Whole School Approach

To nurture the skills of resilience is key to providing young people with the ability to cope with stress, adversity, failure and challenges. Resilience is evident when young people have a greater ability to “bounce back” when faced with difficulties and achieve positive outcomes.

Resilience supports the individual to critically evaluate the positive/negative effect that certain behaviour may have and helps provide the confidence to speak out about it or seek support.

Resilience is required to exert self-discipline in the use of digital devices, to limit screen time and prioritise the importance of getting sufficient sleep.

The percentage of primary school pupils with social, emotional and mental health needs is broadly similar across Cambridgeshire to the rest of England, although the rate is lower in Peterborough. At secondary level the percentage in both Cambridgeshire and Peterborough is lower.

Cambridgeshire and Peterborough are areas of considerable growth, based on national estimates it is thought that the number of young people aged 5-17 years with a diagnosable mental health problem will increase by approximately 1,062 before 2021. Increases are expected to be highest in Peterborough and Cambridge City, with 12% and 11% increases respectively by 2021. Peterborough is forecast to see the greatest rise in 5-10 year olds compared to 2016, with an increase of 10% by 2021. The biggest growth in 11-17 year olds is likely to be in Cambridge City (21% compared to 2016) whereas the number of 18-25 year olds is predicted to fall by 5% across Cambridgeshire and Peterborough.

It is predicted to change over next few years over the next few years:

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Source – cambridgeshireinsight.org – CCC/PCC Public Health


  • Overall, in 2020 1 in 6 children (16%) age 5-16 have a probable mental disorder (this compares to 1 in 9 in 2017)
  • There are 4 broad categories of mental disorders: emotional; behavioural; hyperactivity and other less common disorders
  • Rates of behavioural and hyperactivity disorders are highest in 5-16-year olds and rates of emotional disorders are highest amongst 17-19-year olds
  • There are gender and age differences in prevalence of mental disorders:
    • Among 2-4-year olds boy (6.8%) are more likely than girls (4.2%) to have a disorder
    • Among 5-10-year olds boys are twice as likely (12.2%) as girls (6.8%) to have a disorder
    • Among 11-16-year olds boys (14.3%) and girls (14.4%) are equally likely to have a disorder
    • Among 17-19-year olds girls (23.9%) are more than twice as likely as boys (10.3%) to have disorder
  • 7% of 11- to 16-year-old girls and 3.6% boys reported self-harm or suicide attempts rising to 21.5% 17- to 19-year-old girls and 9.7% boys

Source: PHE December 2020

Providing a comprehensive programme to help develop children’s social and emotional skills and wellbeing, taking a whole school approach and supporting mental health awareness and mindfulness have all been shown to be effective at school and community level.

Schools/colleges play an important protective role in promoting good mental wellbeing.

Evidence supports taking a whole school or college approach to improving mental wellbeing.

  • A curriculum that integrates the development of social and emotional skills within all subject areas.
  • Training and development to ensure teachers and practitioners have the knowledge, understanding and skills to deliver this curriculum effectively.
  • Support to help parents or carers develop their parenting skills.
  • Integrated activities to support the development of social and emotional skills and wellbeing and to prevent bullying and violence in all areas of school life.
  • Ensure teachers and practitioners are trained to identify and assess the early signs of anxiety, emotional distress and behavioural problems among primary school children.


  • Head teachers, governors and teachers should demonstrate a commitment to the social and emotional wellbeing of young people.
  • Foster an ethos that promotes mutual respect, learning and successful relationships among young people and staff.
  • Provide a safe environment which nurtures and encourages young people’s sense of self-worth and self-efficacy, reduces the threat of bullying and violence and promotes positive behaviours.
  • Systematically measure and assess young people’s social and emotional wellbeing.
  • Ensure young people have access to pastoral care and support, as well as specialist services, so that emotional, social and behavioural problems can be dealt with as soon as they occur.
  • Provide a curriculum that promotes positive behaviours and successful relationships and helps reduce disruptive behaviour and bullying.
  • Tailor social and emotional skills education to the developmental needs of young people.
  • Reinforce curriculum learning on social and emotional skills and wellbeing by integrating relevant activities into all aspects of secondary education.


It is well known that physical health and mental health are interlinked, that good physical health contributes to good mental health, and vice versa. Teaching about mental health and emotional wellbeing as part of a comprehensive PSHE education curriculum is key to improving health, wellbeing and developing resilience. This can promote pupils’ wellbeing through an understanding of their own and others’ emotions and the development of healthy coping strategies. It also contributes to safeguarding, providing pupils with knowledge, understanding and strategies to keep themselves healthy and safe, as well as equipping them to support others who are facing challenges. In addition communicating openly about mental health and emotional wellbeing issues are an effective means of breaking down any associated stigma for individuals and the wider community. There are a number of risk factors that increase the vulnerability of children and adolescents to mental health problems, these include:

  1. Low-income household/parents who are unemployed
  2. Looked-after children
  3. Disabilities
  4. Black and other ethnic minority groups
  5. Lesbian/gay/bisexual or transgender
  6. Those in the criminal justice system
  7. Those who have a parent with mental health problems
  8. Those who experience negative parenting
  9. Refugees, asylum seekers and young homeless
  10. Gypsy and other traveller communities
  11. Abuse
  12. Substance misuse

  • That mental wellbeing is a normal part of daily life, in the same way as physical health.
  • That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.
  • How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.
  • How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
  • The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.
  • Simple self-care techniques, including the impact of relaxation, time spent with friends and family and the benefits of hobbies and interests.
  • Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
  • That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.
  • Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).
  • it is common for people to experience mental ill health. For many people who do, the problems can resolve if the right support is made available and accessed, especially if they access support as early as possible.


