In a new study titled "How do social media use, gaming frequency, and internalizing symptoms predict each other over time in early-to-middle adolescence?" researchers explored the relationship between digital technology use and mental health (specifically anxiety and depression).

Main Findings

1. The "Uses and Gratifications" Pathway (Mental Health >Tech Use)

The study's most consistent finding was that internalising symptoms (anxiety/depression) predicted future increases in social media use. * Adolescents with higher levels of emotional distress were more likely to turn to social media over time, likely as a coping mechanism, a way to seek social support, or to escape negative feelings.

2. The "Displacement/Effect" Pathway (Tech Use > Mental Health)

Contrary to popular narratives that social media causes mental health decline, the study found no significant evidence that social media use predicted a subsequent increase in internalising symptoms. * Spending more time on social media did not lead to higher levels of anxiety or depression later on in this specific sample.

3. The Role of Gaming

The relationship between gaming and mental health was largely non-significant in both directions.

• Gaming frequency did not predict future mental health issues, nor did mental health issues consistently predict changes in gaming habits.

4. Active vs. Passive Use

The study explored whether "active" use (posting, chatting) versus "passive" use (scrolling, browsing) changed the outcome. However, the findings suggested that the total time spent on social media was the more relevant factor in the context of it being a response to internalising symptoms.

The authors conclude that the relationship between digital technology and adolescent mental health is not a simple case of "screens cause depression." Instead, the data suggests that adolescents who are already struggling emotionally are more likely to increase their social media use. Consequently, the study suggests that public health efforts should focus less on broad "screen time" restrictions and more on supporting the underlying mental health needs of adolescents who may be using these platforms to cope with distress.

The Symptom or the Source? Rethinking the Social Media Narrative in UK Schools

The headlines surrounding adolescent mental health in the UK have followed a familiar, linear script: Social media use is rising; mental health is declining; therefore, social media must be the cause. This narrative has fuelled national debates, from the recent EPI reports to current discussions about banning smartphones in schools.

However, this longitudinal study by Cheng et al. (2025), involving over 25,000 UK teenagers, has turned this logic on its head. The data suggests that we may have been confusing the "smoke" for the "fire."

The Directional Shift: Why "Causes" Matter

The core finding of the Cheng et al. study is a lack of evidence for the "Displacement Hypothesis"—the idea that social media causes future mental health issues. Instead, the researchers found strong evidence for the "Uses and Gratifications" model.

• The Finding: Increased social media use did not predict a rise in anxiety or depression a year later.
• The Twist: High levels of pre-existing internalising symptoms (anxiety and low mood) did predict a significant increase in social media use over time.

If students are flocking to TikTok or Instagram because they are already distressed, then treating the phone as the primary "toxin" is a fundamental diagnostic error. As discussed in our feature on Key Drivers of Young People’s Mental Health, the true catalysts—poverty, exam pressure, and isolation—are often what drive students toward digital "escape" or support-seeking in the first place.

Re-evaluating the School "Phone Ban"

The debate over Mobile Phones in Schools often centers on removing distractions to protect well-being. While a ban may improve classroom focus and reduce immediate incidents of cyberbullying, the Cheng et al. data suggests it is unlikely to "cure" the underlying mental health crisis.

If a student is using social media as a coping mechanism for internalising symptoms, a school-day ban only masks the symptom during school hours. Without a corresponding increase in pastoral support, we risk removing a student’s perceived lifeline (no matter how flawed that lifeline may be) without addressing the distress that made them reach for it.

Cognitive Impact vs. Emotional Intent

We previously explored how Social Media Use Links to Lowered Cognitive Performance, noting that heavy use can disrupt focus and sleep. The new research doesn't necessarily disprove this; rather, it adds a motivational layer.

A student’s declining cognitive performance might be the result of a "digital feedback loop":

1. Distress: A student feels anxious or lonely.
2. Escape: They increase social media use to cope.
3. Secondary Impact: The resulting "brain fog" or lack of sleep further hinders their academic performance.

By understanding that the start of this loop is emotional distress, schools can move away from punitive measures and toward proactive screening.

What This Means for UK Schools: A Strategy for 2026

The Cheng et al. study empowers Senior Mental Health Leads to advocate for a more nuanced "Whole School Approach":

• Usage as a Red Flag: Instead of seeing high screen time as a behavioral "bad habit," pastoral teams should treat it as a clinical marker. A sudden spike in digital engagement may be the first visible sign of a student’s declining mental health.
• Literacy Over Limits: Since "screen time" itself wasn't the driver of depression, our PSHE curricula should focus less on the stopwatch and more on emotional regulation. We should teach students to recognize when they are "mood-scrolling"—using tech to numb feelings rather than connect with peers.
• Supporting the Drivers: We must continue to address the structural drivers of mental health. If we fix the "fire" (the underlying causes of anxiety), the "smoke" (excessive social media use) is likely to clear on its own.

Summary Table: Shifting the Narrative

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A compelling new study from the University of Manchester, analysing the #BeeWell dataset of over 34,000 pupils across 121 Greater Manchester secondary schools, has cast a critical light on the prevalence, discriminatory application, and detrimental outcomes of internal exclusion (isolation) in UK schools. The findings demand a fundamental shift in school disciplinary practices and policy intervention to better align with national objectives for student wellbeing.

The research reveals that internal exclusion is a ubiquitous practice, with 8.3% of pupils—approximately 1 in 12—reporting being isolated at least once a week. This widespread usage translates into significant lost learning time, with internally excluded pupils spending an average of 8.44 hours per week in isolation, equivalent to more than a full school day. Crucially, the analysis suggests this is a punitive measure, not a preventative one, as pupils were more likely to be isolated in schools with higher suspension rates, thus contradicting the practice's assumed function of avoiding more serious sanctions.

More alarmingly, the study uncovers compelling evidence of discriminatory application, even after accounting for self-reported behavioural difficulties. Vulnerable and marginalised groups are disproportionately targeted. A pupil with an Education, Health and Care (EHC) plan is over twice as likely to be isolated than a peer without one, and those eligible for Free School Meals (FSM) are more than one and a half times more likely. Disproportionate rates were also found among older pupils, boys, LGBTQ+ youth (nearly twice as likely to be isolated as cisgender heterosexual girls), and pupils from Black, Mixed, and Asian ethnic groups compared to their White British peers.

