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Staff knowledge and understanding

  • Teachers have an understanding of the SEMH needs of the children/young people in their class(es).

  • Teachers have an understanding of how SEMH needs can influence children/young people's behaviour.

  • Teachers have knowledge of risk factors and protective factors associated with positive mental health and mental illness.

  • Teachers know how to create a safe teaching environment.

  • Teachers understand that behaviour is a form of communication and can use techniques, such as functional behavioural analysis, to understand behaviour and inform teaching.

  • Teachers can recognise early signs of pupils at risk of developing emotional and mental health needs.

  • Teachers have an awareness of the effect their own emotions have on the emotions and behaviour of children/young people in their class.

  • Teachers manage their own emotional well-being to maintain an appropriate work-life balance.

  • Teachers can modify their responses to individual children on the basis of need.

  • Teachers have access to CPD opportunities and other support to meet SEMH needs.

  • Teachers are able to discuss SEMH concerns with managers when required.

  • Teachers know the details of the staff counselling service.

The Well-being for Education Return

The Well-being for Education Return is a nationwide project developed and funded by the DfE and the DHSC in partnership with public health England and NHS England. The project included the delivery of two free webinars (links to the webinars are below) that were initially developed by MindEd in conjunction with the Anna Freud Centre. The webinars have been adapted and contain information on local mental health services. The content of the webinars include:-

Webinar 1

  • Whole school approach to well-being and mental health.
  • What neuroscience teaches us about how children behave under pressure.
  • What staff can do to nurture well-being and resilience.
  • Principles of psychological first aid.

Webinar 2

  • Re-cap on a whole school approach to social and emotional wellbeing.
  • Focus on specific areas, how we identify and support. Areas include information on bereavement and loss, anxiety and low mood and stress and trauma.
  • Staff well-being and an introduction to a group problem based model.
  • Signposting to local support services.


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