Whole School Approach

Local data

• In 2024, almost 7,000 Year 8 and Year 10 pupils in Cambridgeshire completed the Health-Related Behaviour Survey. Results showed low levels of wellbeing and resilience, particularly among girls.
• In Peterborough, 2,114 pupils took part in the same survey, with similar findings. Girls reported lower levels of wellbeing and resilience and were significantly more likely to report worries than boys.
• The most common concerns for young people were appearance, schoolwork, family health, friendships, and relationships with parents or carers.

Nationally

• In 2023, around 1 in 5 children and young people aged 8-25 were identified as having a probable mental health disorder.
• Rates were similar for boys and girls aged 8-16, but among 17-25-year-olds, rates were around twice as high in young women as in young men.
• Children and young people experiencing mental health difficulties were more likely to face wider challenges, including financial disadvantage, social isolation, and bullying.
• Young people aged 11-16 with a probable mental health disorder were five times more likely to have been bullied in person and significantly more likely to experience online bullying.

These findings highlight the importance of schools providing a supportive environment, promoting emotional wellbeing, and helping pupils develop resilience, coping strategies, and positive relationships.

Sources:

Health-Related Behaviour Survey, Peterborough, 2024

Health-Related Behaviour Survey, Cambridgeshire, 2024

• Integrate social and emotional learning across the curriculum.
• Equip staff with the knowledge and skills to promote positive mental health and wellbeing.
• Work in partnership with parents and carers to support children’s emotional development.
• Create a safe, inclusive environment that prevents bullying and promotes positive relationships.
• Ensure staff can recognise the early signs of anxiety, emotional distress, and behavioural difficulties, enabling timely support.

Schools should:

• Demonstrate a whole-school commitment to promoting mental health and wellbeing.
• Create a safe, inclusive environment built on respect, positive relationships, and a sense of belonging.
• Help pupils develop confidence, resilience, and positive social and emotional skills.
• Monitor wellbeing and identify emerging needs early.
• Provide access to pastoral support and specialist services when needed.
• Deliver a curriculum that promotes positive behaviour, healthy relationships, and the prevention of bullying.
• Tailor wellbeing education to the needs and development of young people.
• Reinforce wellbeing messages through all aspects of school life, not just the curriculum.

• That mental wellbeing is as important as physical health and is a normal part of everyday life.
• That everyone experiences a range of emotions and that feelings can change in response to different situations.
• How to recognise, understand, and talk about their own emotions and those of others.
• How to assess whether their feelings and behaviour are appropriate to a situation.
• How physical activity, time outdoors, community involvement, and helping others can support wellbeing.
• Simple self-care strategies, including relaxation, hobbies, and spending time with family and friends.
• That loneliness and isolation can affect anyone, and that it is important to seek support when needed.
• That bullying, including cyberbullying, can have a harmful impact on mental health.
• Where to get help and who to speak to if they are worried about their own or someone else’s wellbeing.
• That mental health difficulties are common and that early support can make a positive difference.

Source: Relationships Education, Relationships and Sex Education (RSE) and Health Education Guidance (DfE)