Healthy Surrey:

Healthy Surrey

Behaviour and mental health in schools report - CYPMHC

The Behaviour and Mental Health in Schools report is based on a year-long inquiry conducted by the Children and Young People's Mental Health Coalition into mental health and behaviour in schools.

The report finds that whilst it is important for schools to have clear expectations and boundaries in place, punitive approaches to behaviour management are harming children and young people's mental health. The report calls for a wholescale culture shift in how behaviour is viewed and responded to in schools. This should be accompanied by developing supportive and inclusive school environments.

The Surrey Healthy Schools approach applies effective strengths based, trauma informed, restorative and whole system/school practices to build thriving school communities.

Some of the key holistic Surrey Healthy Schools standards that assist positive behaviour and support the findings of the review include:

  • 1.4.4 Is school culture underpinned by protocols, policies, procedures, a curriculum and activities that support the 2010 Equality Act and the need to have due regard to fostering good relations across all characteristics?
  • 1.4.7 Are opportunities identified & planned to ensure that pupils' views assist in promoting the development of positive H&WB within the classroom & whole school environment (inc. vulnerable groups & those with/without protected characteristics)?
  • 1.4.8 Is there a planned and effectively co-ordinated supportive and empowering approach to inclusion and anti-bullying?
  • 1.5.2 Is there an effective Behaviour Policy in place?
  • 5.1.3 Is a pastoral support system, along with signposting, in place for children/young people to access advice, especially at times of bereavement, illness, stress and anxiety; does this practice actively work to combat stigma and discrimination?
  • 5.1.5 Does the school engage with appropriate local and national services in order to provide parents/carers and staff with advice and support on health and wellbeing?
  • 5.2.2 Are there planned opportunities for pupils to reflect upon and better understand values and feelings in order to develop appropriate social and emotional skills (e.g. resilience, empathy, personal development and self-esteem)? Are protective factors and behaviours promoted and are risky behaviours reduced (e.g. schools absence, bullying, anti-social behaviours, illegal drug use/drug misuse, self-harm)?

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