Whole school framework

Children’s emotional health and wellbeing has a huge impact on their ability to learn. One in ten children and young people aged 5 to 16 have a clinically diagnosed mental health disorder and around one in seven has less severe problems.

A whole-school approach is vital to improving children’s emotional health and wellbeing, helping to keep them safe, improve behaviour and raise achievement. Our objective is to provide a whole school approach for ensuring that mental health and wellbeing becomes central to the way schools work, in providing resources and educational programs to enable pupils to become emotionally-resilient and mentally healthy.

Our mental health delivery helps schools to promote positive mental health in their pupils and identify and address those with less severe problems at an early stage and build their resilience.

In order to help their pupils succeed, NeuroHeadway offers a role to play in supporting them to be resilient and mentally healthy.

Our training to teachers and pupils provides consistent and quality service based programs to promote positive health and these educational programs encompass:

  • Wellbeing interventions to support students experience psychological and mental health issues
  • Pupil development and wellbeing together with cognitive therapy courses
  • Professional therapeutic interventions, using creativity to support the most appropriate course of action for the student
  • Psycho-education mindfulness and stress reduction courses
  • Delivering a telephone call back service, providing information and advice on service interventions and services available in the wider community
  • To contribute to service development and a culture of continuous improvement
  • To contribute to the promotion of the service in the community
  • Anti-Bullying, peer support service
  • Restorative approaches
  • Whole school anti-bullying strategies
  • Developed curriculum resources on personal development and resources
  • Reviewed and provided support on policies in schools
  • Guidance and pastoral care
  • Improve health and wellbeing and academic progress

This service also helps schools identify and support pupils with more severe needs and help them make appropriate referrals to specialist agencies such as: Child and Adolescent Mental Health Services (CAMHS), where necessary.

The key areas guiding our whole school approach for developing emotional health and wellbeing (EHWB) are:

  • Getting a shared understanding and commitment to change and development
  • Building relationships and developing practices with individual schools
  • Implementation and evaluation

Where chronic problems occur, our practitioner or psychologist will be able to advice you with and additional support elsewhere, including from medical professionals working in specialist Child and Adolescent Mental Health Services (CAMHS), voluntary organisations and local GPs.

Types of exercises covered in a whole school approach include:

  • Positive affirmation exercises
  • Relaxation exercises
  • Confidence booster exercises
  • Self-esteem exercises
  • Social skills exercises
  • Emotional literacy exercises
  • Anger management exercises
  • Concentration exercises
  • Memory retention exercises
  • Resilience exercises
  • Self-confidence and feelings exercises
  • Emotions exercises
  • Self-regulate moods exercises
  • Breathing exercises
  • Relaxation exercises

  • Brain power exercises
  • Visualisation exercises
  • Emotional development exercises
  • Improved balance and creativity exercises
  • Positive thoughts exercises
  • Self-awareness and empathy exercises
  • Assertiveness and empathy exercises
  • Skill acquisition exercises
  • Improve sleep exercises
  • Attention, focus and concentration exercises
  • Improve social connections exercises
  • Self-regulation exercises
  • Relaxation and visualisation exercises
  • Self-soothing exercises
  • Emotional management exercises

The Whole School Framework also includes:

Individual Pupil Profiling

In-depth profiling for individual pupils needing one-to-one support and preparing targeted action plans for the individual. This also involves monitoring individual pupils’ progress.

Whole group profiling

Profiling a class against age-related expectations and identifying children needing additional one-to-one support through individual profiling, whose needs might have gone unnoticed during the school year.

Group Action Planning

Preparing for new emotional development and monitoring class and group progress.

NeuroHeadway follows 7 principles for a whole-school wellbeing, in the context of the current Ofsted Framework and related judgements, which are:

  1. Ethos and environment
  2. Curriculum, teaching and learning
  3. Pupil Voice
  4. Staff Development, health and wellbeing
  5. Identifying need and monitoring impact
  6. Working with parents / carers
  7. Targeted support

Healthy minds packages for schools

For pupils with pre-existing wellbeing conditions, we are offering the Healthy minds package. These are usually delivered in smaller groups to enable a more targeted support.

There are a variety of different resources we offer to schools, equipping them with the tools to cope with the stresses of growing up.

Our educational program considerations are:

  • To help children understand their emotions and feelings
  • Help children feel comfortable, sharing any concerns or worries
  • Help children socially to form and maintain relationships
  • Promote self-esteem and ensure children know that they count
  • Encourage children to be confident and dare to be different
  • Help children to develop emotional resilience and to manage setbacks

Emotional health and wellbeing is a very varied and complex area and there are no quick fix solutions. Maintaining every day, regular routines wherever possible, such as, attending school and lessons, whilst working towards managing mental health, is key.

Schools often utilise our resources through a lesson-a-week structured program, which connects the pieces of personal, social and health education, emotional literacy, social skills and spiritual development. These resources are created around pupils expressing their feelings, building their confidence and emotional resilience and therefore their capacity to learn.

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