Education Adviser, Lucie Welch, offers practical advice on ways schools can build a whole-setting approach to mental health this year. 

As safeguarding professionals, we know that supporting a child’s mental health is fundamental to keeping them safe and helping them thrive. 

But with the growing pressures on young people, schools are facing an urgent, but difficult challenge.  

According to NHS Digital (2023), one in five children and young people aged 8 to 25 had a probable mental disorder in 2023, a sharp rise from one in nine in 2017.  

Why prioritising mental health matters: 

Mental health and safeguarding are inseparable. A child’s emotional wellbeing affects every aspect of their development, behaviour and ability to learn.  

Children experiencing poor mental health may be more vulnerable to harm, less likely to seek help and are more at risk of disengaging from school entirely. 

The mental health crisis facing children and young people is growing. Key findings include: 

• Nearly 1 in 3 girls aged 17 to 19 had a probable mental health disorder, rising to half of those with a social worker (NHS Digital, 2023).

Signs and symptoms to look out for: 

Children and young people may not always have the language to describe how they feel, especially if they are experiencing complex or overwhelming emotions.  

Younger children may not understand what anxiety or low mood is, while adolescents might struggle to articulate their thoughts due to fear of judgement, stigma or simply not knowing where to begin.  

As a result, they often express distress through behaviour, changes in routine or physical symptoms. 

For staff in your setting, this means we must pay close attention to subtle shifts.  

Emotional distress can present in many ways that may initially appear unrelated to mental health, for example, a pupil suddenly refusing to attend school, showing aggression or falling behind academically.  

These behaviours are sometimes misinterpreted as poor conduct or disengagement, but may be early indicators of anxiety, depression, trauma or other mental health difficulties. 

Emotional or behavioural signs may include: 

• Becoming withdrawn, anxious or tearful 

• Mood swings or unexplained anger 

• Heightened sensitivity to criticism or failure 

• Low self-esteem or negative self-talk 

• Excessive reassurance-seeking 

Physical or functional signs may include: 

• Fatigue or frequent complaints of headaches and stomach aches 

• Changes in appetite or sleep patterns 

• Self-harm or unexplained injuries 

• Avoidance of school or social settings 

Educational signs may include: 

• A sudden drop in attainment 

• Reduced concentration or motivation 

• Increased lateness or absence 

• Struggles with peer relationships 

These signs may be gradual or sudden and can often be dismissed or attributed to ‘normal’ teenage behaviour.  

DSLs should lead on embedding a culture where changes are noticed, recorded and followed up. 

Proactive steps schools can take: 

Creating a mentally healthy school environment means looking beyond reactive referrals.  

DSLs can work closely with SLT, SENCOs, Pastoral staff and attendance teams to embed a strategic and preventative approach. 

Some of these whole-school strategies might include: 

• Clear mental health policies – these should be aligned with safeguarding, behaviour and SEND frameworks.

• Training all staff – Including regular training in mental health awareness and spotting early warning signs can help issues be noted sooner and action to be taken more quickly.

• Embedding mental health into the curriculum – Through PSHE, assemblies and tutor time, mental health should be discussed openly and without judgement, allowing pupils a greater understanding and time to talk.

• Creating spaces for calm – Organising designated spaces such as wellbeing rooms or quiet zones allow for regulation, space to talk and chance for students to take a breather when things get tough.

• Normalising help-seeking – Children should be shown that it’s okay to ask for help, this can be done through displays, peer ambassadors or regular drop-in sessions.

Where possible, schools should appoint or train a Senior Mental Health Lead, funded by the DfE, to drive whole-setting change and align approaches across safeguarding and wellbeing. 

Working with parents and carers: 

Parents play a crucial role in supporting their child’s mental health but may feel unsure how to help or struggle with their own challenges.  

Building strong school–home partnerships supports early intervention and improves outcomes. 

There are many ways to improve parental engagement, including: 

• Sharing information sensitively and supportively when concerns arise 

• Running parent workshops on anxiety, self-esteem or digital wellbeing 

• Offering regular updates and involving parents in support planning 

• Signposting families to external services, parenting courses or self-help resources 

• Being mindful of stigma or cultural views around mental health 

Trust and consistent communication are key, so all staff members need to approach conversations with empathy and reassurance, highlighting shared goals around the child’s wellbeing and safety. 

And, don’t forget staff mental health: 

The age-old adage says that you can’t pour from an empty cup, so a mentally healthy school cannot exist without a well-supported workforce.  

DSLs and safeguarding staff often carry heavy emotional loads, so by prioritising staff wellbeing it can help sustain safeguarding practice and supports role modelling to pupils. 

Supporting staff wellbeing requires a proactive and compassionate approach. Schools should ensure regular supervision or reflective practice is available for DSLs and pastoral staff.  

There should be active promotion of an open-door culture where staff feel comfortable discussing stress or worries as well as clear signposts to relevant support such as Employee Assistance Programmes or local wellbeing services.  

Encouraging peer support, recognising contributions and protecting time for personal development all contribute to a mentally healthy workforce.

The Education Staff Wellbeing Charter (DfE, 2021) offers a helpful framework to guide conversations around workload, mental health and staff wellbeing. 

Summary 

Prioritising mental health in schools is not an ‘add-on’ to safeguarding. It is central to creating a safe, nurturing and inclusive environment for all children and young people.  

DSLs are in a unique position to influence culture, build protective systems and lead early intervention. 

As we begin a new academic year, take time to reflect on your setting’s approach to mental health.  

• Are the systems clear?  

• Do all staff know what to look for?  

• Are children’s voices being heard?  

• And crucially, is the team looking after themselves too? 

Let’s make mental health a priority this year – for every child, every family and every member of staff. 

If you need support with this issue, or with anything safeguarding-related at your school, please feel free to get in touch at safeguarding@servicesforeducation.co.uk

If you found this blog useful, you may also be interested in reading the following blogs:   

Online Interactive Course: Behaviour as Communication

Unlock the power of understanding behaviour as communication in this engaging, interactive course designed for school staff. Explore trauma-informed responses, de-escalation strategies and emotional regulation to create safer, more supportive classrooms.

This comprehensive online course is designed for teachers, teaching assistants and pastoral staff working with children and young people in school settings.

Find out more

  About the Author

Lucie Welch – Adviser, Services For Education

Lucie Welch has worked in the field of Primary Education for the last 15 years, holding the positions of Assistant Head of School, Designated Safeguarding Lead, Attendance Lead and Designated Teacher for Looked After Children. Through working across several local authorities and within multi-academy trusts, Lucie has garnered a passion for safeguarding and supporting children and young people to enable them to thrive.

At Services For Education, Lucie is an integral part of the Safeguarding team, sharing her expertise with schools, colleges, trusts, and other educational settings across the city of Birmingham and beyond. Dedicated to improving safeguarding practices in an actionable and impactful way, Lucie works closely with settings to provide bespoke training, supports with reflection on their own practices during Safeguarding audits and always strives to contribute to a better learning environment for all children. Through delivery of statutory training for DSLs and Safer Recruitment, Lucie works with colleagues in all age ranges and is a source of expertise within these areas.

Lucie also wears other important hats within the School Support Team. Not only is she dedicated to ensuring the safety and well-being of students through her role in safeguarding, but she also plays a key part in the PSHE/RSE and Health for Life teams. Additionally, Lucie partners with the Best Practice Network to deliver the Early Career Framework, supporting new teachers in their professional development.