{"id":31550,"date":"2025-03-13T12:46:12","date_gmt":"2025-03-13T12:46:12","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings\/?page_id=31550"},"modified":"2026-01-21T14:50:29","modified_gmt":"2026-01-21T14:50:29","slug":"self-esteem-and-resilience","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted\/semh-needs\/self-esteem-and-resilience\/","title":{"rendered":"Self-esteem and resilience"},"content":{"rendered":"<div class=\"content-heading-quote clearfix \" id=\"block_acf-block-6970e7ae7ec75\"><div class=\"hq-outer\"><h2><span class=\"hq-heading\">What is self-esteem and resilience?<\/span><span class=\"hq-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" id=\"a\" viewBox=\"0 0 100 100\"><defs><style>.b{fill:#242a5f;}.c{fill:#24295f;}<\/style><\/defs><path class=\"b\" d=\"M53.53,0c.25.28.72.54.73.83.12,4.12.21,8.25.19,12.38,0,.29-.88.78-1.38.81-.37.03-1.12-.53-1.12-.83.01-4.14.12-8.28.23-12.42,0-.26.29-.51.44-.77.3,0,.61,0,.91,0Z\"><\/path><path class=\"b\" d=\"M86.09,47.77c-1.66,0-3.34.12-4.98-.06-.61-.07-1.13-.86-1.7-1.33.55-.5,1.09-1.41,1.67-1.44,3.4-.14,6.8-.16,10.2,0,.63.03,1.23,1,1.84,1.53-.68.44-1.32,1.17-2.04,1.25-1.64.19-3.32.06-4.98.06,0,0,0,0,0,0Z\"><\/path><path class=\"b\" d=\"M16.79,47.77c-1.74,0-3.48.1-5.2-.06-.57-.05-1.07-.77-1.6-1.18.5-.55.98-1.55,1.5-1.57,3.54-.14,7.09-.14,10.64,0,.52.02,1.01,1.03,1.51,1.58-.54.41-1.06,1.12-1.64,1.17-1.72.16-3.47.06-5.2.05Z\"><\/path><path class=\"b\" d=\"M38,16.81c-.23.25-.55.83-1.01,1.02-.37.14-1.14-.05-1.36-.36-2.28-3.1-4.5-6.24-6.65-9.44-.21-.31.03-1.32.36-1.52.46-.27,1.54-.35,1.75-.06,2.34,3.14,4.57,6.36,6.82,9.57.08.11.04.29.1.78Z\"><\/path><path class=\"b\" d=\"M77.55,8.73c-.24.46-.42.96-.72,1.38-1.82,2.61-3.59,5.26-5.55,7.76-.44.56-1.58.58-2.39.85,0-.79-.33-1.79.03-2.34,1.81-2.8,3.75-5.51,5.75-8.18.37-.49,1.21-.77,1.87-.85.58-.07,1.22.26,1.83.42-.27.32-.54.64-.82.96Z\"><\/path><path class=\"b\" d=\"M90.69,26.03c-.95,1.01-1.3,1.68-1.83,1.91-3.05,1.28-6.11,2.52-9.23,3.61-.56.19-1.39-.41-2.09-.65.32-.66.47-1.69.98-1.92,3.02-1.34,6.09-2.57,9.21-3.64.66-.23,1.59.35,2.96.69Z\"><\/path><path class=\"b\" d=\"M14.69,24.99c3.54,1.45,6.89,2.77,10.18,4.24.37.16.7,1.26.5,1.65-.22.44-1.18.94-1.59.79-3.32-1.19-6.6-2.48-9.83-3.88-.44-.19-.79-1.24-.69-1.8.07-.41.95-.68,1.44-.99Z\"><\/path><path class=\"c\" d=\"M86.99,95.32c-.64-7.78-4.73-12.77-12.2-14.81-1.02-.28-2.07-.41-3.09-.68-3.18-.86-6.51-1.4-9.5-2.73-3.01-1.34-3.19-3.33-.98-5.79,1.61-1.8,3.45-3.4,5.16-5.11,5.04-5.05,8.55-10.94,8.43-18.26-.07-4.57-.36-9.33-1.67-13.66-4.98-16.55-24.38-18.03-34.78-10.37-9.48,6.98-10.79,17.01-9.38,27.73.77,5.85,4.02,10.54,8.12,14.64,1.77,1.76,3.64,3.43,5.27,5.32,1.89,2.18,1.63,3.99-.87,5.41-1.6.91-3.47,1.44-5.27,1.92-3.2.84-6.53,1.25-9.66,2.3-7.16,2.41-11.82,11.11-10.23,18.77h71.03c-.14-1.7-.27-3.19-.39-4.68ZM45.94,48.97c-1.51-1.42-2.51-3.59-3.23-5.6-.68-1.91-.38-4.05,1.63-5.21,1.94-1.12,3.94-.75,5.72.58.54.4.97.95,1.57,1.56.72-.65,1.28-1.26,1.95-1.73,1.76-1.22,3.71-1.49,5.53-.36,1.93,1.2,2.3,3.31,1.56,5.24-.77,2-1.76,4.16-3.28,5.58-6.03,5.65-5.42,5.65-11.46-.05Z\"><\/path><\/svg> <\/span><\/h2><div class=\"hq-intro\"><p>Self-esteem and resilience is how we value and perceive ourselves. It&#8217;s based on our opinions and beliefs about ourselves, and includes our sense of worth and self-confidence.