{"id":224,"date":"2019-12-11T16:45:43","date_gmt":"2019-12-11T16:45:43","guid":{"rendered":"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/?p=224"},"modified":"2025-07-08T15:12:03","modified_gmt":"2025-07-08T15:12:03","slug":"supporting-children-to-be-mentally-healthy","status":"publish","type":"post","link":"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/supporting-children-to-be-mentally-healthy\/","title":{"rendered":"Supporting Children to be Mentally Healthy"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>Supporting Children to be Mentally\nHealthy: A Whole School Approach (CPD Session)<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Written by Elisa Fellone-Scott, Year 3 student trainee on the  BA (Hons) EYE with QTS&nbsp; programme<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"664\" height=\"332\" src=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb.png\" alt=\"\" class=\"wp-image-230\" srcset=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb.png 664w, https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb-300x150.png 300w\" sizes=\"auto, (max-width: 664px) 100vw, 664px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">In this\narticle I will be discussing the information for the recent training session\n\u2018Supporting children to be Mentally Healthy: A Whole School Approach\u2019. The\nspeaker at the CPD Session, Professor Jonathan Glazzard was clearly passionate\nabout mental health, being a Principal\nResearcher in the Carnegie Centre of Excellence for Mental Health in Schools.\nThis is a great research project supporting schools in making positive changes\nto the educational system through providing information and resources on mental\nhealth (Leeds Beckett University, 2019) <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The World Health Organisation (2003:1) defines mental health\nas \u2018a state of well-being in which every individual realizes his or her own\npotential, can cope with the normal stresses of life, can work productively and\nfruitfully, and is able to make a contribution to her or his community.\u2019 <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Often people think about teenagers and adults when poor\nmental health is discussed, however, it is essential to understand how poor\nmental health can impact children from the early years of life. The National\nHealth Service (2017) highlighted the child mental health is continually rising\nand reported that 5.5% of children between the age of two and four experienced\na mental disorder. This raises questions as to why mental health is not\ndiscussed more in primary schools and early childcare settings if it is a growing\nconcern (Nagel, 2016). <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Potential Causes for Poor Mental Health<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Poor mental health in children can be a result of\na range of factors including, individual disability, family conflict, neglect,\nsocial deprivation, poor attachments and school culture. It is essential to\nacknowledge that children are often more aware of things happening in their\nenvironment that many people believe. Furthermore, school culture is a big\ncause for stress due to testing, expectations and being in a new and busy\nenvironment. Meyer\u2019s (2003:8) model of stress explains that although stress may\naffect everyone, people of minority tend to struggle with more stress due\n\u2018distal\u2019 and \u2018proximal\u2019 stress. Distal stress occurs when an individual\nexperience violence due to discrimination, on the other hand, proximal stress\nis experienced when the individual anticipates that they we be discriminated\nagainst. It is fundamental that practitioners are aware of the different types\nof stress to get a true understanding of the child\u2019s lifestyle and mental\nhealth. <\/p>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"603\" height=\"564\" src=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb2.png\" alt=\"\" class=\"wp-image-232\" srcset=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb2.png 603w, https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb2-300x281.png 300w\" sizes=\"auto, (max-width: 603px) 100vw, 603px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">A Whole School Approach <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">To improve mental health, it is essential that all areas of\nschool life are involved. This model taken from Public Health England (2015) highlights\nthat leadership and management teams are fundamental in implementing effective\nstrategies. To promote an ethos and environment grounded in respects and\ndiversity, schools should represent all faiths and cultures. This can be done\nthrough multi-cultural displays and stories demonstrating different traditions\nand beliefs.&nbsp; Curriculum teaching and\nlearning can support mental health through providing opportunities for the\nchildren to discuss their feelings and reflect on their experiences. Student\nVoice is evident through providing autonomy in the classroom, this could be\nchoosing stories to read to class representatives. The saying \u2018you can not pour\nfrom an empty glass\u2019 is clear when it comes to teaching. Teacher\u2019s mental\nhealth needs to be healthy to ensure that they can help others around them.