These findings are directly relevant to current UK trends in mental health in education. While the government and schools are increasingly focused on student wellbeing, the study indicates that a key disciplinary tool actively undermines it. Internal exclusion was found to significantly worsen both school belonging (d = −0.15) and relationships with school staff (d = −0.18). For internally excluded girls specifically, the practice contributed to significantly worse mental wellbeing (d = −0.07). In an era where UK schools are grappling with rising pupil anxiety, stress, and mental health challenges post-pandemic, a practice that harms these crucial outcomes warrants immediate attention.

Key recommendations:

1. Implementing Alternative, Positive Behaviour Management Strategies

Schools are strongly encouraged to replace traditional, isolating measures with proactive, evidence-based approaches that emphasise social, emotional, and relational development.

• Invest in Positive Behaviour Systems: Allocate dedicated funding to implement comprehensive systems such as:
  • Positive Behaviour Support (PBS): Frameworks focused on defining, teaching, and reinforcing expected behaviours.
  • Restorative Justice Practices: Methods that prioritise repairing harm, rebuilding relationships, and fostering accountability over mere punishment.
  • Proactive Internal Inclusion Units: Establish resource-rich, therapeutic units that offer planned, targeted support and tailored interventions for pupils at high risk of exclusion, focusing on skill development rather than passive isolation.
• Embed Trauma-Informed Practice: Provide ongoing, high-quality professional development for all staff on trauma-informed practice. This training should enable educators to recognise that challenging behaviour may often be a manifestation of underlying trauma or Adverse Childhood Experiences (ACEs) and to respond with empathy and therapeutic understanding.
• Develop Individualised Support Plans: Move beyond generic responses by creating detailed, individualised support plans that focus on understanding, addressing, and preventing the root causes of challenging behaviour, ensuring interventions are specific to the pupil's needs.
• Integrate Social and Emotional Learning (SEL): Formally integrate SEL into the curriculum, particularly at Key Stage 3 and 4. This integration should systematically equip young people with essential skills in self-regulation, empathy, conflict resolution, and responsible decision-making.

2. Reviewing School Culture and Practice

School leaders must undertake a critical evaluation of existing disciplinary structures to foster a culture of genuine inclusion, equity, and transparency.

• Critical Evaluation of Exclusionary Measures: School leadership teams must rigorously evaluate the efficacy of practices like internal exclusion. The review should assess whether these measures truly prevent more serious disciplinary actions, or if they contribute to long-term positive behaviour change, or simply defer the underlying issue.
• Ensure Fairness and Transparency in Application: Conduct an audit of how disciplinary measures are applied across different pupil demographics and staff members to identify and immediately rectify any inconsistencies or inequities. Furthermore, ensure young people are made fully aware of the precise conditions, procedures, and rationale for the application of any exclusionary measure.
• Prioritise a Culture of Inclusion and Equity: Actively cultivate a supportive school culture where inclusion and the holistic wellbeing of all young people are explicitly valued above all else.
  • Enhance Student Voice: Systematically incorporate pupil feedback into the development and review of disciplinary practices to ensure policies are relevant, understood, and perceived as fair.
  • Partner with Parents: Proactively engage parents and carers as essential partners in the co-creation and implementation of behaviour and wellbeing policies.

Read the full study:

Thornton, E., Cheng, Q., Demkowicz, O. & Humphrey, N. (2025). Lost learning: Prevalence, inequalities and outcomes of internal exclusion in mainstream secondary schools. British Educational Research Journal, 00, 1–26. https://doi.org/10.1002/berj.70049

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The new report, released today (16th October 2025) examines the socio-economic inequalities within the Special Educational Needs and Disabilities (SEND) system in England. Highlighting that while the number of children with SEND is growing, children eligible for Free School Meals (FSM) are significantly over-represented within this cohort, experiencing poorer educational outcomes, such as lower Key Stage 4 attainment and higher persistent absence rates.

The report details how more affluent families are better positioned to navigate the complex SEND system, often spending money on Education, Health and Care Plan (EHCP) applications and tribunals, leading to higher success rates in securing EHCPs and special school places. This disparity creates a "double disadvantage" for children from lower-income families who have SEND, prompting the authors to recommend policy reforms that acknowledge and mitigate these socio-economic barriers. Finally, the research notes that parents generally support inclusive mainstream schooling, but those with children in special schools report higher satisfaction.

Access the report titled "Double Disadvantage?" by Charlotte O’Regan and Kevin Latham for the Sutton Trust -

Sutton Trust Report: A Tipping Point for SEND in UK Schools

The recent report from the Sutton Trust on Special Educational Needs and Disabilities (SEND) in the UK has delivered a crucial and challenging verdict on the state of provision. For school leaders and practitioners, the findings are not just statistical—they are a stark call to action. They confirm and deepen many of the capacity, equity, and practice issues we have previously explored, demanding an immediate review of how UK schools operate, fund, and deliver inclusive education.

The Scale of the Challenge: Capacity and Complexity

The Sutton Trust confirms that the SEND system is under immense pressure, a trend we highlighted in our previous feature, Statistics Special Educational Needs in England.

The new data shows the growing volume and complexity in stark detail:

• Growing Cohort Size: Over 1.7 million pupils in England now have identified SEND, a 5.6% increase since 2024.
• EHCP Surge: The share of pupils with an Education, Health and Care Plan (EHCP) has nearly doubled, rising from 2.7% to 5.2% (or 5.3%) between 2016 and 2025.
• Complex Needs in Mainstream: With special school places increasingly reserved for the highest level of need, mainstream schools are shouldering the burden of supporting children with more severe or complex SEND than in previous years.

Implication for Schools: This capacity crisis means that policy must pivot towards increasing capacity within mainstream settings, for instance, through the implementation of SEND Hubs or improved partnership working. The report reinforces the urgent need to address the financial sustainability of the system, with 42% of parents feeling too little government money is spent on SEND.