<\/p>\n<p>Resilience is the ability to cope with and bounce back from difficulties and challenge. Building resilience and self-esteem in children and young people is crucial for their overall mental well-being and helps them navigate life\u2019s ups and downs more effectively.<\/p>\n<\/div><\/div><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970e7ae7f375\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" id=\"Layer_1\" viewBox=\"0 0 60 60\"><defs><style>.cls-1{fill:#222959;stroke-width:0}<\/style><\/defs><g id=\"Group_7793\"><path id=\"Path_2\" fill=\"#f0d85d\" stroke-width=\"0\" d=\"M17.57 2.73h24.27l16.17 16.5v23.01L41.84 60H18.41L1.48 42.24V19.23l16.09-16.5Z\"><\/path><g id=\"question-octagon\"><g id=\"Group_7792\"><path id=\"Path_6596\" d=\"M17.02.55c.35-.35.83-.55 1.32-.55h23.3c.5 0 .97.2 1.32.55l16.48 16.48c.35.35.55.83.55 1.32v23.3c0 .5-.2.97-.55 1.32L42.96 59.45c-.35.35-.83.55-1.32.55h-23.3c-.5 0-.97-.2-1.32-.55L.55 42.97A1.88 1.88 0 0 1 0 41.65v-23.3c0-.5.2-.97.55-1.32L17.02.55Zm2.1 3.2L3.75 19.12v21.75l15.38 15.38h21.75l15.38-15.38V19.12L40.88 3.74H19.13Z\" class=\"cls-1\"><\/path><path id=\"Path_6597\" d=\"M19.57 21.78c-.01.24.08.48.26.65.18.17.41.27.66.26h3.14c.52-.01.95-.41 1.01-.93.34-2.43 2.05-4.21 5.1-4.21 2.61 0 5 1.27 5 4.33 0 2.36-1.42 3.44-3.67 5.09-2.56 1.81-4.58 3.93-4.44 7.37v.8c.03.51.45.92.96.91h3.08c.52 0 .94-.41.95-.93v-.39c0-2.66 1.04-3.44 3.84-5.51 2.32-1.72 4.73-3.62 4.73-7.63 0-5.6-4.85-8.31-10.16-8.31-4.82 0-10.09 2.19-10.45 8.48Zm5.92 21.38c.05 1.96 1.68 3.5 3.64 3.45.07 0 .14 0 .2-.01 2.32 0 3.91-1.46 3.91-3.44s-1.6-3.49-3.91-3.49a3.534 3.534 0 0 0-3.82 3.23c0 .09-.01.17-.01.26Z\" class=\"cls-1\"><\/path><\/g><\/g><\/g><\/svg> <\/div><h3><strong>Identification<\/strong> &#8211; what you may see in the child or young person<\/h3><div class=\"box-content list-col-1\"><ul>\n<li>Has a poor perception of themselves as a learner.<\/li>\n<li>Struggles to take risks in their learning or see mistakes as a part of their learning process.<\/li>\n<li>Has low or poor resilience in learning and does not always persevere when things are tricky.<\/li>\n<li>Does not always respond positively to praise and may disengage from supportive feedback when things have gone wrong, hindering them from developing a positive perception of self and developing an understanding of their strengths and weaknesses.<\/li>\n<li>Does not always recognise or understand that they are accepted and valued as they are, or are worthy of other peoples\u2019 time and attention.<\/li>\n<li>Has not developed a sense of self-identity and belonging within the school and wider context (community, home, etc).<\/li>\n<li>Finds it difficult to manage feelings or low self-worth, low mood, fear and\/or anxiety without the need to withdraw or avoid.<\/li>\n<li>Has limited self-help strategies when they experience poor or low mental health.<\/li>\n<li>Does not attend school consistently.<\/li>\n<li>Finds it hard to identify and predict which future events may lead to them feeling a particular emotion e.g. recognising that sports day may make them feel excited, worried, anxious etc.<\/li>\n<li>May need to regularly take a break from the demands of the classroom.<\/li>\n<li>Lack of confidence in their own ability to bring about change.<\/li>\n<li>Is reluctant to try new things (to avoid failure).<\/li>\n<li>May be reluctant to express their opinion and\/or to make decisions.