Introduction

In contemporary educational settings, the acknowledgment of addressing mental health issues

among children and young people has gained significant traction. The well-being of students

is not only pivotal for their academic success but also for their overall development and

future prospects. Within this framework, this report aims to delve into the challenges and

priorities associated with mental health support in primary and secondary schools, with a

focal point on the provided case study.

Mental health encompasses a broad spectrum of psychological and emotional well-being,

including resilience, self-esteem, and coping skills. Unfortunately, mental health issues

among children and adolescents are prevalent and can wield substantial implications for their

educational attainment and life outcomes. Statistics reveal that roughly one in five young

individuals grapple with mental health difficulties, spanning from anxiety and depression to

more severe conditions such as psychosis (Kieling et al., 2011).

Within the school environment, mental health issues can manifest in myriad ways, affecting

students' academic performance, social relationships, and overall well-being. For instance,

students contending with anxiety may find it arduous to concentrate in class or engage in

extracurricular activities, while those battling depression may display alterations in behavior

or mood, leading to withdrawal and disengagement from school life (Reiss, 2013). Moreover,

mental health issues can contribute to behavioral challenges, substance abuse, and even self-

harm among students, further underscoring the pressing need for effective support and

intervention within educational settings (Patalay & Gage, 2019).

Furthermore, the COVID-19 pandemic has exacerbated existing mental health challenges

among children and young people, with widespread disruption to daily routines, social
isolation, and heightened anxiety regarding health and safety. School closures and the shift to

remote learning have also disrupted access to crucial support services and resources,

exacerbating mental health issues among students (Loades et al., 2020).

Given these challenges, schools play a pivotal role in fostering positive mental health and

extending support to students in need. However, addressing mental health issues effectively

necessitates a holistic approach encompassing prevention, early intervention, and sustained

support. This report will scrutinise the priorities and hurdles related to mental health support

in primary and secondary schools, drawing insights from the provided case study and

pertinent literature on educational theories and problem-based learning.

By delving into the intricacies of mental health in educational settings and elucidating the

implications for practice, this report endeavours to contribute to the ongoing endeavours

aimed at enhancing mental health support and well-being outcomes for children and young

individuals in schools.

Problem Based Approach

Addressing the multifaceted challenges of mental health in educational settings requires a

holistic and proactive approach. Bristol schools have embarked on a transformative journey,

employing problem-based learning (PBL) as a cornerstone strategy. This dynamic approach

prioritizes collaboration, innovation, and evidence-based interventions to enhance student

well-being and academic success. In exploring the practical implementation of PBL in mental

health support, we delve into the intricate processes undertaken by Bristol schools and their

profound impact on fostering resilient and thriving school communities.

Step 1: Understanding the Problem:

The journey began with a meticulous examination of the complex challenges surrounding

mental health support in Bristol schools. Through collaborative discussions and participatory

exercises, a comprehensive understanding of the multifaceted mental health landscape

emerged (Rolfe et al., 2001). This foundational step laid the groundwork for informed

decision-making and collaborative action, fostering a shared sense of purpose and direction

(Schön, 1996).

Step 2: Collaborative Problem-Solving:

Equipped with a nuanced understanding of the challenges, interdisciplinary teams embarked

on collaborative problem-solving endeavors. Structured group sessions were conducted to

harness the collective wisdom of educators, counselors, and stakeholders (Schön, 1983).

These sessions served as crucibles for creativity and innovation, facilitating the generation of

holistic solutions to address mental health challenges within Bristol schools.

Step 3: Active Engagement with Real-World Problems:

Central to the PBL approach was the empowerment of students to actively engage with real-

world mental health challenges. Students embarked on research projects, initiated peer

support programs, and championed mental health awareness initiatives within their school

community (Kolb, 1984). This active engagement not only fostered a sense of ownership and

agency among students but also nurtured a culture of resilience and support, with students

emerging as catalysts for positive change (Dewey, 1910).

Step 4: Partnering with External Organizations:

Recognizing the value of collaboration beyond school boundaries, strategic partnerships were

forged with external organizations. These partnerships enriched the breadth and efficacy of
mental health support initiatives (Rolfe et al., 2001). Collaborative efforts with mental health

agencies, community organizations, and nonprofit groups facilitated the establishment of

robust referral networks, expanded access to specialized interventions, and amplified

community-wide awareness and advocacy efforts.

Step 5: Implementing Evidence-Based Interventions:

Informed by evidence-based practices, targeted interventions were meticulously crafted and

implemented to address identified mental health needs (Schön, 1996). Social-emotional

learning programs were intricately woven into the curriculum to equip students with essential

coping skills and emotional resilience (Daudelin, 1996). Staff received specialized training on

trauma-informed practices, nurturing a supportive and empathetic school environment

conducive to student well-being.

Step 6: Continuous Monitoring and Evaluation:

Central to the success of the implementation process was the establishment of robust

mechanisms for continuous monitoring and evaluation (Rolfe et al., 2001). Comprehensive

data collection frameworks were developed to track key metrics related to student well-being,

academic performance, and utilization of support services (Schön, 1983). Regular feedback

loops with stakeholders facilitated ongoing reflection and refinement of mental health support

initiatives.

Reflections on Problem-Based Learning and Self-Reflection:

Descriptive Level of Reflection:

In reflecting on the problem-based learning (PBL) approach utilized in this report, Rolfe et

al.'s reflective model provides a structured framework for self-reflection.

What?

In considering the problem addressed by employing the PBL approach in mental health

support in Bristol schools, I recognize the complexity of the challenges faced by students and

educators. My role in analysing and presenting the findings aimed to shed light on effective

strategies for addressing these challenges. I sought to achieve a comprehensive understanding

of the multifaceted mental health landscape within educational settings. Through my actions

in examining the case study and relevant literature, I aimed to provide actionable

recommendations for enhancing mental health support initiatives. The responses of

stakeholders to these proposals and the consequences of implementing the PBL approach

were crucial considerations.

So What?

Reflecting on this analysis and exploration reveals insights into the effectiveness of the PBL

approach in addressing complex issues like mental health support in educational settings.

This process highlights the importance of collaborative problem-solving and engagement

with real-world challenges. It also underscores the significance of evidence-based practices

and ongoing professional development in promoting student well-being. These insights

contribute to a deeper understanding of the broader context of mental health support

initiatives in educational settings.

Action-Oriented (Reflexive) Reflection:

Now What?
Moving forward, steps can be taken to further refine the use of the PBL approach in

addressing mental health challenges in schools. Considerations need to be made in

implementing evidence-based practices and fostering collaborative partnerships between

schools and external stakeholders. Adjustments can be made to enhance the accessibility and

effectiveness of mental health support services for students. New insights that have emerged

can inform future research and practice initiatives in this area. Planning is required to ensure

the sustainability and scalability of mental health support initiatives in educational settings.

Personal and professional growth opportunities arising from this reflective process can be

leveraged to improve future endeavours.

By engaging in this reflective process, I gained a deeper understanding of the challenges and

opportunities associated with mental health support in educational settings, and I am better

equipped to contribute to ongoing efforts aimed at enhancing student well-being and

academic success.

.Review & Analysis of the Case Study and Related Literature

The partnership between mental health services and schools in Bristol is a pivotal aspect in

comprehending and addressing mental health challenges among students. In this section, we

would deeply explore the provided case study, scrutinising fundamental insights and

challenges concerning mental health support in educational settings. Additionally, relevant

literature, such as 'Counselling in schools: a blueprint for the future' (2016), is examined to

offer broader perspectives and insights into effective strategies for promoting student well-

being.

