Framework for promoting wellbeing
This framework of advice helps to promote wellbeing in schools and support children and young people with more complex mental health difficulties.
This resource uses evidence-based research to support proposed interventions, budget applications and ‘buy in’ from governors and stakeholders. It also draws on guidance from the Department for Education and Public Health England.
In the introduction, the resource lists the benefits of an evidence-informed approach, acknowledges the challenge for schools and outlines the purpose of the advice.
This guidance highlights that the PSHE curriculum is essential in promoting positive attitudes to mental health, equity, and the normalisation of these issues.
The resource endorses the themes of mental health lead programmes while remaining accessible due to its condensed format. Excluding the introduction and conclusion, the guidance is broken down into seven key sections:
- Adopt whole school thinking
- Engage the whole community
- Prioritise professional learning and staff development
- Implement targeted programmes and interventions (including curriculum)
- Develop supportive policy
- Connect appropriately with approaches to behaviour management
- Implement targeted responses and identify specialist pathways
Using this resource
This resource is designed for:
- use by mental health leads working with students aged 5 to 19.
This resource addresses the following learning outcomes:
- Create a plan to develop, implement and sustain a whole school or college approach to mental health and wellbeing, tailored to their setting’s needs.
- Put in place strategies to identify, understand and overcome resistance, and bring key stakeholders with them.
- Reflect on personal development needs, and put in place plans to be effective in role.
- Sustain and continually improve the approach in their setting, working effectively with peers and support networks.
- Build stronger links with appropriate local services and feel empowered to take a role in shaping these.