Equity & Access: Confronting the 'Double Disadvantage'

Perhaps the most alarming finding is the evidence of systemic inequality, where a pupil's socio-economic background heavily influences their access to support and, ultimately, their outcomes. The report illustrates a "double disadvantage" for children eligible for Free School Meals (FSM) who also have SEND.

• Unequal Access: Affluent families are significantly better equipped to secure EHCPs and special school places. For example, 11% of middle-class parents spent over £5,000 on applications, compared to just 1% of working-class parents. This navigability barrier acts as a rationing system that benefits those who can afford to fight.
• Disproportionate Outcomes: The FSM/SEND group faces significantly lower attainment. Only 7.5% of FSM children with an EHCP secured a grade 4+ in English and Maths, compared to 17.3% of non-FSM children with an EHCP.
• Attendance and Behaviour: Attendance is lower for FSM/SEND pupils (86.3% for EHCPs) and suspension rates are far higher (27.55 per 100 FSM pupils vs. 7.55 for non-SEND pupils).

Implication for Schools: Leaders must work to increase the consistency of SEND identification and support to minimise these socio-economic disparities. Crucially, as we discussed in More Support for Neurodivergent Children, there is a strong case for schools to simplify internal processes and create systems to actively support parents—especially those from disadvantaged backgrounds—in navigating the complex SEND system and its paperwork. Support must be provided based on need, not label, particularly while children wait for diagnoses, as lower-income backgrounds often face longer waiting times.

Improving Practice: The Inclusion Challenge

While most parents support inclusion in principle, feeling that mainstream placement benefits all children, the report exposes a major disconnect: parental satisfaction is dramatically higher in special schools (91% satisfied) compared to mainstream schools (68% satisfied). This satisfaction gap is the ultimate indicator of the challenge facing mainstream inclusion.

The path to closing this gap lies in refining school-level practice, drawing on evidence-based strategies, as detailed in our analysis of the EEF Guidance Report SEND.

The Sutton Trust report offers direct, reflective actions for school leaders:

• Data Analysis: Examine how the socio-economic make-up of the SEND cohort compares to the whole school and identify how FSM pupils vary by category of SEND.
• Collaboration: Ensure the Pupil Premium Lead collaborates directly with the SENDCo to develop targeted support for children facing the double disadvantage.
• Accessibility: Evaluate whether the school’s approach for parents seeking support is truly simple and easy to navigate, not an inadvertent barrier.
• Targeted Barriers: Proactively identify and address any specific barriers to learning, attendance, or public examination performance faced by FSM/SEND children.

Finally, effective inclusion requires schools to be supported to create calm, consistent learning environments conducive to the success of all pupils. The report clearly shows that the ambition for an inclusive system is sound, but its execution in mainstream settings urgently needs to improve to match the efficacy and parental confidence seen in special schools.

Lily Blakeledge

The Team at AMHIE

October 2025

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The new study suggests a link between social media use and poorer cognition in teens. The findings are published in JAMA.

"Social media is an increasingly important aspect of early adolescent lives, and trajectories of use have been correlated with negative psychosocial outcomes. Studies of the link between total screen time and cognitive performance in those aged 9 to 11 years from the Adolescent Brain Cognitive Development (ABCD) study have shown mixed results. However, unlike passive screen time, social media use typically involves interactive, personalized, and cognitively demanding activities, yet there is a paucity of studies that have analysed the associations between distinct longitudinal social media usage patterns and multiple domains of cognitive functioning.

This study examined the relationship between longitudinal patterns of social media use and cognitive performance 2 years later in a diverse, national sample of early adolescents. The study hypothesis was that greater social media use would be associated with lower cognitive performance.

This analysis found that both low and high increases in social media use throughout early adolescence were significantly associated with lower performance in specific aspects of cognitive function, supporting a prior finding that greater screen time was negatively but weakly associated with adolescent cognitive performance."

"This is a really exciting study," says psychologist Mitch Prinstein at the University of North Carolina at Chapel Hill, who wasn't involved in the new research. "It confirms a lot of what we have been hearing about from schools all across the country, which is that kids are just having a really hard time focusing on being able to learn as well as they used to, because of the ways in which social media has changed their ability to process information, perhaps." NPR 2025

Affects on mental health

Studies consistently link problematic or excessive social media use (SMU) to a range of adverse mental health outcomes in adolescents and young adults. Problematic SMU—defined by addiction-like symptoms such as preoccupation and compulsion despite negative consequences—is a stronger predictor of ill-being than mere time spent on platforms.

Meta-analyses show statistically significant correlations between problematic SMU and negative symptoms, including anxiety (r=0.348), stress (r=0.313), and depression (r=0.273) (Shannon et al., 2022). Further, excessive use is associated with poor sleep quality and disturbances, particularly when used close to bedtime, which increases cognitive arousal and delays sleep onset. Poor sleep, in turn, may partially mediate the link between SMU and poor mental health.

Adverse effects are often driven by specific content and behaviours:

• Social Comparison: Exposure to idealized, appearance-focused content drives higher appearance-ideal internalization and social comparison, leading to lower body satisfaction and subjective well-being in both boys and girls.
• Fear of Missing Out (FOMO): Constant checking fuels anxiety related to FOMO, leading to a vicious cycle of increased platform engagement.
• Infodemic Knowledge: During crises, exposure to an overwhelming volume of complex or false information can induce psychological distress, fear, and fatigue.
• Academic and Cognitive Decline: Excessive use can lead to distractions and time mismanagement. Longitudinal patterns suggest increasing SMU in early adolescence is associated with lower performance in specific cognitive functions, potentially displacing time spent on educational activities.

However, not all engagement is harmful. Specific types of use, particularly one-to-one or one-to-few communication (e.g., messaging), can support mental health by mitigating loneliness and offering a coping mechanism for stress, especially when experiences are positive. Quality rather than the sheer quantity of online interactions is the critical factor in determining the impact on young people's mental health.

Social media management?

The core challenge social media presents in the classroom is its tendency to cause distraction, time mismanagement, and loss of focus, ultimately diminishing concentration and academic performance. The constant stream of notifications can displace time that should be spent on schoolwork, potentially reducing performance in cognitive areas like language knowledge.

To mitigate these effects, you can implement a three-pronged strategy focused on discipline, alternatives, and purposeful integration:

1. Promote Digital Citizenship and Self-Regulation

Shift the focus from banning to mindful use.