Case Study Examination:

The case study delineates collaborative endeavours between mental health services and

Bristol schools to bolster mental health support for students. It underscores the significance of

partnership working in tackling complex mental health issues and stresses the necessity for

accessible and age-appropriate counselling services within schools. Key challenges identified

include the ramifications of the COVID-19 pandemic on student mental health, constraints in

resources, and the imperative of seamless coordination between school personnel and

external mental health experts.

A significant insight gleaned from the case study is the criticality of early intervention and

proactive support mechanisms in educational institutions. By fostering a collaborative ethos

between educators and mental health professionals, schools can cultivate an environment

conducive to positive mental health outcomes for students. Moreover, the case study

accentuates the role of external entities in bolstering school-based mental health services,

accentuating the value of forging partnerships with community agencies and nonprofit

organisations.

Additionally, the case study sheds light on the prevalence of mental health issues among

students and the challenges encountered by educators in addressing these concerns. Factors

such as stigma, resource constraints, and limited awareness contribute to barriers in rendering

adequate support to students. Furthermore, the case study underscores the necessity for

comprehensive and integrated mental health support systems within schools to effectively

address the multifaceted needs of students.

Literature Review:

Drawing insights from 'Counselling in schools: a blueprint for the future' (2016) and other

pertinent literature enriches the understanding of effective strategies for supporting student
mental health in educational settings. The blueprint accentuates the primacy of evidence-

based counselling services and furnishes pragmatic guidance for school leaders in instituting

comprehensive mental health support frameworks. It underscores the pivotal role of schools

in championing early intervention, destigmatizing mental health issues, and providing

accessible counselling services for students.

The literature also illuminates the impact of the COVID-19 pandemic on student mental

health and the evolving role of schools in addressing these exigencies. Research underscores

a noteworthy surge in mental health issues among students during the pandemic, including

heightened anxiety, depression, and social isolation. Schools have emerged as frontline

providers of mental health support, with educators assuming a pivotal role in identifying and

mitigating student needs.

Moreover, the literature underscores the import of collaborative partnerships between schools

and external mental health services in augmenting mental health support for students. By

leveraging community resources and expertise, schools can augment their capacity to furnish

comprehensive support to students with diverse mental health needs.

Implications and Recommendations:

The synthesis of the case study and related literature underscores the imperative of a

comprehensive and integrated approach to mental health support in educational settings. It

underscores the exigency for proactive interventions, collaborative partnerships, and

accessible counseling services to cater to the diverse needs of students. Going forward,

Bristol schools should accord primacy to the implementation of evidence-based

practices,such as trauma-informed care, social-emotional learning programs, and peer support

initiatives. These evidence-based practices have demonstrated efficacy in promoting positive

mental health outcomes and building resilience among students.

Furthermore, Bristol schools should prioritise ongoing professional development for

educators and school staff to enhance their capacity to support student mental health

effectively. Training programs focusing on mental health awareness, crisis intervention

techniques, and strategies for creating a supportive school environment can empower

educators to address the diverse needs of students in a holistic manner.

Additionally, fostering a culture of open communication and destigmatizing mental health

issues within the school community is paramount. By promoting dialogue and awareness

campaigns, schools can create an environment where students feel comfortable seeking

support and accessing resources without fear of judgement or stigma.

Moreover, collaboration with external stakeholders, including mental health agencies,

community organisations, and parents, is essential for creating a comprehensive support

network for students. By leveraging the expertise and resources of external partners, schools

can expand access to specialised services and provide seamless transitions for students

requiring additional support beyond the school setting.

Implications for Practice Setting

The partnership between mental health services and schools in Bristol holds significant

implications for practice, highlighting the importance of addressing mental health challenges

among students. This section delves deeper into the implications of the findings from the case

study and literature review, focusing on educational activities and strategies to enhance

support for student well-being within Bristol schools.

Significance of Mental Health Support

Effective mental health support within educational settings is crucial for promoting overall

student well-being and academic success (Robinson et al., 2015). Research indicates that

students who receive adequate mental health support are more likely to succeed

academically, exhibit positive social behaviours, and develop essential life skills (Aubrey &

Riley, 2022). Therefore, prioritising mental health initiatives in schools is essential for

creating a conducive learning environment where students can thrive.

Educational Activities and Strategies

To enhance the capacity of professionals in supporting student mental health, targeted

educational activities and strategies can be implemented. Professional development programs

focusing on mental health awareness, trauma-informed care, and crisis intervention

techniques are essential for equipping educators with the necessary skills and knowledge

(Savin-Baden, 2003). Providing ongoing training opportunities ensures that educators stay

updated on best practices and evidence-based interventions in the field of mental health

support.

Additionally, integrating social-emotional learning (SEL) programs into the curriculum can

empower students with coping mechanisms and resilience-building skills (Schwartz et al.,

2001). SEL programs promote self-awareness, social awareness, responsible decision-

making, and relationship-building skills, which are critical for navigating various social and

emotional challenges. By embedding SEL principles into daily instruction, educators can

foster a positive school climate that values and supports student well-being.

Creating safe and inclusive learning environments through proactive measures such as peer

support initiatives and anti-bullying campaigns can contribute to promoting positive mental
health outcomes (Robinson et al., 2015). Schools should prioritise initiatives that promote

diversity, equity, and inclusion to ensure that all students feel respected, valued, and

supported. By fostering a sense of belonging and acceptance, schools can mitigate the risk

factors associated with mental health issues and promote a culture of support and empathy.

Incorporating the Learner's Voice

Involving students in decision-making processes regarding mental health support initiatives is

crucial for ensuring their relevance and effectiveness (Podpadec, 2015). By actively seeking

input from students, educators can gain valuable insights into their unique experiences, needs,

and preferences. This participatory approach not only empowers students but also fosters a

sense of ownership and accountability for their well-being.

Promoting student-led initiatives such as peer support groups and mental health awareness

campaigns can facilitate open dialogue and reduce the stigma surrounding mental health

issues (Savin-Baden, 2003). By encouraging students to share their stories and experiences,

schools can cultivate a supportive community where individuals feel heard, understood, and

valued.

Impact on Other Stakeholders

Engaging families as active partners in supporting student mental health is critical for

fostering a collaborative and cohesive approach (Robinson et al., 2015). Providing parents

and caregivers with resources, workshops, and support groups can equip them with the tools

and knowledge to effectively support their children's mental health at home.

Furthermore, community engagement initiatives, such as mental health awareness events and

workshops, can strengthen ties between schools and the broader community. By involving
community members in discussions about mental health and well-being, schools can reduce

stigma and increase awareness of available resources and support services. This collaborative

approach fosters a sense of shared responsibility for student well-being, ensuring that support

extends beyond the school gates and into the wider community.

Additionally, the partnership between mental health services and schools in Bristol presents

opportunities for leveraging resources and expertise to address systemic challenges. By

pooling resources and sharing best practices, schools and mental health services can enhance

the effectiveness and efficiency of support initiatives. This collaborative approach allows for

the development of innovative solutions tailored to the specific needs of Bristol schools and

their students.

Promoting Mental Health Literacy: The collaboration between mental health services and

schools provides an opportunity to enhance mental health literacy among students, educators,

and the broader community. By incorporating mental health education into the curriculum

and organising workshops for parents and caregivers, schools can increase awareness and

understanding of mental health issues. This literacy empowers individuals to recognize signs

of distress, seek help when needed, and support others experiencing mental health challenges.