\nTherefore, the staff should be given training on how to support their own mental\nhealth as well as the children\u2019s mental health and wellbeing. Identifying a\nneed through recognising the signs of mental health issues and using\ninterventions to help the child\u2019s mental health. It is important to note that\nin specific cases the practitioner should refer them onto specialists to help\nthe child. Finally, it is essential that practitioners work alongside parents\nto help them support their child in their home life, this support could include\nconverting a part of the child\u2019s room into a calming area or encouraging the\nparents to help the child reflect on their feelings. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Signs of Mental Health Issues <\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Physical signs for example, bruises, cuts.<\/li><li>Become withdrawn<\/li><li>Changes in behaviour <\/li><li>Decline in progress <\/li><li>Lack of personal care<\/li><li>Low self-esteem<\/li><li>Lower attendance in school <\/li><li>Self- blame<\/li><li>Tiredness\/ lethargic <\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Strategies\n<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Scaling<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ask the child to rate an aspect of their life, for example,\ntheir teamwork skill from one to ten. Once the child has answered the question,\nthe practitioner should ask questions such as,<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Where would you say you are now?<\/li><li>What are you doing that makes you think you are\nat this number?<\/li><li>What will tell you that you have moved one point\nup the scale? <\/li><li>What might you be doing then that you are not\ndoing now?<\/li><li>\u2018Where on the scale do you hope to get to over\nthe next [e.g. week]?<\/li><li>What will you be doing then that\u2019s different?\u2019<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Exception Finding <\/strong>aims to find a time where the child\nwas not struggling to discover what could be the trigger for the problem. <\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>When are the times that (the problem) doesn\u2019t\nhappen as much?<\/li><li>Tell me about a time when (the problem) happened\nbut didn\u2019t last as long? <\/li><li>When are the times when other people would\nnotice you (e.g. behaving, working, being kind\u2026) in a good way?<\/li><li>When were things a little bit better for you?\nWhat was different then? <\/li><li>Tell me about a time when (e.g. you stayed calm)\nin that difficult situation?<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Complimenting <\/strong>is focusing on small things that the\nchild has done well to help their self-esteem. <\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>\u2018It seems to me you\u2019ve somehow been able to keep\ngoing with that, when things have been difficult, that you\u2019re a person who can\nkeep going even when things are tough. Is that true about you?\u2019 <\/li><li>\u2018Something I\u2019ve noticed today is that you\u2019ve\nanswered every question I asked you, maybe with an \u201cI don\u2019t know\u201d answer, or\nmaybe something else\u2019.<\/li><\/ul>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"647\" height=\"337\" src=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb3.jpg\" alt=\"\" class=\"wp-image-235\" srcset=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb3.jpg 647w, https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb3-300x156.jpg 300w\" sizes=\"auto, (max-width: 647px) 100vw, 647px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Peer Mentors (Nagel, 2016) <\/strong>research found that\nchildren are more likely to talk to their peers about problems as they fear\nthat adults will tell their parents. It is suggested that schools could train\nsome pupils to be key listeners and understand when to inform the teacher of\nany problems.<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"311\" height=\"162\" src=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb4.jpg\" alt=\"\" class=\"wp-image-238\" srcset=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb4.jpg 311w, https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb4-300x156.jpg 300w\" sizes=\"auto, (max-width: 311px) 100vw, 311px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Meditation<\/strong> helps children relax and gives them the\nopportunity to reflect on their day in a non-stressful way. These can be short\ndaily sessions or long less frequent session. <\/p>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"194\" height=\"259\" src=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb5.jpg\" alt=\"\" class=\"wp-image-239\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Calming Jar- <\/strong>Put water and glitter into a jar and the\nchild turns the jar and watches the glitter fall through the liquid, this is\nbeneficial as it calms the child down.<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"492\" height=\"307\" src=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb6.jpg\" alt=\"\" class=\"wp-image-242\" srcset=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb6.jpg 492w, https:\/\/blogs.edgehill.ac.uk\/earlyyears\/wp-content\/uploads\/sites\/233\/2019\/12\/eyb6-300x187.jpg 300w\" sizes=\"auto, (max-width: 492px) 100vw, 492px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Nature- <\/strong>There is a vast amount of research on the\nbenefits of the outdoors on child mental health for example, children tend to\nspeak to more children when they are playing outdoors meaning that they are\nmore likely to build strong relationships. