The National Steering Group
Discover more about AMHIE’s National Steering Group
Following the release of the green paper “Transforming children and young people’s mental health provision” the government committed to providing trained mental health leads in schools. With the announcement of the mental health lead role from the Department of Education, Richard developed training for mental health leads. This in turn lead to the creation of the National Network of Mental Health Leads in 2021.
The Association is guided by members, for it’s members; we are always looking for more voices to add to our community ~ could you commit to 3 meetings a year and help us steer AMHIE and the National picture?

The origins of the National Steering Group.
A National Committee was formed to steer the agenda for the National Network of Mental Health Leads in 2021 with the drive for trained mental health leads in schools and colleges across England. Formed of professionals working within the sector, the committee draws from the experience of working on the frontline to face current issues.
The Association began.
At the start of 2024, the National Committee made the decision to rename the National Network of Mental Health Leads to The Association of Mental Health in Education in order to better reflect the growing community around the role. AMHIE launched in April 2024 and continues to grow and develop under the watchful guidance of the new National Steering Group.
Steering the national picture.
As AMHIE has developed the Steering Group continue to steer the national picture and how they can best continue to support and nurture our community. The name of ‘National Committee’ was shelved in favour of the ‘National Steering Group’ to better reflect the nature of how they develop and ‘steer’ the Association.
How you can help.
Can you help us steer the National picture for the association? The National Steering Group meet every 5-8 weeks for a short meeting to discuss the Association, what has been working, what has been less successful and what is needed to develop further. The expectation is that each member would attend at least 3 meetings a year, each meeting being a maximum of 2 hours.
About our current National Steering Group

Richard Daniel Curtis
AMHIE National Steering Group Chair and Founder
Read Richard's story
Richard Daniel Curtis is an internationally renowned social, emotional and mental health expert and mentor, passionate about helping millions understand emotions and psychology. His background is a mixture of education, psychology and social care.
Richard’s work is said to have influenced millions across the UK and further afield. Author of the Social and Emotional Skills Assessment, a tool to assess the social and emotional development of children, Richard’s work has had an impact in 5 continents. He has written 13 books and was one of three experts brought in to write the mental health curriculum guidance in England. Richard chairs the Mental Health Awards, the Mental Health in Education and also the National Special Educational Needs and Disability Awards in the UK.
Richard set up The Root Of It group in 2013 to help people get to the root of barriers. Their brands include The Mentoring School, Skills for Progress and the Association for Mental Health in Education.
Richard also runs Tick Accreditation, a simple independent accreditation scheme for companies covering mental health, carbon reduction, modern slavery, corporate social responsibility, sustainability, occupational health and physical wellbeing.
Richard lives in Southampton and is a single parent of two children. In his spare Richard plays in a brass band, dresses as the Gruffalo at events and runs a team of Ghostbusters.

Symon Dewsbury
Head of Cromwell 6th Form, National Leader for mental health in Education, long standing Team-Teach Tutor and SEN teacher.
Read Symon's story
I have had the privilege to work with children and adults with disabilities for over twenty-five years and over the last 18 years I have been very proud to support the SEN children of Cromwell High School, in a number of different capacities and ever-changing roles during my years there.
Based in my home town, located within Tameside , just stone’s throw from Manchester Cromwell has gone from a 60 place school to well over 140 places which is set to grow which has provided me with a wealth of experiences. Prior to making the full-time leap to SEN, I spent two and a half years as a mainstream primary teacher.
During the last fourteen years I have delivered Team Teaching to well over 500 people and have delivered twice that amount again with the course I have written and provided to schools and other services in the local area. Years of involvement with supporting with Behaviors of all kind and helping both professionals and young people gain an understanding about the world of SEN finally lead to me learning more about mental health. In time I would become a National Leader for Mental Health in Education and advocate for those I work with.
On a personal note, I am a husband, father, life long learner and still very proud of the fact that I am an in-class practitioner, which provides me with working perspective of the day-to-day realities of working in a busy and demanding education in environment.

Nicola Bailey
BSc (Hons), QTS, NPQH, MEd, BPS
Read Nicola's story

Alison Ollett
Assistant Principal Designated Safeguarding Lead – Maltings Academy
Read Alison's story
Alison is part of the Senior Leadership team for Maltings Academy, she is a trained Mental Health Lead with over 15 years experience in the sector.

Judith Abbott
Specialist Support Lead – Mental Health
Read Judith's story
Judith is an integral part of the Mental Health Support Team at the Warwickshire College Group. A qualified Mental Health Lead, holding a Level 4 Certificate in Mental Health Aware Leadership and a Level 4 Diploma in Mental Health Aware Leadership she is a specialist in her field.
“Training is really important for our staff and will enable them to make the right decisions and give impactful advice when speaking to colleagues or students.
We want WCG to be a community not worried about having those conversations and our staff to be equipped to intervene early if they identify issues that could significantly impact our students.”