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Special educational needs and disabilities (SEND)

The emotional health and wellbeing pathway

The emotional health and wellbeing pathway has been developed in partnership with colleagues from the Educational Psychology Service, CAMHS, School Nursing and Public Health to support education settings to identify need, implement effective interventions and source appropriate external support in a graduated way.

The Pathway follows the I THRIVE Framework which is a person-centred and needs-led approach to supporting mental health needs.
The emotional health and wellbeing pathway can be downloaded as a PDF if required.

Level of need: Thriving – universal level

Most children and young people thrive and cope with the ‘normal’ difficulties and challenges of life and of growing up. They usually cope with challenges using their own resilience, the support of family and friends and support from their school.

What can the school/setting do?

Develop and publish a mental health strategy that focuses on resilience and wellbeing of both staff and students.

Involve parents and pupils in decision-making and policy development.

Promote an emotionally healthy whole school environment which includes, for example, mental health ambassadors and peer mentors.

Use PSHE delivery (Rise Above for Schools) to raise awareness and promote emotional health and wellbeing.

Embed 10 a day for Mental Health.

Have effective and supportive policies on Inclusion, anti-bullying.

Employ relational approaches to teaching and learning and develop a relational behaviour policy.

Have a system of early identification and support, such as, for early absence, changes in behaviour/engagement in learning, early transition planning and support.

Individual Health Care plans and reasonable adjustments for known health conditions or SEND (and staff training on identification and management of these needs).

Anna Freud Schools in Mind Network
Staff training – MH First Aid, EH4MH, MindEd:

Useful resources include: We Eat Elephants, My Big Life and Living Life to the Full
Solihull Parenting Online (access code TAMAR)

Community and national support

Community support

National support

LGBTQI:

Level of need: Getting advice – targeted support

Some children and young people show signs of emerging mental health needs and/or are struggling with their emotional wellbeing.

Problems may be outside the normal range for their age or gender and of a mild to moderate nature. These will be starting to cause difficulties with their school work, friendships or family relationships.

Happy Maps: reliable resources to support emotional health and wellbeing

What can the school/setting do?

Explore concerns with parents and the child/young person

Be alert to signs of emerging emotional problems; use data and evidence-based tools to assess such as the Devon Graduated Response document, Emotional Health and Wellbeing Offer and No Need to Exclude guidance, to identify pupils who need targeted school-based or community interventions.

Consider whether there are other needs that require support, for example, is it an emotional response as a normal reaction to a stressful situation or unmet need (individual, family or environmental)?

Refer to the school nurse – see Public Heath Nursing
Consider referring to school counsellor, educational psychologist, SEMH advisory teacher.

Community and national support

Community support

National support

Level of need: Getting help – specialist support

A few children and young people will show signs of significant mental health problems that impact on daily activities and prevent them from
functioning within the norms for their age.

These may be persistent and moderate to severe in nature, causing significant difficulties with their achievement and relationships.

What can the school/setting do?

Continue to use school-based interventions to support the pupil.

Contact CAMHS pre-referral helpline for advice/consultation and follow the advice given (this may be to refer in for CAMHS specialist support).

Consider referring to an educational psychologist.

Consider any safeguarding concerns/implications.

Community and national support

Community support

National support

  • NHS 111
  • Shout – text SHOUT to 85258 for crisis support via text.

Level of need: Getting more help – urgent mental health support

This may be needed for serious mental health crisis (for example, psychosis), suicidal ideation or serious weight loss and signs of an eating disorder.

Children and young people with complex and significant learning needs may express their mental health needs via challenging behaviour or detachment/withdrawal. Seek support from the Learning Disability Team.

You may need to contact the police if behaviours are aggressive.

Follow safeguarding procedures.

What can the school/setting do?

Contact parents immediately unless you have safeguarding concerns that would increase the risk to the child/young person by discussing with the parent/carer.

Contact CAMHS-SPA on 0330 0245 321 for advice and for a decision on the urgency of the mental health need.

After 5 pm, contact 0300 555 5000 or the out-of-hours GP service by dialing NHS 111 or take to accident and emergency.

Community and national support

Community support

National support

Level of need: Getting risk support – emergency medical help needed to preserve life following life-threatening self-harm

Call the police if the child or young person has absconded or is expressing suicidal ideation.

DSCP provide further guidance on suicide prevention.

What can the school/setting do?

Contact parents immediately unless you have safeguarding concerns that would increase the risk to the child or young person by discussing with the parent or carer.

Call 999.

CAMHS assessment would be undertaken in A&E.

Check in with the child or young person and parent following an incident and identify support in school should they want this.

Refer to Self-harm guidance for schools.

Community and national support

Community support

National support


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