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Useful Links<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Wellbeing Measurement Framework for Primary\nSchools (Evidence Based Project Unit, 2017) is a framework in partnership with\nAnna Freud National Centre for Children and Families. This framework a method\nof measuring how mentally healthy children are by working with the child to\nanswer statements such as \u2018I break things on purpose\u2019 based on a never,\nsometimes and always scale. Link: &nbsp;<a href=\"https:\/\/www.corc.uk.net\/media\/1506\/primary-school-measures_310317_forweb.pdf\">https:\/\/www.corc.uk.net\/media\/1506\/primary-school-measures_310317_forweb.pdf<\/a>\n<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Mentally Healthy School Website (2019) is sponsored\nby health charities such as Young Mind to provide information on mental health\nas well as resources to support children with mental health issues. Link: <a href=\"https:\/\/www.mentallyhealthyschools.org.uk\/\">https:\/\/www.mentallyhealthyschools.org.uk\/<\/a>\n<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>How do you support children wellbeing in your setting? <\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>References <\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>EVIDENCE BASED\nPROJECT UNIT, 2017.&nbsp;Wellbeing Measurement Framework for Primary\nSchools&nbsp;[online]. Available from:&nbsp;<a href=\"https:\/\/www.corc.uk.net\/media\/1506\/primary-school-measures_310317_forweb.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.corc.uk.net\/media\/1506\/primary-school-measures_310317_forweb.pdf<\/a>&nbsp;[Accessed\n27 November 2019].&nbsp;&nbsp;<\/li><li>LEEDS BECKETT\nUNIVERSITY, 2019.&nbsp;Carnegie Centre of\nExcellence for Mental Health in Schools&nbsp;(online) Available from:&nbsp;<a href=\"https:\/\/www.leedsbeckett.ac.uk\/carnegie-school-of-education\/research\/carnegie-centre-of-excellence-for-mental-health-in-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.leedsbeckett.ac.uk\/carnegie-school-of-education\/research\/carnegie-centre-of-excellence-for-mental-health-in-schools\/<\/a>&nbsp;[Accessed\non 27 November 2019].&nbsp;&nbsp;<\/li><li>MENTALLY HEALTHY\nSCHOOLS, 2019. Mentally Healthy Schools [online]. Available from:&nbsp;<a href=\"https:\/\/www.mentallyhealthyschools.org.uk\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.mentallyhealthyschools.org.uk\/<\/a>&nbsp;[Accessed\n27 November 2019].&nbsp;&nbsp;<\/li><li>Meyer, I.,\n2003.&nbsp;<em>Prejudice, social stress, and mental health in lesbian, gay, and\nbisexual populations: Conceptual issues and research evidence<\/em>&nbsp;[online].\nAvailable from:&nbsp;<a href=\"https:\/\/oce-ovid-com.edgehill.idm.oclc.org\/article\/01756958-201308001-00002\/HTML\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/oce-ovid-com.edgehill.idm.oclc.org\/article\/01756958-201308001-00002\/HTML<\/a>&nbsp;[Accessed\n26 November 2019].&nbsp;&nbsp;<\/li><li>National Health\nService, 2017<em>. Mental Health of Children and Young People in England, 2017<\/em>&nbsp;[online].\nAvailable from:&nbsp;<a href=\"https:\/\/digital.nhs.uk\/data-and-information\/publications\/statistical\/mental-health-of-children-and-young-people-in-england\/2017\/2017\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/digital.nhs.uk\/data-and-information\/publications\/statistical\/mental-health-of-children-and-young-people-in-england\/2017\/2017<\/a>&nbsp;[Accessed\n26 November 2019].&nbsp;<\/li><li>P, NIGEL.,\n2016.&nbsp;<em>Mental Health Matters: A Practical Guide to Identify and\nUnderstanding Mental Health Issues in Primary School.<\/em>&nbsp;London:\nBloomsbury.&nbsp;&nbsp;<\/li><li>PUBLIC HEALTH\nENGLAND. 2015.&nbsp;Promoting children and young people\u2019s emotional health and\nwellbeing: A whole school and college approach. Public Health England.&nbsp;&nbsp;<\/li><li>World Health\nOrganisation, 2004.&nbsp;<em>Promoting\nmental health: concepts, emerging evidence, practice (Summary Report)<\/em>&nbsp;[online]. Available from:&nbsp;<a href=\"https:\/\/www.who.int\/mental_health\/evidence\/en\/promoting_mhh.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.who.int\/mental_health\/evidence\/en\/promoting_mhh.pdf<\/a>&nbsp;[Accessed\n26 November 2019].&nbsp;<\/li><\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Supporting Children to be Mentally Healthy: A Whole School Approach (CPD Session) Written by Elisa Fellone-Scott, Year 3 student trainee on the BA (Hons) EYE with QTS&nbsp; programme In this article I will be discussing the information for the recent training session \u2018Supporting children to be Mentally Healthy: A Whole School Approach\u2019. The speaker at [&hellip;]<\/p>\n","protected":false},"author":1691,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[134602],"tags":[],"class_list":["post-224","post","type-post","status-publish","format-standard","hentry","category-researchers"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Supporting Children to be Mentally Healthy - Early Years<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/supporting-children-to-be-mentally-healthy\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Supporting Children to be Mentally Healthy - Early Years\" \/>\n<meta property=\"og:description\" content=\"Supporting Children to be Mentally Healthy: A Whole School Approach (CPD Session) Written by Elisa Fellone-Scott, Year 3 student trainee on the BA (Hons) EYE with QTS&nbsp; programme In this article I will be discussing the information for the recent training session \u2018Supporting children to be Mentally Healthy: A Whole School Approach\u2019. 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