• Raise Awareness: Teach students directly about the documented negative impact of excessive social networking on their academic motivation and focus.
• Offer Training: Provide explicit lessons on time management and self-regulation strategies, helping students balance online social life with academic duties.
• Guide Healthy Habits: Emphasise responsible and ethical digital citizenship. Guide students to view social media as a supplement, not a primary distraction, to their learning. Minimising non-academic distraction during school time is a critical, shared goal.

2. Utilise Structured Alternatives and Countermeasures

Counteract the allure of excessive digital media by promoting healthy, structured activities.

• Foster Structure: Encourage and provide structured daily activities during the school day. Evidence suggests students with more structured activity engage less intensely in screen-based leisure.
• Encourage Academic Focus and Exercise: Promote focused reading, studying, and physical activity. These activities serve as effective countermeasures, lessening both problematic internet use and psychological distress.
• Delineate Screen Time: Clearly define and reinforce the difference between productive (academic) screen time and recreational/distracting use, ensuring devices are tools for learning, not mood disturbance.

3. Harness Social Media for Academic Engagement

Instead of viewing social media as only a threat, harness its potential to channel motivation toward constructive learning goals.

• Integrate Relevant Content: Leverage the platforms' motivational aspects by integrating engaging, relevant content into learning activities (e.g., for language learning).
• Facilitate Collaborative Learning: Use social media features to set up avenues for sharing information and facilitating group collaboration, enhancing knowledge acquisition and boosting engagement.
• Use Interactive Tasks: Incorporate tasks that utilize platform features for interactive, collaborative work, reframing them as dynamic educational tools that inspire creative thinking and intellectual curiosity.

By focusing on discipline, promoting healthy alternatives, and purposefully integrating platforms, educators can empower students to manage their digital lives effectively

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References:

Chatterjee, Rhitu. Kids who use social media score lower on reading and memory tests, a study shows. NPR. 2025

Favero, Michelle. 10 Facts about teens and social media. Pew Research Centre 2025

Jason M. Nagata, MD, MSc; Zain Memon; Jonanne Talebloo, BA; Karen Li, MPH; Patrick Low, BA; Iris Y. Shao, PhD, MPH; Kyle T. Ganson, PhD, MSW; Alexander Testa, PhD; Jinbo He, PhD; Claire D. Brindis, DrPH; Fiona C. Baker, PhD. Prevalence and Patterns of Social Media Use in Early Adolescents. Received for publication August 9, 2024; accepted January 7, 2025. Academic Pediatrics. 2025; 25:102784

Nagata JM, Wong JH, Kim KE, et al. Social Media Use Trajectories and Cognitive Performance in Adolescents. JAMA. Published online October 13, 2025. doi:10.1001/jama.2025.16613

Shannon H, Bush K, Villeneuve PJ, Hellemans KG, Guimond S Problematic Social Media Use in Adolescents and Young Adults: Systematic Review and Meta-analysis
JMIR Ment Health 2022;9(4):e33450

This research from BMJ Open examines the relationship between childhood physical and verbal abuse and adult mental well-being. The study's objective was to determine how exposure to either or both forms of abuse impacts mental health throughout a person's life.

The authors utilised self-reported data from over 20,000 participants, focusing on trends in abuse exposure across different birth cohorts and associations with various mental well-being indicators.

A key finding highlights that both physical and verbal abuse independently contribute to lower mental well-being in adulthood, with combined exposure having a compounded negative effect, suggesting verbal abuse warrants similar attention to physical abuse in prevention efforts.

Citation: Bellis MA, Hughes K, Ford K, et al. Comparative relationships between physical and verbal abuse of children, life course mental well- being and trends in exposure: a multi- study secondary analysis of cross- sectional surveys in England and Wales. BMJ Open 2025;15:e098412. doi:10.1136/ bmjopen-2024-098412

Beyond the Bruises: The Silent Scars of Verbal Abuse on UK Children

This study sheds light on a silent crisis affecting the mental well-being of UK children. For decades, the focus of child protection has rightly been on physical abuse, but this research reveals that verbal abuse can be just as damaging, leaving scars that last a lifetime. The findings have profound implications for schools and underscore the urgent need for educators to re-evaluate their role in safeguarding and promoting student mental health.

This study challenges a long-held assumption: that physical harm is inherently more detrimental than emotional harm. The data shows that verbal abuse alone increases the risk of low adult mental well-being by a staggering 1.64 times—a figure almost identical to the 1.52 times increase associated with physical abuse.

When children experience both, the impact is compounded, more than doubling their likelihood of poor mental health outcomes.

The study paints a bleak picture of how this abuse affects specific aspects of a person’s life. Both physical and verbal abuse are linked to feelings of hopelessness and uselessness. However, verbal abuse has a particularly potent effect on social connection, increasing the likelihood of an individual never or rarely feeling close to others by a significant 90%.

A Shifting Tide: What the Data Tells Us

The research highlights a concerning trend: while physical abuse has significantly decreased among younger generations, verbal abuse has risen to almost 20% in those born after 2000. This suggests that gains made in reducing physical abuse may have been offset by an increase in verbal abuse, contributing to the rising mental health challenges facing today's youth. The data suggests that for some, the cane has been replaced with harsh words, with similarly devastating consequences.

This shift places a greater responsibility on schools to be a sanctuary where children feel safe and valued. With children spending a significant portion of their lives in school, educators are uniquely positioned to intervene.

Taking Action: A Call to Educators

So, what actions can educators take to mitigate this impact?

1. Foster a Culture of Kindness and Respect:

Schools must move beyond a zero-tolerance policy for bullying to actively promoting kindness. This means modelling respectful language and behaviours in all interactions. Staff should avoid using shaming, sarcastic, or demeaning language, even when disciplining a child. Teachers should be mindful that a seemingly harmless, fleeting comment to a student could have a lasting impact. Training for all school staff, from teachers to canteen workers, on the damaging effects of verbal abuse and the importance of positive communication is vital.