<\/li>\n<li>May overreact to failure &#8211; may be an outward behaviour such as getting angry, shouting, verbal abuse or a deep internal distress.<\/li>\n<li>May find it hard to own up to things, accept mistakes or apologise.<\/li>\n<li>May feel the need to present themselves as superior to others, which may lead to being the perpetrator of bullying.<\/li>\n<li>May experience performance or exam anxiety.<\/li>\n<li>May experience intense emotional pain due to perceived or actual rejection, criticism or failure.<\/li>\n<li>May avoid situations where they fear rejection, strive for perfectionism, or become &#8216;people pleasers&#8217; to avoid disapproval.<\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970e7ae7f443\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 65 60\"><g data-name=\"Group 1\"><path fill=\"#f0d85d\" d=\"M3 4h59v56H3z\" data-name=\"Rectangle 1619\"><\/path><path fill=\"#222959\" d=\"M4.434.004A4.59 4.59 0 0 0 0 4.736v50.528a4.59 4.59 0 0 0 4.434 4.74h56.132A4.59 4.59 0 0 0 65 55.264V4.736A4.59 4.59 0 0 0 60.566.004Zm1.476 6.31h53.18v47.372h-7.382v-3.155H38.41v3.155H5.91V6.314ZM32.5 18.947a4.748 4.748 0 1 0 4.432 4.738 4.592 4.592 0 0 0-4.432-4.738Zm-11.816 5.53a3.506 3.506 0 0 0 0 7 3.506 3.506 0 0 0 0-7Zm23.633 0a3.281 3.281 0 0 0-2.957 1.745 3.764 3.764 0 0 0 0 3.61 3.281 3.281 0 0 0 2.957 1.745 3.567 3.567 0 0 0 0-7.1ZM32.5 31.578a13.579 13.579 0 0 0-8.526 2.912 10.54 10.54 0 0 0-3.291-.544c-3.559 0-7.391 2.012-7.391 4.513v2.594h38.416v-2.594c0-2.5-3.832-4.513-7.391-4.513a10.548 10.548 0 0 0-3.291.544 13.579 13.579 0 0 0-8.526-2.912Z\" data-name=\"Path 6598\"><\/path><\/g><\/svg> <\/div><h3><strong>Planned<\/strong> provision in school<\/h3><div class=\"box-content list-col-1\"><p>Based on need, some of this provision will be effective.<\/p>\n<ul>\n<li><strong>Use of a planned and agreed <a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/send\/areas-of-need\/social-emotional-and-mental-health\/relational-learning\/\">relational support plan<\/a><\/strong> to support all staff to use the same approaches with the child when helping them with their emotions.<\/li>\n<li><strong>Carefully planned support around curriculum access and engagement, <\/strong>particularly the impact of literacy difficulties on a child or young person\u2019s progress and access to the wider curriculum, and their feelings about themselves as a learner.<\/li>\n<li><strong>Learning consists of short tasks that can be accomplished independently<\/strong> and provide a high level of success that is explicitly recognised.<\/li>\n<li><strong>Opportunity for small group or individual <a href=\"https:\/\/www.twinkl.co.uk\/blog\/beyond-the-classroom-outdoor-learning-benefits-ideas-and-resources\" rel=\"noopener\">outdoor learning experiences<\/a><\/strong>.<\/li>\n<li><strong>Adjust the timing and duration of learning activities <\/strong>to meet the child or young person\u2019s needs with proactive, regular breaks as needed.<\/li>\n<li><strong>Build on what the child or young person can do<\/strong>. Deliberately seek out opportunities to find something the learner can do well that will build a sense of belonging and purpose within the setting community.