Mental Health & Wellbeing
Our Vision: At King Edward VI School, wellbeing is everyone’s responsibility. We place students and staff at the centre of a whole-school approach to emotional fitness and wellbeing. We are committed to creating an inclusive environment where everyone feels safe, valued, supported and able to flourish with confidence and resilience.
Statement of Wellbeing Intent
Mental health is a state of well-being in which an individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community. (World Health Organisation).
At King Edward VI School, we aim to:
- Promote positive mental health and wellbeing in all staff and students
- Increase understanding and awareness of common mental health issues
- Alert staff to early warning signs of mental ill health
- Provide support to staff working with young people with mental health issues
- Provide support to students and staff experiencing mental ill health.
Our well-being vision is based on the belief that well-being is everyone’s responsibility. We place students and staff at the centre of our approach and are committed to an inclusive environment in which everyone feels safe, valued, supported and able to succeed. We recognise the importance of Inclusion and Belonging by ensuring:
- Student, Staff and Parent Voice
- Offering Early Interventions
- Ensuring Parent Partnership
- Evidence-Based Practice
- Positive Wellbeing Culture
Mental health affects attendance, life skills, engagement, achievement and future employment. For this reason, emotional fitness and wellbeing are part of the everyday life of our school rather than an issue considered separately from learning, relationships or achievement.
Our whole-school approach
Our approach is built on a positive ethos and inclusive environment, it includes:
- Strong leadership and management
- Staff wellbeing and development
- Resilience and social-emotional learning
- Student voice and participation
- Monitoring needs and intervention impact
- Targeted support and referrals
We place the young person at the centre of every conversation. We work as a team across the whole school community, respect diversity and promote participation and partnership between students, staff, and families. We use evidence-based support, early intervention, and regular review to understand need and improve the help we provide.
Everyone in the school community has a part to play in supporting mental health and wellbeing. Students, staff, leaders, families, and professional partners contribute to a culture in which people can thrive. Supporting staff well-being is a key part of this whole-school approach, and good well-being supports positive attendance, behaviour and achievement.
Leadership and support
All staff have a responsibility to promote the mental health and wellbeing of students. Katy Farrow is the Senior Mental Health Lead and oversees the strategic development of mental health and wellbeing across the school. Tom Spillane is the Designated Safeguarding Lead. Support is also available through external agencies and professional services where needed.
The Mental Health Support Team (MHST) provides early intervention for mental health needs, support for students experiencing emotional difficulties, advice and guidance for school staff, and links with specialist services where required.
Mental health in the curriculum
Mental health and wellbeing are taught through the curriculum, including PSHE and RSE. Students develop resilience and coping strategies, learn about healthy relationships and online wellbeing and safety, and explore ways of managing stress and anxiety. They also learn about physical and emotional wellbeing and where and how to seek support. Teaching is planned sensitively so that students develop knowledge, language, skills and confidence to care for themselves and others, recognise when support is needed and seek help safely.
Identification and individual support
When we identify a possible mental health difficulty, we put appropriate support in place as soon as possible. Where appropriate, parents and carers are involved in this graduate response. Support may include an assessment to understand a student’s needs, a plan setting out how they will be supported, and regular reviews to check that the support is effective and make changes when necessary.
For students who need more personalised support, an individual care plan may be developed with the students, parents or carers and relevant health professionals. Depending on the students’ needs, this may include their condition, support requirements, precautions, medication and possible side effects, emergency contacts, and the roles of the school, family, and outside agencies.
Parents and carers
We recognise the vital role parents and carers play in supporting young people’s wellbeing and work closely with families to ensure students receive appropriate support. When it is appropriate to involve parents or carers, we take a sensitive and supportive approach. We consider whether a face-to-face meeting would be most helpful, where it should take place, who should be involved and the purpose and intended outcomes of the meeting.
It can be upsetting for parents and carers to learn that their child is experiencing difficulties. We respond with understanding, allow time to reflect and provide clear information about further support. Where appropriate, we share useful information such as parent helplines and forums, provide a clear way to contact the school and arrange a follow-up conversation. Meetings end with agreed next steps, with relevant information recorded confidentially.
We also support all parents and carers by signposting information about common mental health issues on the school website, making clear who to contact when there are concerns about a child, keeping this wellbeing statement accessible and sharing helpful resources to support positive wellbeing at home.
Emotional fitness and wellbeing
Emotional fitness is the ability to manage day-to-day stress, cope with life’s difficulties and reach out for support when we need it. It is part of our emotional, physical, and mental wellbeing and exists in a continuum, because people may experience different levels of challenge at different points in their lives.
We aim to reduce stigma and promote positive emotional fitness and wellbeing throughout school. We recognise that staff and students may experience wellbeing differently, and we work proactively with colleagues, families, partners, and professional services to ensure that support is accessible and responsive to a wide range of needs.
Seeking support
Students can speak to a trusted member of staff (for instance: a teacher, tutor, or the Mental Health Support Team. Staff can speak to their line manager, HR, the Senior Mental Health Lead, or the Mental Health Support Team. Anyone who is concerned about their own wellbeing or someone else should take the first step by speaking to a trusted person.
Through this whole-school commitment, we promote the five ways to wellbeing, healthy relationships, online safety, resilience, and positive mental and physical health. Our aim is to ensure that students and staff feel informed, supported, and able to contribute to a safe, inclusive and caring school community.