Preventing Mental Health Crisis: Through proactive intervention and support, schools can

play a vital role in preventing mental health crises among students. By implementing early

identification measures, such as mental health screenings and check-ins with students,

educators can identify individuals at risk and provide timely support. Additionally, promoting

stress management techniques and resilience-building activities equips students with coping

strategies to navigate challenges effectively, reducing the likelihood of mental health crises.
Enhancing Academic Performance: Addressing mental health challenges not only

promotes well-being but also enhances academic performance. Research suggests a strong

correlation between mental health and academic achievement, with students experiencing

better mental health outcomes demonstrating improved concentration, attendance, and

performance in school (Robinson et al., 2015). By prioritising mental health support, schools

can create an environment conducive to learning, enabling students to reach their full

academic potential.

Fostering Social and Emotional Development: The partnership between mental health

services and schools facilitates the integration of social and emotional learning (SEL)

initiatives into the educational framework. SEL programs promote the development of

essential skills such as self-awareness, self-management, social awareness, relationship skills,

and responsible decision-making (Schwartz et al., 2001). By incorporating SEL principles

into daily activities and classroom instruction, schools nurture students' social and emotional

development, fostering resilience, empathy, and positive interpersonal relationships.

Building Resilience and Coping Skills: Mental health challenges are a natural part of life,

and building resilience is essential for effectively coping with adversity. Through targeted

interventions and support services, schools can help students develop resilience and coping

skills to navigate life's challenges. This includes teaching problem-solving techniques, stress

management strategies, and positive coping mechanisms. By equipping students with these

skills, schools empower them to overcome obstacles and thrive in the face of adversity.

Creating a Culture of Well-being: Ultimately, the partnership between mental health

services and schools contributes to the creation of a culture of well-being within the

educational setting. By prioritizing mental health initiatives, promoting open dialogue, and

fostering a supportive environment, schools communicate to students that their well-being is

valued and prioritised. This culture of well-being permeates all aspects of school life, from

classroom interactions to extracurricular activities, creating a nurturing and supportive

environment where students can flourish academically, socially, and emotionally.

Expanding Access to Support Services: The collaboration between mental health services

and schools expands access to support services for students in need. By integrating mental

health professionals into the school setting, students have easier access to counseling,

therapy, and other specialized interventions. Additionally, partnerships with external

organizations and community agencies broaden the range of support services available to

students, ensuring that they receive comprehensive and holistic care tailored to their

individual needs.

Conclusion

In conclusion, this report has provided a comprehensive analysis of the challenges and

priorities related to mental health support in Bristol schools, as well as recommendations for

improvement.

Summary of Findings:

Through the examination of the case study and relevant literature, several key findings have

emerged. The case study highlighted the importance of collaborative partnerships between

mental health services and schools in addressing complex mental health issues among

students. It also underscored the impact of the COVID-19 pandemic on student mental health

and the need for accessible and age-appropriate counselling services within schools. The

literature review provided insights into effective strategies for supporting student mental

health, emphasising the importance of evidence-based practices, early intervention, and

collaborative partnerships.
Recommendations:

Based on the findings of this report, several recommendations can be made to enhance mental

health support in Bristol schools. Firstly, schools should prioritize the implementation of

evidence-based practices, such as trauma-informed care and social-emotional learning

programs, to address the diverse needs of students effectively. Additionally, ongoing

professional development for educators and school staff is essential to enhance their capacity

to support student mental health. This includes training on mental health awareness, crisis

intervention techniques, and strategies for creating a supportive school climate.

Furthermore, schools should strengthen partnerships with external mental health agencies and

community organizations to expand access to specialized services and resources for students.

By leveraging community resources and expertise, schools can augment their capacity to

provide comprehensive support to students with diverse mental health needs.

Reflections on Problem-Based Learning:

The problem-based learning (PBL) approach employed in this report proved to be effective in

fostering collaborative problem-solving and active engagement with real-world issues. By

incorporating principles of PBL, such as inquiry-based learning and student-centeredness,

this report was able to provide a holistic analysis of the challenges and priorities related to

mental health support in Bristol schools. However, it is important to acknowledge the

limitations of PBL, such as the time and resource-intensive nature of the approach.

Future Directions:

Moving forward, future research and practice initiatives should continue to explore the

efficacy of problem-based learning in addressing complex issues in education, particularly

related to mental health support. Additionally, efforts should be made to adapt and refine the

PBL approach to better meet the needs of diverse student populations and educational

contexts.

This report has underscored the importance of collaborative partnerships, evidence-based

practices, and ongoing professional development in enhancing mental health support in

Bristol schools. By prioritizing student well-being and leveraging the principles of problem-

based learning, schools can create a supportive environment that promotes positive mental

health outcomes for all students.

References

Aubrey, K., & Riley, A. (2022). Understanding and Using Educational Theories (3rd ed.).
Core Reading.

Daudelin, M. W. (1996). Learning from experience through reflection. Organizational

Dynamics, 24(3), 36-48.

Dewey, J. (1910). How We Think. Chicago: D.C. Heath & Co.

Kieling, C., Baker-Henningham, H., Belfer, M., Conti, G., Ertem, I., Omigbodun, O., ... &
Rahman, A. (2011). Child and adolescent mental health worldwide: evidence for action. The
Lancet, 378(9801), 1515-1525.

Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., ...
& Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness
on the mental health of children and adolescents in the context of COVID-19. Journal of the
American Academy of Child & Adolescent Psychiatry, 59(11), 1218-1239.

Patalay, P., & Gage, S. H. (2019). Changes in millennial adolescent mental health and health-
related behaviours over 10 years: a population cohort comparison study. International
Journal of Epidemiology, 48(5), 1650–1664.

Podpadec, T. (2015). Your Primary School-Based Experience: A Guide to Outstanding

Placements. UWE Bristol.
Reiss, F. (2013). Socioeconomic inequalities and mental health problems in children and
adolescents: A systematic review. Social Science & Medicine, 90, 24–31.

Robinson, T., & Childs, P. (2015). Your Primary School-Based Experience: A Guide to
Outstanding Placements. Publisher.

Savin-Baden, M. (2003). Facilitating Problem-Based Learning: Illuminating Perspectives.

Open University Press.

Schwartz, P., Mennin, D. S., Webb, J. R., & Lin, X. (2001). Problem-Based Learning: Case
Studies, Experience, and Practice. Stylus Publishing, LLC.

UK Department for Education. (2016). Counselling in Schools: A Blueprint for the Future

Appendix

Education in Practice (case study 1)

PBL Case study- Children & Young People’s Health
Brief case study background
In February 2016 the Department for Education published ‘Counselling in schools: a
blueprint for the future’, to help school leaders set up and improve counselling services in
primary and secondary schools. Although schools are not required to follow the guidance in
this document, it provides practical, research informed, advice on how school-based
counselling services can achieve the best outcomes for children and young people.
Importantly, this includes an expectation that over time schools will ensure that they are
enabling children and young people to access age-appropriate counselling services.
Since the publication of this policy document the country has experienced the COVID-19
pandemic, which has both exacerbated mental health difficulties at the same time as making
conversations about mental health a much more accepted part of everyday conversations. In
this context schools and school staff are working to meet their growing obligations to support
the mental health of their pupils and, in partnership with outside organisations, to enable them
to access age appropriate counselling services.
Key case study document: DfE (2016) Counselling in schools: a blueprint for the future.
Departmental advice for school leaders and counsellors. London: Department for Education
Case Study ‘Problem’
This case study explores partnership working between specialist mental health services and
primary and secondary schools in Bristol. You are a formal educator in a primary or
secondary school setting in Bristol. Your PBL task is to consider the type of support that
would be a priority for schools, and the challenges you might face in providing this support.
Give particular consideration to some of the following questions:

● What can you learn from ‘Counselling in schools: a blueprint for the future’ (2016)
about what your priorities might be?
● What do you think your day-to-day work and priorities might look like?
● What aspects of the current ways of working within schools might need to change or
be improved?
● What outside organisations could you work with?
● How might existing counselling services need to develop to become more accessible
to schools?
● Are there any other considerations worth highlighting?