2. Bolster Social-Emotional Learning (SEL):

Incorporating SEL into the curriculum is no longer a luxury—it's a necessity. This includes teaching children about emotions, empathy, and how to resolve conflicts peacefully. By helping students develop a strong sense of self and the ability to articulate their feelings, schools can build resilience and equip them to deal with negative experiences.

3. Prioritise Mental Health Support:

Schools should expand access to trained counsellors and mental health professionals. Creating a safe space where students feel comfortable discussing their feelings and experiences is paramount. Regular check-ins and open dialogue about mental health can help identify struggling students early and connect them with the support they need.

4. Educate Parents and Caregivers:

Schools can play a key role in bridging the gap between home and school. Workshops and resources for parents on positive parenting strategies, the impact of language, and alternatives to verbal and physical punishment can help break the cycle of abuse. This proactive approach can help ensure that the valuable lessons taught at school are reinforced, not undermined, at home.

The findings of this study are a wake-up call. The well-being of a child is not just about what we protect them from, but also how we speak to them. By prioritising a culture of respect, bolstering social-emotional skills, and providing robust mental health support, UK schools can become powerful agents of change, helping to heal the invisible wounds of verbal abuse and build a more resilient generation.

Lily Blakeledge

3rd September 2025

The Team at AMHIE

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"In April 2024, the Mental Health Foundation (MHF) joined the hundreds of organisations piloting a shorter working week. Full-time hours dropped from 35 to 32, and part-time hours proportionately, with no reduction in pay. Most staff had considerable freedom over their working pattern, but many considered business needs.

MHF’s reduced working week has been genuinely implemented in practice by most staff – half stick fully to their new contracted hours; 94% worked zero to three extra hours per week – suggesting the large majority have reduced their hours below a pre-pilot standard week. Fewer people are working excess hours than pre-pilot, reflecting a broader culture shift.

However, a large proportion of employees still work over their contracted hours. Flexibility is an important feature of work at MHF for many staff who deliver public-facing activities, work with external partners or experience workload fluctuations related to seasonal activities and events – and is often welcomed."

"There is strong evidence that the 32-hour week has improved employee wellbeing and reduced inequalities, and no indications that it has harmed performance. It interacts positively in both directions with key factors for organisational success, such as strategic focus and personnel stability. By undertaking the pilot at a time of broader change, MHF demonstrates its role as a pioneer implementing mental health solutions in the real world.

Following the pilot, evaluation and rigorous discussion, the Board agreed to make the 32- hour week permanent at MHF – it is now part of staff contracts. MHF believes that shorter working weeks have strong potential as a more widespread measure, and even a social and cultural shift, which can support public mental health."

Rethinking the School Week: Could a Shorter Working Week Transform Education?

The demands of the education sector have, for many years, led to high levels of burnout and stress among teachers and staff. The traditional five-day working week, often extending far beyond official hours, leaves little time for rest, personal life, and mental recovery. But what if there was a better way? This recent pilot by the Mental Health Foundation (MHF), suggests that a shorter working week could be a powerful tool for improving wellbeing and sustainability in education without sacrificing performance.

The MHF’s year-long trial of a 32-hour working week, with no cut in pay, produced remarkable results. It showed that less time at work can lead to significant improvements in employee wellbeing. This is a crucial finding for an industry where long hours are a major contributor to stress. The report found that a reduced week led to a better work-life balance (reported by 79% of staff) and greater mental wellbeing (reported by 68%). These benefits were particularly pronounced for part-time employees and those with existing mental health challenges, disabilities, or caring responsibilities, suggesting that a shorter working week can help reduce workplace inequalities.

A key takeaway for schools is the link between wellbeing and productivity. When staff are less stressed and more rested, they are better able to focus and engage with their work. The MHF pilot found that a majority of employees reported greater productivity and an improved ability to manage their workload. Far from harming performance, the reduced week encouraged greater efficiency and strategic prioritisation. This translates directly to the classroom: a well-rested, less-stressed teacher can be more present, focused, and creative, leading to better outcomes for students.

The MHF pilot saw a dramatic decrease in the number of employees intending to leave the organisation—from 33% to just 15%. This is especially relevant in the education sector, struggling with high staff turnover. Interestingly, the number of applications for job vacancies nearly doubled, with the 32-hour week being a more significant motivator for applicants than salary. In a competitive environment, offering a reduced working week could be the key to attracting and keeping the best teaching talent.

While some might worry about the practicalities of a four-day week for schools, the MHF pilot demonstrated that flexibility and a supportive culture are key enablers. Allowing staff to choose their working patterns and encouraging a focus on impact rather than just hours worked can make a reduced week highly successful. By prioritising staff wellbeing, schools can create a more sustainable and effective working environment for everyone, ultimately benefiting both teachers and students. A reduced working week isn't just a perk; it's a strategic move that could help solve some of the most pressing challenges facing the education system today.

LinkedIn Article: https://www.linkedin.com/rethinking-school-week-could-shorter-working-transform-education

AMHIE can support you with wellbeing at your setting, how to introduce new initiatives and CPD.

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.

The Ofsted annual report: key inspection focus and outcomes

• Overall Effectiveness Grades: A significant change is the removal of the 'overall effectiveness' grade from school inspections in September 2024, as a first step towards wider reform across education inspections. 90% of schools held a good or outstanding grade as of 31 August 2024, at the point this grading system was stopped.

• Inspection Activity Levels:

    ◦ Ofsted carried out more total inspections in 2024–25 than the previous year.

    ◦ Previously Outstanding Schools: Increase in inspections of previously exempt outstanding schools, with 1,050 inspected in 2024–25, up from 1,000 in 2023–24 and 770 in 2022–23.

    ◦ Meeting Inspection Targets: In 2024–25, Ofsted met all of its statutory targets for inspections. However, there were shortfalls against internal targets in several areas, including state-funded schools (92% delivered), independent schools (87% delivered), FE and skills (84% delivered), early years (94% delivered), Area SEND (90% delivered), ECF and NPQ lead providers (75% delivered), social care regulatory (98% delivered), and supported accommodation (38% delivered). The shortfalls were attributed to factors like pauses in routine inspections, provider closures, and prioritisation of registration visits for new applicants.

• FE and Skills: 82% of FE and skills providers were judged good or outstanding at their most recent inspection as of 31 August 2024, representing a four percentage point increase compared with 31 August 2023.