<\/li>\n<li><strong>Notice success and provide consistent positive messages. <\/strong>Staff notice and show a genuine interest in the child or young person&#8217;s passions and successes and provide enhanced opportunities for strengths to be noticed and celebrated. This could be shared through a \u2018proud book\u2019 or similar, which is shared across home and school to reinforce positive praise and reflection.<\/li>\n<li><strong>Praise and feedback given is task involving rather than ego involving<\/strong> for example \u201cThis is good piece of work because \u2026 \u201c not \u201cYou are so clever\u201d.<\/li>\n<li><strong>Listen to the child or young person&#8217;s views<\/strong>. Plan opportunities for children and young people to identify their likes and dislikes and talk about preferences for example using creative approaches, collage vision boards, small world play.<\/li>\n<li><strong>Encourage the child or young person to view problems as solvable<\/strong>. A <a href=\"https:\/\/learning.nspcc.org.uk\/research-resources\/2015\/solution-focused-practice-toolkit\" rel=\"noopener\">solution-focused approach<\/a> is used and children and young people are supported to identify steps towards solutions.<\/li>\n<li><strong>Manage concerns around attendance<\/strong> using the <a href=\"https:\/\/www.youtube.com\/watch?v=gI27iNldCGw\" rel=\"noopener\">ATTEND Framework<\/a> as an early intervention tool to identify needs and manage the child or young person\u2019s concerns around attending school.<\/li>\n<li>Additionally, develop an understanding around <a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/inclusion\/ebsa\/\">Emotionally Based School Avoidance (EBSA)<\/a>, and provide resources so that the right support can be accessed at the right time. <a href=\"https:\/\/www.schoolwellbeingcards.co.uk\/video-tutorial\" rel=\"noopener\">School Wellbeing cards<\/a> can be used directly with the child or young person, to enable exploration of key risk factors, as well as strength and protective factors.<\/li>\n<li><strong>Support the development of self-esteem<\/strong>. Consider using the <a href=\"https:\/\/micheleborba.com\/articles\/the-five-building-blocks-of-self-esteem\/\" rel=\"noopener\">Five Building Blocks of self-esteem<\/a> to establish sequential esteem-building steps that can be incorporated into the curriculum.<\/li>\n<li><strong>Provide support to manage anxieties and increase self-esteem and self-confidence<\/strong> through apps such as <a href=\"https:\/\/luminova.app\/schools\" rel=\"noopener\">Lumi Nova<\/a>.<\/li>\n<li><strong>Adults model that it is OK to make mistakes<\/strong> and are alongside children and young people, encouraging them to work through mistakes, demonstrating things can be repaired and overcome.<\/li>\n<li><strong>Support children and young people to develop a positive, growth mindset<\/strong>. <a href=\"https:\/\/www.elsa-support.co.uk\/wp-content\/uploads\/2020\/02\/30-ways-to-use-strength-cards.pdf\" rel=\"noopener\">Strength cards<\/a> can be used to help children focus on what they can do, not what they can\u2019t.<\/li>\n<li><strong>Consider the impact<\/strong> <strong>of possible <a href=\"https:\/\/safeguarding-guide.nhs.uk\/context-of-NHS-safeguarding\/s2-06\/\" rel=\"noopener\">Adverse Childhood Experiences<\/a> <\/strong>on a child or young person\u2019s self-esteem or resilience.