Counselling in schools: a blueprint for the future Departmental advice for school leaders and
counsellors February 2016 (case study document)study document)
Below are the group notes and contribution if its going to be of help in any way :
Step 1: Clarifying the text and explaining unclear terms and concepts

● Read the case study document

● Identify any concepts and/or words that are unclear
● Discuss concepts/words as a group to develop a shared understanding
Key terms and concepts:

● DfE (2016) counselling in schools: a blueprint for the future:Advice template

(publishing.service.gov.uk)
● Released before COVID, potentially outdated? Needs more up-to-date research
and information.
● Covid-19
● Mental health - psychological and emotional well-being
● Counselling - Professional assistance and guidance in resolving personal or
psychological problems
● Partnership - An arrangement between two or more people to oversee business
operations and share its profits and liabilities.
● Exacerbated - To make a problem worse
● Educator - A person who plans and directs education.

As a group we discussed each key term ensuring we understand them.

Do group members understand these key terms and concepts? Yes/No

Step 2: Defining the key problem

The students work together to define the problem or identify the key task.

● Discuss: The underlying ‘problem’ highlighted in the case.

● Write: An agreed statement of the problem.

Notes:

● COVID-19 exacerbated mental health and that schools need to address the issues
raised and provide age appropriate counselling
● Funding
● Not required by law to follow the document ‘Counselling in schools’ it could be
interpreted differently by different educators. Could lead to wrong information
being given to young people. Could explain the delay.
● The document has highlighted that there is a delay in receiving help to young
people which could have a big impact on their mental health.
● Partner with outside organisations
● Keeps mentioning ‘age appropriate’ counselling suggesting that this is not
something that is being given thus far
● Mental health as a taboo topic, people do not want to talk about it very much
● Primary/Secondary may not understand what we mean by mental health or how to
get help for you.

Step 3: Analysing the problem and suggesting possible solutions

This is the brainstorming stage where ideas are presented as to what may be causing the
problem. At this stage no idea should be thrown out and students should discuss their
understanding of the problem from their particular standpoint and offer possible solutions.

Notes:

● COVID’s impact on mental health - Had some positive impact as it identified these
issues but at the same time this could have been more prevalent because it was
exacerbated. Could have affected the transition for the students going from primary
to Secondary students.

Solutions: Lowering expectations, reassurance, accessibility in terms of where they can

find help, education on mental health, meeting on COVID and not pretending like it didn’t
happen, providing counselling not just for education but home life.

● Funding - Lack of resources

Solutions: Focus funding on mental health e.g. fundraising, counsellors (employing

professionals) , training and support for mental health for teachers, students, this could
include timetabled lessons. Collaborating with outside organisations and parents such as
charities. Mandatory budget that needs to be used for counselling/mental health.

● Mental health as a taboo subject -

Solutions: Mental health professional/counsellor providing mandatory timetabled lessons

about mental health and how young children can get help. Making a standard guideline for
mental health in schools which is mandatory so that it is treated like a real subject. Check
in with students around exam periods. Feedback from students about what they feel they
need to help them.

● Counselling - Providing support to students. Problems include lack of time,

resources, money, expertise and training. We would need to research the type of
counselling that schools can realistically provide. Would it be fully qualified
professionals, trained counsellors, peers sharing experiences (some children may
not want to speak to adults they don’t know.

Solutions: Inside and outside of school counselling should be free and easy to come by.
Active communication with parents and ensuring they are supported and know how they
can help their child with their mental health. Frequent reviews in schools by independent
organisations about their mental health provisions. Consistency in the transition between
primary/secondary and understanding the impact this has on young people and making
sure they have the right support.

● Accessibility - Ways to make it easier for young people to get help for their mental
health and any problems they might have.

Solutions: Charities etc, coming into schools to speak to students.

 ● Online support

Solutions: Making sure all students and teachers actually get into school in the first place.
Mental health can affect a young person's ability to even turn up to school so making sure
they have access to resources that they can find themselves online. Links to life after
COVID. Making sure that schools website has lots of links to the different services
available to them e.g. counselling, crisis support, mental health.

Lecture input
Step 4: Refine research focus

The group discusses the ideas put forward in Step 3 in relation to the lecture input.

● Prioritise ideas.
● Discuss and refine possible solutions.

Notes:
Accessibility to mental health
support:

Step 5: Identify learning objectives

A group consensus is reached with regard to the knowledge needed to address the problem.
Learning needs are identified and prioritised by establishing what the group does not know or
understand and by establishing how these needs can be met. It is at this stage that a group
learning contract can be useful (Matheson, 2003).

Notes:

● Case study doc: Jasmine - pp.6-16, Bethan pp.17-27 and Gemma - pp.28-37.
● Research into Counselling in Secondary schools - Lucy B
● Researching mental health charities - Eloise
● Research into current mental health policy/strategies in schools - Jo
● Create the powerpoint - Lucy B (send invite the everyone)
● Pick a specific secondary school in bristol - compare mainstream and private
education - Niamh

Other tasks:
 ● Defining terms such as mental health, counselling, educators etc - noor
● COVID research -Liz
●

Step 6: Independent study

Students work individually to gain information about their learning objectives. Information
should be obtained from a variety of sources including books, journal articles and personal
contacts. Learning should be shared below, with references included.

Notes:
Covid Research
According to the European Lung Foundation article (08/23) defines coronavirus as a group
of viruses causing illness from simple common cold to acute respiratory infections . The
virus is known as SARS-CO-2 .
It was declared a world pandemic on 11th March 2020 by the WHO, symptoms range from
mild to severe flu symptoms accompanied by fever , cough, muscle aches ,loss of smell,
taste and appetite , breathlessness etc
Covid and mental health : According to an online article by the name of vaccines work ,
victims of covid -19 infection were susceptible to other diseases like dementia for up to two
years after infection ,precisely the adult population which made up 4.5% of the population
as compared to 3.3% in those with other related respiratory illnesses and infections .
From the Covid-19 Impact inquiry report (July 2021) the risk of psychosis and seizures
increased in children due to covid -19 .
According to the journal of child psychology and psychiatry article , adolescents were
more prone to mental related illnesses like depression, anxiety, slow/ reduced movements ,
lack of attention and defiant symptoms from precovid -19 symptoms and those with ADHD
were more likely to experience these symptoms as compared to those without ADHD .
The BBC news online article clarifies that the proportion of individuals showing symptoms
of mental health doubled in adults as well as children since the start of the pandemic .
In young people , mental health increased during the pandemic due to increase in anxiety
levels from isolation , sudden switch to remote learning and the absence of extra curricular
activities and events .
In children, 16% of 5-16 year olds have "probable" mental health disorders compared
with 10.9% in 2017, according to NHS England.
-Mental Health of Children and Young People in England, 2020: Wave 1 follow up to the
2017 survey [Accessed 19th February 2024]
Covid-19 symptoms related to mental health include :cognitive and attention
deficits ,anxiety,depression and psychosis.
Causes of mental health during the pandemic believed to be :anxiety and fear of the
pandemic ,feelings of loneliness, increase in poverty levels due to financial impacts ,strain
on relationships , increased use of drugs and alcohol
DfE 2016 Counselling in schools: Blueprint for the future - p.g. 6-16 Jasmine:

