marketing and Content editor for AMHIE)

9/5/2025

References/Further Reading:

Alimardany, Armin, and Avishan Alimardany. "School, a place to learn social and antisocial behavior." International Journal of School Health 1.2 (2014): 1-5.

Ashton, Julian. "Positive mental health–a whole school approach." Journal of Public Mental Health 18.3 (2019): 206-207.

Backlinko. “Social Media Usage & Growth Statistics” 10th Feb 2025. https://backlinko.com/social-media-users

BUŞU, Oprea-Valentin, and Elena-Cristina ANDREI. "EDUCATIONAL RESILIENCE AND THE RISK OF MENTAL DISORDERS." PSYCHOLOGY-PEDAGOGY: 42. https://www.ceeol.com/search/article-detail?id=1052183

Children’s Society. “The Good Childhood Report 2024” https://www.childrenssociety.org.uk/Report-Main-Report.pdf

Ehmke, Rachel. “How to help kids who are lonely” 2025. Child Mind Institute.

Feitler, Fred C., and Edward Tokar. "How to manage stress in the middle school." Middle School Journal 16.3 (1985): 26-27.

Future Minds. “Why investing in children’s mental health will unlock economic growth” Report 2025. https://cypmhc.org.uk/wp-content/uploads/2025/02/Future-Minds-Report-2025-WEB.pdf

Gandhi, Purvi. "A Little Guide for Teachers: Student Mental Health." (2024): 1-100.

Hayes, Daniel, et al. "The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review." European child & adolescent psychiatry 33.9 (2024): 2911-2928.

Jeder, Daniela. "Implications of using humor in the classroom." Procedia-Social and Behavioral Sciences 180 (2015): 828-833. https://www.sciencedirect.com/science/article/pii/S1877042815015645

Kokun, Oleg, et al. "Applied aspects of improving pupils’ and students’ adaptive capacity." Ido Movement for Culture. Journal of Martial Arts Anthropology 19.3 (2019): 38-45. https://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-712d2193-0684-4c13-84d3-f1a1405feba1

Lewis, Joe & Stiebahl, Sonja. “Student mental health in England: Statistics, policy, and guidance” 2025 UK Parliament. https://commonslibrary.parliament.uk/research-briefings/cbp-8593/

Maratos, Frances A., et al. "9 Embedding compassion in schools." Applied Positive School Psychology (2022).

Mental Health UK. "Mental Health Awareness Week" https://www.mentalhealth.org.uk/our-work/public-engagement/mental-health-awareness-week

McNamee, Sinead. “Social media statistics in the UK: What businesses need to know in 2025” Feb 28th 2025. Sprout Social

Murray, Sonia. "Play therapy in schools." Becoming and Being a Play Therapist. Routledge, 2019. 165-176.

My voice matters: A young healthwatch volunteer investigation. “Social Isolation in Children and Young People” Accessed 9/5/2025. (Listed under Williams, Abigail in your original list)

National Bullying Helpline. “Cyberbullying and online harassment advice” The National Bullying Helpline 2022

Raab, Alyssa. Eating Disorder Stigma in Schools: Equipping Ontario Teachers to Better Support Student Mental Health. MS thesis. Queen's University (Canada), 2024.

Rae, Tina, and Ali D’Amario. The School Mental Health Response Handbook: Practical Strategies for Educators and Support Staff. Jessica Kingsley Publishers, 2025. https://books.google.co.uk/books

Stancu, Elena. "Preventing and combating school dropout." Revista Universitară de Sociologie 16.2 (2020): 152-163.

Sutherland, Heather Ann. Thinking differently about ‘student mental health and wellbeing’–learning from undergraduates’ storied ‘university life’self-reflections. Diss. University of Northumbria at Newcastle (United Kingdom), 2023. https://www.proquest.com/openview/aa3dd4cdc3e3fc23ae005db4906962b3/1?cbl=2026366&diss=y&pq-origsite=gscholar

Syed Basit, Ali. Exam Stress and its Impact on Academic Performance. Diss. Department of Sociology, Forman Christian College (A Chartered University), 2022.

White, Clarissa, et al. "Supporting Mental Health in Schools and Colleges." Department for Education (2017). https://assets.publishing.service.gov.uk/media/5a82001e40f0b62305b91f21/Supporting_Mental-health_Case_study_report.pdf

Williams, Abigail. “Social Isolation in Children and Young People” My voice matters: A young healthwatch volunteer investigation. Accessed 9/5/2025.

Ygam. “Recognising gambling harms in young people” Accessed 9/5/2025. https://ygam.org/family-hub/recognising-gambling-harms-in-young-people/