• Early Years Provision:

    ◦ 98% of childcare providers were judged good or outstanding as of 31 August 2024, a one percentage point increase compared with 31 August 2023.

    ◦ Access to childcare in England has decreased on average in the past four years, with the decline being greatest in the North East, East Midlands, and Yorkshire and The Humber. London was the only region that saw an increase in access.

• Local Authority Children's Services (ILACS): There's been an improvement in the overall quality, with the proportion of local authorities judged good or outstanding increasing from 53% in 2022 to 60% on 31 March 2024. In 2024-25, 50 ILACS reports were published, with judgements for care leavers being 18 outstanding, 23 good, five requires improvement, and four inadequate.

• Supported Accommodation: This is a new area of inspection. There were 890 active (registered) providers as of 31 March 2025, and Ofsted carried out 50 full inspections in 2024–25, with activity expected to significantly increase in 2025–26.

Navigating the New Landscape: Ofsted's Evolving Role and Its Impact on Schools in the Coming Year

The educational landscape in England is in constant flux, and Ofsted, the education watchdog, is at the heart of much of this change. Comparing the annual report from the last two years, schools are bracing for a year of significant adjustments. The biggest change is the phasing out of the single, overarching 'overall effectiveness' grade, signalling a profound shift in how schools will be assessed and how their performance will be communicated.

Perhaps the most talked-about change is the removal of the 'overall effectiveness' grade from school inspections as of September 2024. While 90% of schools held a 'good' or 'outstanding' grade when this system ceased, the move reflects a desire for more nuanced feedback. Instead, schools will now receive grades for key judgement areas: 'quality of education', 'behaviour and attitudes', 'personal development', and 'leadership and management'.

For schools, this means a sharper focus on these individual components, potentially leading to more targeted improvement plans rather than a broad brushstroke judgement. The intention is to introduce "report cards" from September 2025, providing a more detailed and comprehensive picture for parents and stakeholders, moving away from what was widely seen as a high-stakes, simplistic system.

Beyond the grading system, there are several key trends and shifts in Ofsted's operational focus. Inspection activity levels have generally increased, with Ofsted carrying out more total inspections in 2024–25 than the previous year. Notably, there's a continued rise in inspections of previously exempt outstanding schools, with 1,050 inspected in 2024–25, up from 1,000 in 2023–24. While Ofsted met its statutory targets for inspections, shortfalls against internal targets in areas like state-funded schools (92% delivered) and independent schools (87% delivered) suggest ongoing operational challenges, partly attributed to pauses for inspector training and prioritizing new registrations.

Financial and workforce data reveal some internal pressures for Ofsted. Total operating expenditure increased from £200,195k in 2023–24 to £208,721k in 2024–25, with a corresponding rise in net expenditure. Staff costs also saw an increase. The Employee Engagement Index decreased to 64% in 2024–25, slightly below the Civil Service benchmark, and while staff turnover improved slightly, sickness absence rose. These internal dynamics could subtly influence the consistency and approach of inspections in the coming year, as Ofsted works to manage its resources and staff well-being.

Crucially, the last two years reports underscore systemic issues impacting schools. The "stubborn and damaging issue of rising pupil absence" remains a prominent concern, with persistent absence affecting over 19% of pupils in autumn and spring 2023/24. This will undoubtedly continue to be a significant focus for inspectors, with schools needing to demonstrate robust strategies for improving attendance, especially for disadvantaged children. Similarly, the pressures on the SEND system are highlighted, with a 140% increase in demand for Education, Health and Care (EHC) plans over the last decade. Schools can expect heightened scrutiny on their provision and support for pupils with SEND.

Ofsted also shed light on unregistered provision, with a continued crackdown on illegal children's homes and unregistered schools. While the number of cases opened concerning unregistered children's homes decreased slightly in 2024-25, a high proportion were still found to be operating illegally. Schools might find themselves playing a role in identifying or reporting such provisions, emphasising the broader safeguarding responsibilities within the educational ecosystem.

The upcoming academic year will see schools adapting to a more granular inspection process, moving away from the single headline grade towards a detailed assessment across key areas. This shift, coupled with Ofsted's sustained focus on attendance, SEND provision, and the identification of unregistered settings, will require schools to meticulously review and refine their practices in these areas. While the aim is to foster a more supportive and less high-stakes inspection environment, the increased detail and evolving priorities will undoubtedly keep schools on their toes, demanding proactive engagement with the new inspection landscape.

The Ofsted annual report 2024/25 highlights changes reflecting their ongoing efforts to reform inspection practices, respond to stakeholder feedback, manage its financial and human resources, and address critical challenges within the education and social care sectors.

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!

Lily Blakeledge

The Team at AMHIE

Over the past decade, mental ill health among young people has risen sharply, sparking widespread concern among health professionals, educators, policymakers, and families alike. Data shows us that this has also been a significant driver of increasing youth economic inactivity, contributing to the UK’s already persistent youth employment challenge.

Although there is growing recognition that poor mental health can be both a cause and consequence of youth unemployment, the underlying drivers of this crisis remain poorly understood and less well-evidenced. It’s therefore crucial that we better understand what is causing the increasing rates of youth mental health issues; because if we don't, we can’t meaningfully design and invest in interventions that we know will work for young people and which they so desperately need.

Barry Fletcher, CEO Youth Futures Foundation. July 2025.

"Understanding drivers of recent trends in young people's mental health"

Read the report: youthfuturesfoundation.org/Understanding-drivers-of-recent-trends-in-young-peoples-mental-health-July-2025

Advice for schools: Managing young people's mental health

Schools are uniquely positioned to address the rising tide of mental health challenges among young people in England, particularly concerning the drivers identified by the 2025 Youth Futures Foundation report. By focusing on practical, evidence-based strategies, educational institutions can foster environments that promote well-being and resilience, and help support young people's mental health.

Prioritising sleep quality:

The decline in sleep quality since 2010 is a major contributor to poor mental health, with robust evidence linking insufficient sleep to increased rates of depression and anxiety. Schools can implement several initiatives to support healthier sleep patterns. Educating students and parents about the importance of sleep hygiene, including consistent bedtimes, limiting screen time before sleep, and creating a conducive sleep environment, is crucial. This could involve workshops, informational leaflets, or dedicated PSHE (Personal, Social, Health and Economic) lessons.