Page 6:
Government was “committed” to improving children and young people's mental health and
wellbeing.
Apparently with mental health issues being common, only 10% of 5-16-year-olds had
mental health difficulties. (whether or not that has changed from 2016 – it needs to be
found out).
“Issues” included eating disorders, anxiety, low mood, and depression: these were
classed as things which would significantly impact on their future and happiness – even
though mental health difficulties aren’t prominent.
In 2014 the government established the children and young people’s mental health and
wellbeing taskforce. (10 years ago!!) This looked at ways in which children, young
people and their families could have access to help and support when needed and
improve the ways in which mental health services are organised and provided.
Also in 2014, the DfE said that they would develop a counselling strategy and new
PSHE association guidance on teaching mental health issues (was that done?).
The task force recognises the crucial role in which schools play, whilst working
alongside mental health services and health and community services. This allows support
in “good” mental health and in preventing and identifying mental health issues in
children and young people.
Most schools value the importance of ensuring that pupils' mental health, wellbeing,
resilience and developing character are being supported.
They are always keen on EARLY INTERVENTION and the use of school-based
counsellors which are used to support mental health issues.
Having a positive mental and emotional wellbeing is crucial to children and young
people’s holistic development.
Page 7:
The key proposals show that:
2015-2016 and then again in 2019-2020 there should have been a 1.4 billion pound
funding which was supposed to “transform” children and young people’s mental health
services.
In 2020 (Covid-19), the government proposed aspirations in which they were hoping to
achieve that year. These included:
Improving public awareness and understanding about mental health, which was
supposed to be combated by an anti-stigma campaign called ‘time to change’.
In the whole country every child or young person should have open access to effective
mental health support.
Increased usage of evidence- based treatment with focused outcomes. This would be by
 building on the success of the Children and Young People’s Improving Access to
Psychological Therapies programme (CYP IAPT).
Every area has a service where children and young people could pop in and be provided
with advice and support to help them.
Improving communication, access, and referrals to support through every area and
having named contacts in specialist mental health services and schools.
Professionals who work with children and young people are trained in child development
and mental health, so they can understand what needs to be provided in order for them to
have access to the best help they can.
Every area should publish a Local Transformation Plan (LTP) which should support how
local provisions will change to better children and young people with mental health
issues and improve prevention services.
Page 8:
School-based counselling is one of the best forms of psychological therapy for children
and young people.
62% of schools offer counselling services to their students (70% secondary schools) &
(52% primary schools). What are the percentages now?
1-1 counselling for 2 days a week would cost 14.5k per year.
As where a whole school system of pastoral, safeguarding and support systems estimate
around £40k a year.
Page 9:
Counselling within secondary schools has been proven to decrease psychological stress in
the short term.
In primary-based counselling the one-on-one basis consists of art or play-based methods.
The Place2Be model is a flexible opportunity for schools based on mental health services
which are delivered by a team of clinical staff and skilled volunteers.
This includes having weekly one-to-one counselling sessions in schools for children with
most urgent needs, where trained counsellors tailor each session in school to the individual
pupils' needs.
For younger children a more therapeutic route would be encouraged as it encourages the
children to be expressive in non-communicative ways.
Family members of the Children who have received Place2Be counselling said that 74% of
them have improved after counselling.
Page 10:
Teachers and school staff say that they don’t have the time or expertise to support children
and young people when they show signs of distress.
Areas which have been highlighted for development of counselling services which schools
should be cautious of are:
Greater use of outcome monitoring
Ensuring equity of access to young people who are currently under-represented for example
those from black and minority ethnic (BME) backgrounds.
Ensuring services are equipped to meet the needs of vulnerable children and young people,
including looking after children and young people with SEND.
Increasing children and young people’s involvement with development services
Better integration with other mental health and wellbeing support, within schools and
beyond it, this allows improved assessment and referral. Integration with local specialist
child and adolescent mental health services (CAMHS) is crucial to this.
Page 11:
The benefits to the individual and to society in preventing problems from arising, and
intervening early where they do, are significant. For schools, this can result in improved
attainment, attendance, and reductions in behavioural problems.
The document states that: over time, all schools should make counselling services available
to their pupils. In line with the Government’s wider approach to schools, allowing schools
autonomy to make their own decisions about how to use their funding in the best interests
of their pupils, we are not requiring this.
Page 12:
Schools have a vital role to play in relation to supporting the wellbeing of their students.
The DfE supposedly has a range of programmes through voluntary and community sectors,
this includes resources, information and training for schools, young people and families;
specialist support for vulnerable groups; helplines, online services and apps.
Page 13:
The blueprint states that PSHE provides an obvious approach to teach students about mental
health???
The PSHE association which is a non-statutory requirement covers mental health and has
continuously provided guidance for schools about mental health.
Apparently, there are lesson plans covering mental health in key stages 1-4. Regarding that,
the older the student is the topics become more detailed e.g. self-harm, depression, suicide,
anxiety and eating disorders etc.
It is also important to promote staff health and wellbeing, headteachers have an obligation
to check up on and support staff wellbeing.
Reducing the stigma around mental health
Whether mental health is learnt through the curriculum, pastoral support or encouraging
openness about it, needs to be non-judgemental.
Page 14:
Internal support for schools can be provided for example, by providing and promoting
external services such as ChildLine or NSPCC.
Pastoral systems within schools have responsibility for the wider welfare of their pupils and
counselling services should be considered within this context.
Schools should consider how their pastoral and SEND support systems link with
counselling support as well as with external specialist services; how pupils are monitored,
both to identify those with issues or in high-risk groups, the effectiveness of interventions
deployed; and what training and support is available for staff in these roles, including form
tutors.
Highlight the need of different services for example, bullying, academic pressure or
difficult issues which are handled by teachers e.g. gender identity. This way schools can see
and edit or implement new policies to improve the way things are being dealt with in
regards to mental health.
Page 15:
The DfE provided the NSPCC with 11.2 million from 2011-2015 to help fund them.
Make appropriate references to other key guidances in the area.
The DfE’s mental health and behaviour in schools advice provides schools with advice and
support on how to effectively support children and young people’s mental health.
Page 16: has a case study which isn't related to the task at hand.
Private Education vs Mainstream education comparison (Mainstream: Fairfield High
School and Private: Clifton High School) - Niamh
‘We change our world’ in Academy Improvement Priorities 2022-23 states that Fairfield
High School (FHS) encourages collaboration and communication between all members:
staff, students, parents/guardians, agencies, and wider networks, to “[make our world] a
better place to live by championing inclusivity and diversity for all protected
characteristics.” This suggests that FHS has a large support system and are aware of
potential differences in members and allowing the school to provide a safe space for
everyone involved. As this is one of their policies, it can be suggested that FHS takes
students’ perspectives and experiences into consideration when focusing on the school’s
improvements. Also, in Fairfield High School’s ‘Excalibur School Improvements