<\/li>\n<li><strong>Support children and young people to manage feelings of perceived criticism or rejection<\/strong>. <a href=\"https:\/\/childmind.org\/article\/how-to-help-kids-deal-with-rejection\/\" rel=\"noopener\">Help children and young people navigate the challenges of rejection sensitivity<\/a> by acknowledging and validating their emotions. Support them in using positive affirmations to overcome negative thinking patterns. Develop a list of healthy coping strategies children and young people can use when they feel rejected, for example create a script, code word, or a hand signal they can use when they\u2019re feeling too emotionally overwhelmed to communicate.<\/li>\n<li><strong>Be mindful about the language used when giving feedback<\/strong>. Focusing on the child or young person&#8217;s strengths more than their weaknesses. Asking specific, relevant questions, such as \u201cDid you get stuck on this part?\u201d, rather than asking why they had not finished.<\/li>\n<li><strong>Give clear reasons for endings or change<\/strong> so that the ending is not interpreted as a rejection. Create a positive memory book of shared experiences and fun times as a frame of reference to draw upon and look at.<\/li>\n<li><strong>Prepare the child or young person for situations or things that they may consider threatening or a danger<\/strong>, using visuals and <a href=\"https:\/\/learning.nspcc.org.uk\/research-resources\/2015\/solution-focused-practice-toolkit\" rel=\"noopener\">solution-focused planning<\/a> to help them plan how to move past this fear. Consider how the child can be helped to feel safe by significant adults.<\/li>\n<li><strong>Plan opportunities to develop positive mindset and thinking<\/strong>. <a href=\"https:\/\/www.amazon.co.uk\/Optimistic-Child-Revolutionary-Approach-Resilient\/dp\/1473684331\/ref=sr_1_1?crid=2RQ7Y5EZ3WHHT&amp;dib=eyJ2IjoiMSJ9.gIrT6PGDUu4U7z8NucEyJQOd8T1868YjfvqR4bFKlAI.ZP3pc9gIf-DArp7n_9rLzKPM8r63A5J1s6dJP8Uekd0&amp;dib_tag=se&amp;keywords=the+optimistic+child+seligmann&amp;nsdOptOutParam=true&amp;qid=1733841732&amp;sprefix=the+optimistic+child+seligmann%2Caps%2C68&amp;sr=8-1\" rel=\"noopener\">Planned opportunities to build on resilience by teaching optimism skills<\/a>. Help children and young people to develop ways to manage unhelpful thoughts, understand how thoughts affect feelings, challenge the accuracy of beliefs and how to avoid catastrophic thinking.<\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970e7ae7f55e\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 76.617 60\"><g data-name=\"Group 1\"><path fill=\"#f0d85d\" d=\"M1.371 3h73v52h-73z\" data-name=\"Rectangle 1638\"><\/path><g fill=\"#222959\"><path d=\"M46.517 13.632h19.154v5.473H46.517Z\" data-name=\"Path 6599\"><\/path><path d=\"M46.517 27.264h19.154v5.473H46.517Z\" data-name=\"Path 6600\"><\/path><path d=\"M46.517 40.896h19.154v5.473H46.517Z\" data-name=\"Path 6601\"><\/path><path d=\"M10.945 13.632h19.154v5.473H10.945Z\" data-name=\"Path 6602\"><\/path><path d=\"M10.945 27.264h19.154v5.473H10.945Z\" data-name=\"Path 6603\"><\/path><path d=\"M10.945 40.896h19.154v5.473H10.945Z\" data-name=\"Path 6604\"><\/path><path d=\"M71.144 0H5.473A5.469 5.469 0 0 0 0 5.455v49.09A5.469 5.469 0 0 0 5.473 60h65.671a5.469 5.469 0 0 0 5.473-5.455V5.455A5.469 5.469 0 0 0 71.144 0ZM5.473 5.455h30.1v49.09h-30.1Zm35.572 49.09V5.455h30.1v49.09Z\" data-name=\"Path 