Schools might also consider flexible start times, where feasible, to better align with adolescent sleep cycles. For instance, a school in the West Midlands implemented a later start time of 9:30 AM for a trial period, reporting an average increase of 30 minutes in student sleep and a noticeable improvement in alertness and engagement during morning lessons.

Addressing Economic Stressors (Indirectly):

While schools cannot directly solve issues of employment precarity or affordability pressures, they can equip students with tools to navigate these challenges and alleviate associated anxieties. Financial literacy programs can empower young people with practical skills for budgeting, saving, and understanding economic landscapes. Career guidance should focus on developing adaptable skills and exploring diverse pathways, including vocational training and entrepreneurship, beyond traditional university routes. Providing access to information about local support services for families facing financial hardship can also reduce student stress.

Furthermore, schools can ensure that their own policies, such as uniform requirements or extracurricular activity costs, do not exacerbate financial burdens on families. For example, a recent survey found that in England, 1 in 5 parents reported struggling with school-related costs, leading to increased anxiety for both parents and children. Schools can review and simplify uniform policies or offer second-hand uniform schemes to reduce this pressure.

Navigating Social Media and Smartphone Use:

The widespread adoption of social media and smartphones has a documented, albeit small, negative impact on mental health. Schools can implement strategies to promote responsible digital citizenship. This includes explicit teaching on critical media literacy, helping students discern reliable information, understand the curated nature of online content, and recognize the signs of cyberbullying. Encouraging "digital detox" periods during the school day, such as designated no-phone zones or policies that require phones to be put away during lessons and breaks, can reduce constant connectivity.

Some schools have successfully trialled "phone-free" lunchtimes, reporting an increase in face-to-face interaction and a decrease in reported social anxiety among students. For instance, a secondary school in Manchester saw a 25% increase in students engaging in active play and conversation during lunch breaks after implementing a "no phones in common areas" policy.

Mitigating the Impact of Reduced Children and Youth Services:

The substantial 73% decline in funding for community children and youth services since 2010 has left a significant void. Schools can play a vital role in bridging this gap by expanding their in-house mental health support and fostering stronger community links. This means investing in school counsellors, mental health first aiders, and pastoral care teams. Developing robust referral pathways to external specialist services, even if fewer exist, is critical.

Furthermore, schools can actively create and promote extracurricular activities and clubs that offer social interaction, skill development, and a sense of belonging – functions previously provided by community youth centres. Partnering with local charities or volunteer organizations to offer after-school programs can also help. For example, a primary school in Bristol collaborated with a local sports charity to offer free after-school sports clubs, benefiting over 100 students who previously had limited access to such activities outside school.

By proactively addressing these key drivers through targeted and practical interventions, schools can significantly contribute to improving the mental well-being of young people across England, creating a more supportive and resilient generation.

Get more support to help manage young people's mental health at your setting with AMHIE.

AMHIE can support you and your team with managing mental health at your setting through our membership; with signposting to the resources, tools and information you need to feel supported, and have a place to turn to for advice and help.

We will be creating resources for our members to help support them in combatting the drivers identified in this report over the coming months.

The Team at AMHIE

July 2025

The EN-CAMHS (Enhancing referrals to Child and Adolescent Mental Health Services) mixed-methods study aimed to understand the current problems with Child and Adolescent Mental Health Services (CAMHS) referrals and identify effective solutions to improve their success.

Overarching Conclusions and Recommendations:

• There is an urgent need to revise the CAMHS referral process.
• Children and young people should be at the centre of the referral process, focusing on their needs rather than just a diagnosis.
• Implementing a nationally standardised but locally configurable digital platform could address many of the current problems. This platform should provide clear information requirements, guidance for referrers, account for diversity, include input from young people and families, link to local resources, and offer transparency on referral progress.
• Improved public health messaging around psychological distress in young people is needed to reduce parental fear and promote understanding of alternatives to CAMHS.
• Future work should aim to co-design and evaluate a digital referral form linked to stakeholder resources to improve clarity, accessibility, and efficiency

Reference: Abel KM, Whelan P, Carter LA, Tranter H, Stockton-Powdrell C, Gutridge K, et al. Enhancing referrals to Child and Adolescent Mental Health Services: the EN-CAMHS mixed-methods study. Health Soc Care Deliv Res 2025;13(21). https://doi.org/10.3310/GYDW4507

The Ripple Effect: How CAMHS Referral Issues Impact Mental Health in Education

The EN-CAMHS study sheds critical light on the persistent challenges within Child and Adolescent Mental Health Services (CAMHS) referrals. Its findings paint a picture of a system struggling to meet the growing mental health needs of young people, with significant implications for the educational sector over the next 12 months.

The Current Landscape: A System Under Strain

The quantitative data from the study is stark: nearly one-quarter of the 497,502 children referred to NHS CAMHS between 2020 and 2021 had their referrals rejected. This translates to over 124,000 young people not accessing the support they sought. This high rate of unsuccessful referrals, coupled with the considerable variation across NHS Trusts (ranging from 5% to 31%), highlights a fragmented system. GPs are the largest source of referrals (approximately 43%), yet their referrals are more likely to be unsuccessful than those from educational or social care settings. This suggests a potential disconnect between primary care and specialist mental health services.

Furthermore, the qualitative findings reveal the underlying issues contributing to these figures. Confusion about CAMHS's purpose, lack of transparency, poor communication, and long waiting times are pervasive problems. These issues create a cycle of distress for young people and their families. The perception that CAMHS is the "gold standard" means that when referrals are unsuccessful, families are often left feeling isolated and without alternative support, with 5 times higher unsuccessful referral rates for emotional and behavioral difficulties in some trusts. The study also found that younger children are more likely to have an unsuccessful referral across all Trusts, indicating a critical gap in early intervention.