Priorities’, they have selected ‘Safeguarding: Pupil Mental Health/Wellbeing’ to be listed as
a focal area for the upcoming year. From an ‘Agile Strategic Leadership’ diagram, it is clear
to see that FHS really believes in personal development and enriching opportunities for
students, as they have stated as ‘influenced by local, regional, national and international
contexts, including.. Gender and racial inequality and Social justice.
Also, an entire subpage is dedicated to ‘Wellbeing’: FHS state they ‘..aim to promote
positive mental health and wellbeing..’, and on this page they have offered many links to
different organisations, charities, and resources for anyone who is struggling. There are 16
different links on this website, but to name a few they have included: websites such as ‘On
Your Mind’ - sources of support for good mental health and emotional wellbeing, phone
services such as ChildLine and FRANK - hotlines for contacting counsellors about mental
health concerns or drug use, apps such as ‘Calm Harm’ and ‘Headspace’ - free spaces to get
meditation and ‘counsellor-like’ advice and management of self harm urges, and charities
such as ‘PAPYRUS’ and ‘The Charlie Waller Memorial Trust’ where individuals can seek
advice or help regarding depression and suicide. However, despite these links there are no
mentions of any type of in-school counselling or physical support.
At Clifton High School (CHS), immediately on their website you are greeted with their core
values which include: curiosity, empathy, love, and direction. Having ‘empathy’ and ‘love’
as key values is quite rare in comparison to other schools, so it immediately gives the sense
of care and concern towards their students. However , unlike Fairfield, Clifton High have a
very limited page when it comes to their ‘Values and Ethos’, where they are mainly just
repeating what is shown on their front page. The ‘empathy’ value section does hint towards
having a good support system as it states having an ‘embedded pastoral system’ to ‘[equip
the students] with the ability and desire to change the world in a positive way’. Similarly,
following this and in the ‘love’ value section, it is stated that it is their belief that ‘love for
others directly equates to the inclination of prioritising personal wellbeing’. This again
suggests that wellbeing could be a very valued and important aspect to Clifton High’s ethos.
Another subpage is listed where all staff for the 2023-24 Spring Term and their
qualifications are listed, and it is stated that CHS have a ‘Pupil Welfare Counsellor’ with
the qualifications to support this. On top of having a counsellor, there is also a whole team
dedicated to the Safeguarding of the students, with s Pastoral member also recognised.
Next, I looked into their ‘Wellbeing’ subpage to find any additional information on the
support their students are entitled to, and found an excellent amount of information
regarding counselling in school and ways to find it outside of the school doors. For
example, it immediately greets you with the name of their counsellor and recognises her as
being able to offer ‘professional support and expertise’ and an ‘experienced Counsellor of
children, young people and adults’. It is stated what the counsellor has training and
experience in, including art therapy and psychotherapy, alongside the issues brought to
counselling: bereavement, relationship problems, mental and physical ill health:
anxiety/panic attacks/stress/depression, social media and internet issues, assault, sexuality
and gender, self-esteem, and interestingly enough, the impact of Covid-19. Below this,
there are many different links in how to get in contact with the counsellor and make an
appointment, followed by seven alternative ways to find counselling outside of CHS, such
as through ‘The Counselling Directory’ where over 10,000 qualified counsellors are listed,
and ‘Relate’: a Bristol based child and family counselling scheme. Additionally, to end the
page, there is a link to a page where there are ‘Tips to make your days brighter’, where it
includes: a wellbeing list of personal checkpoints, some creative and physical ideas, how to
appease each hormone, apps for mental health and wellbeing, how to deal with managing
thoughts and feelings, alongside support for Coronavirus and mental health and plenty of
other links and websites regarding community resources and support systems online.
‘The study found that there was no private school advantage for boys’ mental health at any
age. Girls in private schools had slightly better mental health than their state school
counterparts at age 16, but no difference was seen at 14 or 25. The researchers also found
no difference in life satisfaction between the private and state school pupils.’
‘ “I think it is possible that the increased pastoral support was just starting to make a
difference for this cohort,” says co-author, Dr Morag Henderson (UCL Centre for
Longitudinal Studies). “But it is also likely that although school resource is greater in
private schools, the academic stress students face might be too and so we see each force
cancelling the other out.”’ https://cls.ucl.ac.uk/state-school-pupils-just-as-happy-with-their-
lives-as-private-school-counterparts/#:~:text=Girls%20in%20private%20schools
%20had,private%20and%20state%20school%20pupils.
‘The study looked at data from 2,682 individuals who took part in a large cohort study --
2,413 attended state schools and 269 attended private schools. The researchers analysed
data on family background and prior educational achievements as well as information
gathered from questionnaires (conducted with participants between the ages of 12 and 21)
on factors including wellbeing, peer victimisation, sexual behaviour, substance use and anti-
social behaviour. The findings of the study suggest that, when it comes to overall well being
across adolescence, private and state school students do not differ.’
However, ‘In the UK, seven per cent of secondary school children are privately educated.’
Professor von Stumm added: “In the wider population we often assume that a private
education will have a very positive impact on a child’s development. Our study suggests we
have unrealistic expectations of the virtues of a private education, when in reality many of
its benefits result from the legacy of a privileged family background.
https://www.york.ac.uk/news-and-events/news/2020/research/private-school-development/
Mental health charities in bristol:
· Second Step (https://www.second-step.co.uk/) – in partnership with the NHS to run
mental health services as well as mental health support for those who are homeless, leaving
hospital or settling into their own homes. The charity has a strong belief in the benefits of
partnering with other services to ensure every person is receiving the best care possible and
can go on to lead fulfilling lives. There is also access available to everyone to their social
media, blogs and YouTube videos which further explain services they can provide, stories
from people who have used their services and coping techniques. Workshops available in
Bristol and North Somerset only to people aged 18+. Multiple community services such as
drop-in services for mental and physical health for homeless people, recovery navigators by
GP referral and crisis hotlines. Unclear on specific services they could offer primary school
aged children.
· Mind Bristol (https://bristolmind.org.uk/) – Mindline helpline open Wednesday-
Sunday 7pm-11pm. Offer support for “Mild-Moderate mental health struggles”.
· Young Minds Organisation (https://www.youngminds.org.uk/) – Ensuring no child
or young person feels left alone with their mental health struggle and to prevent reaching
crisis point. Shout Textline for free 24 hour mental health support. Multiple blogs and
information pages on their website to help better understand your feelings and what steps
and/or contacts to help overcome this.
· Health Watch Bristol (https://www.healthwatchbristol.co.uk/). – can help children
and parents find the correct help if they are struggling to access services or unsure how to.
Contact them to share your views and experiences with health and social care services in
Bristol to help providers improve.
Page 17
Mental health refers to our emotional, psychological, and social well-being. It affects how
we think, feel, and act, and also determines how we handle stress, relate to others, and make
choices. Mental health is important at every stage of life, from childhood and adolescence
through adulthood.
Good mental health means being able to function well in everyday life, cope with stress
effectively, maintain healthy relationships, work productively, and make meaningful
contributions to society. It's not just the absence of mental illness, but also the presence of
positive characteristics like resilience, self-esteem, and emotional intelligence.
Mental health can be influenced by various factors, including genetics, brain chemistry, life
experiences, and environmental factors. Just like physical health, mental health can
fluctuate over time, and it's essential to take care of it through self-care practices, seeking
support when needed, and maintaining a balanced lifestyle.