  • How to talk about their emotions accurately and sensitively, using appropriate vocabulary.
  • That happiness is linked to being connected to others.
  • How to recognise the early signs of mental wellbeing issues.
  • Common types of mental ill health (e.g. anxiety and depression).
  • How to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others’ mental health.
  • The benefits of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness.


Source DfE

The Cambridgeshire and Peterborough Professional Mental Health website – Keep Your Head – has been developed by local NHS, voluntary sector and local authority organisations to provide a central hub of high quality information on mental health and mental health services.

Mindfit For All

In partnership with Living Sport, Mindfit For All have produced a series of workout sessions for young people to access aiming to develop their resilience, with a theme each week. Initially put together over the summer of 2020 to support restarting school following COVID-19 lockdown, this video course is great way to support young people with their mental health through physical activity interventions at any time.

Visit: https://www.haypeterborough.co.uk/courses/taster-course-mindfit-for-all-with-living-sport/

Local Support

Cambridge United Community Trust – Mind your Head

The Mind your Head programme is a six-week mental health education programme designed for Year 8/9 students (aged 12-14). During the programme we deliver six classroom-based sessions each lasting 50 minutes, covering the topics of: An Introduction to Mental Health, Wellbeing & Resilience Recognising Signs of Mental Health Concerns The Benefits of Talking The Impact of

Read More About Cambridge United Community Trust – Mind your Head

Cambridgeshire and Peterborough Healthy Child Programme & #ChatHealth

The Cambridgeshire and Peterborough Healthy Child Programme has successfully implemented ChatHealth – a secure and confidential text messaging service for young people aged 11-19 across Cambridgeshire and Peterborough who are struggling to cope with issues such as bullying, emotional health, relationship problems, alcohol and drugs. The confidential text messaging service opens a new line of

Read More About Cambridgeshire and Peterborough Healthy Child Programme & #ChatHealth

Cambridgeshire Music Arts Therapy Service

The arts can play a vital role in helping people engage through using a non- verbal medium; supporting people to connect, engage and access change in a creative way. Therapy goals are about relating rather than developing a skill using a creative discipline to foster wellbeing for those who may struggle to access traditional talking

Read More About Cambridgeshire Music Arts Therapy Service

Centre 33

Counselling in schools Confidential one-to-one therapeutic counselling for young people based in the school and during school hours. Sessions with a trained counsellor for a series of 50 minute sessions. Support for up to 6 students, once a week for a period agreed by Centre 33 and the school. Centre 33 counsellors deliver the service

Read More About Centre 33

Emotional Health and Wellbeing Service (EHWS)

Background The Emotional Health and Wellbeing Service (EHWS) launched in January 2018, and covers Cambridgeshire and Peterborough. The service was created due to the recognition that there was a local gap in provision of service within the “Getting Advice” and “Getting Help” quadrants of the THRIVE model, adopted in Cambridgeshire and Peterborough. Who are we?

Read More About Emotional Health and Wellbeing Service (EHWS)


Healthwatch Cambridgeshire and Healthwatch Peterborough We are the independent champion for people who use health and social care services in Cambridgeshire and Peterborough. Our job is to make sure that those who run local health and care services understand and act on what really matters to people. We listen to what people like about services

Read More About Healthwatch

Life Education Cambridgeshire & Peterborough

We teach young people how amazing their bodies are and how the human body can be affected by drugs. Through the ‘life skills’ approach, children are enabled to practise how to make healthy decisions. We also provide young people with the knowledge, skills and self-confidence to enable them to make healthy choices. The programmes build

Read More About Life Education Cambridgeshire & Peterborough


To get in contact with SEND about their services in the document above Call: 01223 728 311 Email: scc.supportforlearning@cambridgeshire.gov.uk

Read More About SEND


YMCA Trinity Group, a locally-based charity, offers support across Cambridgeshire, Peterborough, Suffolk and into Northamptonshire. They provide a wide range of services for children, young people and adults through a number of projects. The Menu of Services was designed to offer education settings and youth organisations a range of programmes to improve the physical, emotional and

Read More About YMCA


YOUnited offers help to children and young people with their emotional wellbeing and mental health registered with a GP in Cambridgeshire and Peterborough. It is available to those up to the age of 25 and offers a range of support including therapies, counselling and guided self-help. Referrals can be made to YOUnited by a GP

Read More About YOUnited



Key Stage 1

Key Stage 3

Key Stage 4

Teacher Guidance