Implications for Education in the Next 12 Months

The findings of the EN-CAMHS study have profound implications for mental health in education over the coming year:

Need for Enhanced Collaboration and Training: The study highlights the urgent need for seamless communication and interoperability between multi-agency services. In the next year, there will be an even greater impetus for schools to forge stronger links with local mental health charities, community services, and even general practitioners, to create more effective referral pathways and ensure young people are signposted to appropriate support, even when CAMHS is not an option. Furthermore, there will be a greater need for schools to provide enhanced mental health training for all staff to better identify, understand, and respond to student needs.

Increased Pressure on School-Based Support: With a significant proportion of CAMHS referrals being unsuccessful, schools will inevitably bear the brunt of unaddressed mental health needs. School counsellors, pastoral teams, and Special Educational Needs Coordinators (SENCOs) will likely see an increase in demand for their services as families seek alternative avenues of support. This could lead to an overburdening of already stretched school resources.

Deterioration of Student Well-being and Academic Performance: Long waiting times for CAMHS assessments and subsequent therapy mean that young people's mental health difficulties often deteriorate before they receive specialist help. This can manifest in increased anxiety, behavioural issues, difficulty concentrating, and reduced engagement in learning. Teachers may observe a rise in students struggling academically and emotionally, potentially leading to increased absences and exclusions.

Heightened Stress for Educators: Teachers and support staff are often the first to identify mental health concerns in students. The current system, with its lack of clear referral pathways and feedback, can leave educators feeling frustrated and disempowered. In the next 12 months, this is likely to lead to increased stress and burnout among school staff as they grapple with supporting students whose complex needs are not being met by external services.

Challenges in Early Intervention: The finding that younger children are more likely to have unsuccessful referrals is particularly concerning for primary education. Early intervention is crucial for preventing mental health issues from escalating. If early referrals are consistently rejected, schools will need to find more robust internal strategies for identifying and supporting young children with emerging mental health difficulties.

Moving Forward: A Call to Action

The EN-CAMHS study's recommendations for standardised digital platforms, clearer information, and improved communication are crucial. In the next 12 months, the educational sector must actively advocate for and participate in the co-design and implementation of these solutions. By putting children and young people at the centre of the referral process and focusing on their needs rather than just a diagnosis, we can hope to mitigate the adverse implications of the current system and foster a more supportive environment for mental health in schools.

The Team at AMHIE

1st July 2025

Additional Resources

Here at AMHIE we will be attempting to help combat the barriers that teams may be facing in reducing CAMHS referrals through increased resources and training. We have a range of training available for a variety of roles and phases that will help equip you to succeed in your role.

Join AMHIE as a full member today and get access to more resources and free training, as well as discounts on our highly rated training courses of up to 30% on AMHIE membership

Stay compliant and up-to-date with expectations and policy through 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

Let's talk about AI in Education: Our AMHIE survey results

On June 10th the DfE launched a package of measures to transform how schools use AI - including the first ever AI guidance for schools and colleges setting out how schools can safely and effectively use AI to transform the classroom experience for students. In response to this press release "AI revolution to give teachers more time with pupils" we asked you to give us your view on AI and how it's used in education, what your current experience is and what resources might help you to utilise this tool in your work. Thank you to everyone who took the time to give us their feedback, it's been wonderful to gain some insight into your views, challenges and experiences in using AI.

So what AI can you use? Take a look through this DfE PowerPoint for Leadership guidance: Leadership_presentation_on_the_safe_and_effective_use_of_AI_in_education

So what did you think?

A majority of those who answered (40%) stated that they felt the use of AI at work would 'keep things the same but there will be less admin' from the information given, this is the main reason for using more AI as it will give teachers more time with their pupils.

Some felt that it would 'Open the doors to safeguarding concerns' and 'Undermine my position and lead to less job satisfaction'  - while the statement from the DfE has been clear that the use of AI tools would be just that, it can be concerning for some. With worries ranging from feeling less security for data and privacy through to ethical and moral concerns.

67% of you had used AI before the DfE announcement, this is highlighting the need to have guidance and policy on AI and how it is used within education so that educators can feel more confident and informed on how and what they are using, and why.

Only 53% of you felt that AI is a 'great idea'

As you can see, feelings were mixed on the use of AI tools in education, with only half of you fully on board with the other half unsure. This is again, just highlighting the need to educators to have more support on the use of AI and it's function with education.

Concerns about the rise of AI in education

There are widespread concerns about the rise of AI in education, with various roles within education showing different views, opinions and worries about integration, safeguarding and integrity.

The primary concerns of teachers include the reliability and accuracy of AI tools, the potential impact on core skills and academic integrity, job security and the lack of clear guidance on acceptable uses of AI. Students, most surprisingly, have voiced high concern of misinformation, plagiarism and equality.

At home, families, parents and carers show concern about the potential exposure to inaccurate and inappropriate information, and who is accountable when AI makes decisions. To combat these concerns and help move forward with greater knowledge, policy makers and institutions have been focusing on the overall Governance and how AI is Responsibly adopted.

Primary concerns that the DfE and Ofsted should focus on going forward with guidance include:

• Ethical Frameworks: Developing clear guidelines for AI use, including data privacy, bias mitigation, transparency, and accountability.
• Academic Integrity: Designing policies and assessment methods that address the challenges of AI-generated content.
• Teacher Training & AI Literacy: Ensuring educators have the skills and knowledge to use AI effectively and responsibly.
• Equity of Access: Preventing AI from widening existing educational disparities.
• Regulatory Landscape: Keeping pace with the rapid development of AI with appropriate regulations.

What AMHIE can do to support you

Following your feedback from the survey requesting resources and support, we are delighted to share with you our easy to read and follow infographics on AI in education as a jumping off point. Here you will find links to the DfE and EEF guidance, as well as a round up of the key information and interests around AI in education highlighting the positive and the negative.

Download the AMHIE infographics:

AI in Education Navigating AI in the classroom

AI in Education Understanding the Risks & Responsibilities

We will be developing resources with a specific focus on mental health and how you can use AI to help you with the mental health and wellbeing strategy at your setting for our full AMHIE members. If you would like to access these resources and you don't yet have full membership you can upgrade by contacting our team on support@amhie.com or over the phone 02381 120010.

Access even more resources with AMHIE Membership

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!

Gain insight into mental health best practices, information and support

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

The Team at AMHIE

20/6/2025