Research Counselling in secondary schools

Place2Be:
Place2Be is a children and young people's mental health charity with almost 30 years'
experience working with pupils, families and staff in UK schools.

They provide mental health support in schools through one-to-one and group counselling
using tried and tested methods backed by research. In addition, they also offer expert
training and professional qualifications.

Each school has a dedicated Place2Be mental health professional who is integral to the
school team.
They work closely with pupils, families and staff to improve emotional wellbeing and
provide mental health support for the whole school.
They collect data to measure our impact on mental health in schools, which helps them to
review and improve our in-school support.

Last year, 36,565 children and young people accessed a support service from Place2Be.
Our one-to-one counselling supported 6901 pupils.
Of those receiving one-to-one counselling, many faced challenges which made it harder for
them to focus at school:

● 43% received free school meals

● 6% are subject to a Child Protection Plan (CPO)
● 8% were reported to be on a Children and Adolescent Mental Health Service
(CAMHS) waiting list
● 43% were eligible for pupil premium.

https://www.place2be.org.uk/our-services/services-in-schools/mental-health-support-in-
schools/

The British Association for Counselling and Psychology (BACP):

The British Association for Counselling and Psychotherapy is the professional association
for members of the counselling professions in the UK.
In England, Government plans to support children and young people's mental health
remains inadequate.
Unlike in Scotland, Wales and Northern Ireland, school and college counselling rarely
features in these plans, though some integrated care systems (formerly clinical
commissioning groups) do directly fund short term counselling provision, often within the
voluntary sector but also delivered in schools.

The Government has committed funding within the NHS Long Term Plan providing
additional access to support for children and young people via NHS England’s funded
mental health services. This includes expanding mental health support teams (MHSTs),
with the aim of reaching 50% of schools and colleges by 2024-2025, with low level
evidence-based interventions provided by educational mental health practitioners. MHST’s
do not include funding for a step-up to counselling. BACP is supportive of the
recommendations made in Barnardo’s It’s hard to talk review of MHSTs where they state
that the model should be expanded under the banner MHST+ which is inclusive of
counselling interventions for children and young people when current MHST interventions
don’t go far enough.

Our message remains consistent, England needs to catch up with other UK nations
regarding Government funded counselling interventions offered to children and young
people – and there is no more crucial time than to influence this agenda in the run up to a
general election.

What’s more, 82% of parents with children aged four to 17 believe counselling or
psychotherapy should be freely available to all school children, throughout all schools.
BACP and You Gov survey 2022.

https://www.bacp.co.uk/news/campaigns/school-counselling/
The spark
The Spark is one of biggest providers of school-based counselling services in the country,
supporting thousands of children and young people each year with counselling. The quality
of the service has been demonstrated through robust assessment, evaluation, and impact
measures.

Working directly with schools and local authorities, our in-school counselling services help
to support the emotional, behavioural, mental, and social health and wellbeing of pupils.
School-based counselling services are provided by age-group category in both primary and
secondary settings.

Every child and young person have the right to expect the appropriate support from adults
to ensure they can reach their potential. Helping children and young people to develop a
positive outlook on life is essential. This can be achieved by building social and emotional
competencies such as resilience, self-esteem, and interpersonal skills. These encourage
healthy behaviours and aid achievement in and out of school.

The Spark incorporate the GIRFEC framework to help to get it right for every child.
Supporting families and schools by making sure children and young people can receive the
right help, at the right time, from the right people to help them to grow up feeling loved,
safe, and respected so that they can realise their full potential.

School based counselling can help young people deal with a range of personal problems.
Common issues addressed by The Spark’s counsellors in schools include:

● Anger / aggression
● Anxiety
● Body image
● Bullying
● Depression
● Eating disorders
● Emotional issues
● Exam stress
● Family breakdown
● Illness
● Loss/bereavement
● Low self-confidence
● Low self-esteem
● Puberty
● Relationships and sex
● Self-harm
● Sexual identity
● Substance abuse
● Young carer responsibility

Depending on the pupils age and stage, The Spark’s school counsellor may utilise a
combination of therapeutic play, art therapy or talking therapy. The counsellor will establish
a therapeutic relationship with the child or young person through acceptance, trust and
empathy providing them with an opportunity to express and process feelings at their own
level and pace.

This positive relationship can then be internalised by the child and help instil:

● a sense of competence
● improved ability to form healthy relationships and
 ● re-align negative patterns of behaviour or thinking

https://www.thespark.org.uk

McLaughlin, C,. (1999) Counselling in schools: Looking back and looking forward.
British Journal of Guidance and Counselling. 27(1) [Accessed 10 Feb 2024]

https://www.researchgate.net/profile/Colleen-Mclaughlin-8/publication/
247522962_Counselling_in_schools_Looking_back_and_looking_forward/links/
57dfe86608ae5272afd0a0b3/Counselling-in-schools-Looking-back-and-looking-
forward.pdf
Chinwuba M,, Ogunode, O (2023) Counselling Skills for Effective Counselling in
Schools Journal of Innovation in Education and Social Research 1 (3) [Accessed 10
Feb 2024]

http://journals.proindex.uz/index.php/jiesr/article/download/241/198

Guidance and Counselling in Schools: Theory and Practice Namita Ranganathan,

Toolika Wadhwa Taylor & Francis, 2024

This book addresses guidance and counselling needs of children and adolescents in school
settings. Acknowledging that most issues which children and adolescents face do not reach
clinical settings and are often addressed by primary caregivers, the book focuses on specific
strategies that primary caregivers can use. With an overview of mental health concerns that
arise during these developmental stages, the book focuses specifically on the roles that
parents and teachers can play. Home and school together play vital roles in the lives of
children and adolescents.

The book thus recognises the need for them to work together and uses examples from the
field to build contexts in which school children and adolescents grow. This is attempted in
the backdrop of theories of psychology and mental health therapies. The volume tries to
bridge the gap between theory and practical applications of mental health in everyday life.

This book would be useful to the students, researchers, and teachers working in the fields of
education, psychology, development studies, social work, and sociology. It would also be
an invaluable companion to policy-makers, professionals from government and non-
government organisations working around education and social development.

Dr. Darakhshan Parveen, & Shameem Akhtar. (2022). The Role of Guidance and
Counselling in Schools: A Literature Review. International Journal of Indian
Psychȯlogy, 11(2
Research for mental health policies/strategies in schools:
There are many schools that have integrated mental health education into their curriculum.
Teaching about mental well-being, coping methods, and reducing negative perceptions are
some of the things this includes. Psychological health education is often incorporated into
programs like PSHE.
Teachers and staff are trained to spot signs of mental health issues and provide appropriate
assistance to students at schools. Workshops, seminars, or online training programs may be
included.
Student support from qualified professionals can be found in some schools' counselling
services. Group therapy, one-on-one counselling, and drop-in sessions are all possible.
Peer support programs train students to offer assistance and direction to their peers who
may be struggling with mental health issues. Peer guidance, listening programs, or support
groups are some of the options.
Schools may take various steps to boost students' mental well-being. Yoga classes, sports
activities and art therapy can be included.
Schools often collaborate with external organisations to enhance their mental health support
services. These alliances could provide more assistance, knowledge, or financial support for
mental wellness initiatives.
Awareness campaigns and events may be organised by schools during mental health
awareness weeks or months. These activities are intended to raise awareness about mental
health issues, reduce stigma, and promote help-seeking behaviours among students.
Parents and caregivers should be involved in mental health initiatives. The school might
hold workshops or inform parents about mental health concerns and offer tips on how to
help their kids' minds.
DfE (2016) Counselling in schools: a blueprint for the
futurehttps://assets.publishing.service.gov.uk/media/5a74ba8640f0b619c8659f41/
Counselling_in_schools.pdf
Notes on pages 17-27 (Bethan).
What is counselling and how does it help young people?
- The document describes counselling as an intervention that can help young
people overcome issues in their lives, which could be causing them distress,
confusion, or difficulty.
- Boundaries are identified and contracts are made between the young person,
the councillor and sometimes the parents or careers, to help keep all participants
safe and informed.
- Good mental and emotional health is an integral part of children and young
people’s holistic development. When this development is inhibited, counselling can
be an effective and important resource.