6625\"><\/path><\/g><\/g><\/svg> <\/div><h3><strong>Resources<\/strong> for schools<\/h3><div class=\"box-content list-col-1\"><h3 style=\"text-align: left;\"><strong>Support services<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/www.devon.gov.uk\/educationandfamilies\/health\/public-health-nursing-school-nursing\/\">Devon&#8217;s School Nursing Service<\/a><\/li>\n<li><a href=\"https:\/\/childrenandfamilyhealthdevon.nhs.uk\/our-pathways\/mental-health-support-team\/\" rel=\"noopener\">The Mental Health Support Team in Schools (MHST)<\/a> |\u00a0 Children and Family Health Devon<\/li>\n<li><a href=\"https:\/\/childrenandfamilyhealthdevon.nhs.uk\/referral-forms\/\" rel=\"noopener\">Children and Family Health Devon referral form<\/a> for Neurodiversity, Mental Health and Mental Health Support Team in Schools (MHST), sensory and Speech, Language and Communication.<\/li>\n<\/ul>\n<h3 style=\"text-align: left;\"><strong>Further reading and information<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/www.annafreud.org\/\" rel=\"noopener\">Mental Health And Wellbeing | Anna Freud<\/a> &#8211; Evidence based support and resources for CYP, schools and families.<\/li>\n<li><a href=\"https:\/\/beaconhouse.org.uk\/resources\/\" rel=\"noopener\">Beacon House resources<\/a><\/li>\n<li><a href=\"https:\/\/www.mentallyhealthyschools.org.uk\/whole-school-or-college-resources\/5-steps-to-mental-health-and-wellbeing-framework\/\" rel=\"noopener\">Five Steps to Mental Health and Wellbeing Framework<\/a><\/li>\n<li><a href=\"https:\/\/www.minded.org.uk\/\" rel=\"noopener\">MindEd Hub<\/a><\/li>\n<li><a href=\"https:\/\/www.gov.uk\/guidance\/mental-health-and-wellbeing-support-in-schools-and-colleges\" rel=\"noopener\">Promoting and supporting mental health and wellbeing in schools and colleges<\/a> | GOV.UK<\/li>\n<li><a href=\"https:\/\/www.youngminds.org.uk\/professional\/resources\/\" rel=\"noopener\">Young Minds &#8211; Professional Resources<\/a><\/li>\n<li><a href=\"https:\/\/www.youngdevon.org\/what-we-do\/wellbeing\" rel=\"noopener\">Wellbeing | Young Devon<\/a><\/li>\n<li><a href=\"https:\/\/www.kooth.com\/\" rel=\"noopener\">Kooth<\/a> is a free, safe, and anonymous online platform where young people aged 11-18 can access mental health support whenever they need it.<\/li>\n<li><a href=\"https:\/\/parentalminds.org.uk\/\" rel=\"noopener\">Parental Minds<\/a> &#8211; offers training, advice and resources for professionals as well as parents carers.<\/li>\n<li><a href=\"https:\/\/www.amazon.co.uk\/Resiliency-Schools-Making-Students-Educators\/dp\/0761946705\/ref=tmm_pap_swatch_0?_encoding=UTF8&amp;qid=&amp;sr=\" rel=\"noopener\">Resiliency in Schools<\/a><\/li>\n<\/ul>\n<h3 style=\"text-align: left;\"><strong>Resources to share with parents<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/www.devon.gov.uk\/children-families-education\/send-local-offer\/understanding-send\/semh\/managing-anxiety\/\">A Guide to Managing Anxiety<\/a> &#8211; from Devon\u2019s SEMH Team<\/li>\n<li><a href=\"https:\/\/www.devon.gov.uk\/children-families-education\/education\/attendance-and-inclusion\/ebsa\/\">Emotionally Based School Avoidance (EBSA) &#8211; guidance for parents<\/a><\/li>\n<li><a href=\"https:\/\/www.devon.gov.uk\/children-families-education\/child-family-support\/family-support\/family-hubs\/\">Devon Family Hubs<\/a><\/li>\n<li><a href=\"https:\/\/www.youngminds.org.uk\/parent\/parents-a-z-mental-health-guide\/self-esteem\/\" rel=\"noopener\">Young Minds &#8211; Self-Esteem<\/a><\/li>\n<li><a href=\"https:\/\/luminova.app\/about\" rel=\"noopener\">Lumi Nova: Tales of Courage<\/a> &#8211; an engaging child-led, parent carer supported therapeutic intervention that can be used on most smartphones or tablets, for 7\u201312-year-olds with mild to moderate needs to learn to self-manage fears, worries and anxiety.<\/li>\n<li><a href=\"https:\/\/www.amazon.co.uk\/Overcoming-Your-Childs-Fears-Worries\/dp\/1845290860\" rel=\"noopener\">Overcoming Your Child\u2019s Fears and Worries &#8211; A guide for parents using Cognitive Behavioural Techniques<\/a> by Cathy Creswell and Lucy Willetts<\/li>\n<li><a href=\"https:\/\/www.mindedforfamilies.org.uk\/young-people\" rel=\"noopener\">MindEd Hub<\/a><\/li>\n<li><a href=\"https:\/\/www.nspcc.org.uk\/keeping-children-safe\/childrens-mental-health\/depression-anxiety-mental-health\/\" rel=\"noopener\">Supporting a child with depression or anxiety<\/a> | NSPCC<\/li>\n<li><a href=\"https:\/\/www.kooth.com\/\" rel=\"noopener\">Kooth<\/a> is a free, safe, and anonymous online platform where young people aged 11-18 can access mental health support whenever they need it.<\/li>\n<li><a href=\"https:\/\/www.youngdevon.org\/what-we-do\/wellbeing\" rel=\"noopener\">Wellbeing | Young Devon<\/a><\/li>\n<li><a href=\"https:\/\/www.devonscp.org.uk\/health-and-wellbeing\/emotional-and-mental-health\/\" rel=\"noopener\">Devon\u2019s Early Help<\/a> offer provides support around emotional and mental health and <a href=\"https:\/\/www.devonscp.org.uk\/health-and-wellbeing\/stress\/\" rel=\"noopener\">stress and anxiety<\/a>.<\/li>\n<li><a href=\"https:\/\/www.devon.gov.uk\/educationandfamilies\/health\/public-health-nursing-school-nursing\/\">Devon&#8217;s School Nursing Service<\/a><\/li>\n<li><a href=\"https:\/\/parentalminds.org.uk\/family-minds\/\" rel=\"noopener\">Family Minds &#8211; Parental Minds. <\/a>\u00a0A website offering a selection of further links, resources, agencies to explore to support children and young people and their families with mental health.<\/li>\n<li><a href=\"https:\/\/notfineinschool.co.uk\/\" rel=\"noopener\">Not Fine in School<\/a> &#8211; support for families with children who are experiencing school attendance barriers.<\/li>\n<li><a href=\"https:\/\/www.childrenssociety.org.uk\/information\/young-people\/well-being\" rel=\"noopener\">The Children\u2019s Society &#8211; Wellbeing for young people<\/a><\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":981,"featured_media":0,"parent":31546,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-31550","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-05-11 19:34:44","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31550","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/981"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=31550"}],"version-history":[{"count":5,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31550\/revisions"}],"predecessor-version":[{"id":35466,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31550\/revisions\/35466"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31546"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=31550"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}