- The aims of counselling: assist the young person to achieve a greater

understanding of themselves and their relationship to their world; create a greater
awareness and utilisation of their personal resources, build their resilience, support
 their ability to address problems and pursue goals.
- What is school based counselling? The British Association for Counselling
and Psychotherapy (BACP) define school-based counselling as: ‘a professional
activity delivered by qualified practitioners in schools. Counsellors offer troubled
and/or distressed children and young people an opportunity to talk about their
difficulties, within a relationship of agreed confidentiality.’
- Benefits of school based counselling? It can help reduce the psychological
distress that young people may experience due to life difficulties, such as being
bullied or experiencing bereavement. It can also support young people who are
having difficulties within relationships, with family or with friends; young people
who are having difficulty managing their emotions, such as anger; and as part of a
graduated response to decide whether to put SEN support in place where
difficulties are caused by events such as bullying or bereavement.
- Effects of counselling? Improves their capacity to study, improved
concentration, increased motivation, increased attendance, improved behaviour.
- Main causes for a need of counselling? Family issues, anger, behaviour,
bereavement, bulling, self-worth, and relationships.
- Routes to counselling? voluntary sector services, private services, GP,
specialist children’s mental health services (CAMHS) and counselling in schools.
- Schools can also use counselling to complement and support other services.
- Some children may not want to see a counsellor in their school so they may
provide resources to other sources in the local community or online.

Schools that do not have counselling services in place will need to consider several factors
to consider, including the:
- prevalence of mental health problems and its impact pupils’ academic
progress and behaviour
- experience of existing staff within the school and strength of pastoral systems
- Availability of support through external agencies, within the statutory and
voluntary sectors, including Local Authority and mental health services.
- Views of pupils, parents or carers and school staff.
Funding: Schools have the freedom to decide how to spend their budgets. They will need to
take into consideration the costs of the different models of delivery, alongside
considerations about quality and accessibility of provision. They can use Pupil Premium
funding for this purpose. Some schools have the flexibility to use the notional SEN budget
to provide services, this might be particularly effective where they identify several pupils
with emotional, social, and mental health needs.
How to provide school-based counselling? Contracting individual counsellors directly,
engaging with a Local Authority team of counsellors, contracting with a third party, for
example, within the voluntary sector, or paying for the time of specialist children’s mental
health services (CAMHS) counsellors. Experienced external providers should give
assurance to schools that the counsellor is properly trained, supported, professionally
supervised, insured, and working within agreed policy frameworks and standards, and
accountable to a professional body with a clearly articulated complaints procedure. They
could also have good links to other services and more contacts.
Schools will need to consider the delivery of these services:
- Length, timing, and duration of sessions
- Secondary school counselling sessions tend to vary from 40 to 60 minutes
- Some children and young people may only need to attend for a few sessions
whilst others may need support for much longer.
- Some school counselling services may offer a “drop-in” facility for pupils
where a child or young person can see the counsellor for a short period of time
without an appointment.
Identifying pupils in need of support:
- Schools need to consider how referrals will be made to counselling services
and ensure that staff and other services know how referrals are made, including
through SEN support processes.
- Self-referral by pupils as well as by teachers and support staff.
- Schools may also want to consider whether and how to enable referrals by
parents or carers and peers.
- There may be some children and young people whose mental health issues
need clinical treatment by an appropriate specialist mental health professional.
- There may be some individuals who do not want to undertake counselling and
schools need to be prepared with alternative approaches.
- Some ethnic minorities are under- represented in school-based counselling.
Schools will also need to help making appointment services. Consider making a waiting
list. They need to ensure that as many young people attend their appointments, this could be
through using appointment slips or text reminders. They also should follow up if there is no
attendance.
Something else to consider looking at: School based Counselling Operating Toolkit
Features of a good counselling service:
- All staff, parents or carers, pupils and school partners are aware that a school-
based counselling service is being offered.
- Information about the school counselling service should be available and
understood by all staff.
- Information and publicity materials have been developed and made available
for all the different audiences: staff, parents or carers, pupils.
 - Counselling is seen as part of a whole school approach to emotional health
and wellbeing and school effectiveness.
- The service is independent as well as integrated into the school.
- The counselling room is accessible, private, secure, safe, and welcoming.
- The counsellor is suitably qualified and is recognised on an Accredited
Voluntary Register and is working within an ethical framework, such as BACP or
equivalent.
- Appropriate clinical and managerial supervision arrangements are in place.
- Continuing professional development opportunities are available and taken
up.
- A member of school staff has been appointed to act as liaison.
- Appropriate induction arrangements have been made.
- The counsellor is familiar and works with relevant legislation and procedures,
including child protection and safeguarding procedures.
- The counsellor has a knowledge of mental disorders and the evidence base for
effective treatments.
- Pupils have been involved in the development (and evaluation) of the service.
- There is clear referral, including self-referral procedures in place.
- The equal opportunities policy includes sex, disability, race, and sexual
orientation.
- The complaints procedure is accessible to all.
- There are protocols in place for working with, and referring onto, other
agencies.

Information found from: https://www.wheretotalk.org/charities/

Some charities:
SPECIALIST SUPPORT FOR FAMILIES THE ANNA FREUD NATIONAL CENTRE
FOR CHILDREN AND FAMILIES
- The Anna Freud National Centre for Children and Families has delivered mental
health care for over 60 years. http://www.annafreud.org

SPECIALIST SUPPORT FOR MENTAL HEALTH

- CITIZENS ADVICE BUREAU Citizens Advice provides a free, confidential
debt advice service. Their staff get specialist training on helping clients with mental
health problems. If you disclose mental health problems early, it will help advisors to
help you. Contact your local Citizens Advice Bureau.
- Heads together charity https://www.headstogether.org.uk
- https://www.mind.org.uk/information-support/tips-for-everyday-living/money-
and-mental-health/

SPECIALIST SUPPORT FOR YOUNG PEOPLE

- Place2be provides counselling for children in around 280 schools across the UK.
https://www.place2be.org.uk
- The Mix supports young people under 25 years old with mental health problems.
 It offers email and telephone counselling, including a helpline.
http://www.themix.org.uk
- Young Minds champions and promotes the wellbeing and mental health of
young people. https://youngminds.org.uk
- Samaritans: 116 123
- Mental Health Matters: 0800 107 0160
- Childline: 0800 1111

Secondary schools in Bristol

- Bristol Metropolitan Academy Snowdon Road, Fishponds, Bristol, BS16 2HD
Rated good by OFSTED. It’s also an Academy.
https://bristolmetropolitanacademy.clf.uk
They have a policy for people with health needs that cannot attend school
https://bristolmetropolitanacademy.clf.uk/wp-content/uploads/Children-with-health-
needs-who-cannot-attend-school-policy-1.pdf

Emily: Document attached as a link

https://docs.google.com/document/d/
1GPaPwai4MthndS6S894770UhineMpU_BYyW53npQtgU/edit?disco=AAABG3Xt_bI

Step 7: Integrating and testing new information

The individual research is brought back to the group. Each week:

● 1 group will present their learning and conclusions relating to the case.
● Other students will provide peer feedback on the presentation
● A facilitated discussion will follow the presentation