Taking a whole-school approach to children’s mental health

We are living through a mental health crisis for children and young people.

While there are myriad factors at play here, and there is a need for ongoing research into the role of particular causes, those who work closely with children on a daily basis will be aware of certain patterns.

These harms are reflected in wider society too and we as adults are familiar with them, such as the relentless bombardment of images dictating how we should look, dress and behave, and all of the unrealistic expectations that come with it.

There is also the fact that despite our growing connectedness online, there is increasing social isolation, loneliness and, for some children, a lack of meaningful connections with key adults. For many children, there is also the normalisation of staying indoors, which continues following the COVID-19 pandemic.

“Many children arrive at school with underdeveloped speech and language skills and fragile mental health, struggling to cope with challenges”

For me, this is not about ascribing blame, but a fundamental concern about children's development. Many children arrive at school with underdeveloped speech and language skills and fragile mental health, struggling to cope with challenges. Schools like mine observe these issues regularly.

The alternative front door

As what may be called the alternative ‘front door’ of the NHS for children, particularly when it comes to mental health, schools that fail to prioritise mental health are, in effect, contributing to the growing crisis - feeding into a system already overwhelmed, leading to more referrals, more exclusions and more children left without the tools to navigate life’s inevitable challenges.

Schools are the gateway to tackling the long-term mental health crisis and reducing the burden on the NHS. By embedding strong mental health education they support individual children and bring families together, creating an environment where wellbeing is prioritised at home and in school. This is not a ‘nice extra’; it is a necessity, and critical if we are serious about early intervention and prevention.

The consequences of failing to act are devastating. When a distraught mother tells me she's been turned away from A&E because her child's self harm isn't considered severe enough, we have moved far beyond the point of debate. We need action.

“… making quality mental health education statutory … could ensure every child has access to an evidence-based, impactful wellbeing programme”

The standard approach, where little is done until a student becomes clinically unwell, and then a referral is made for services that may not be accessible for several years, isn’t working. A whole-school approach to mental wellbeing, like myHappymind, changes that trajectory.

Teachers are not mental health practitioners, nor should they be expected to take on that role. But they are uniquely positioned to guide, support, and monitor children’s emotional development. They see their students every day, witness their struggles, and can foster resilience in a way that no other profession can. 

A simple change

A simple change in legislation—making quality mental health education statutory—could ensure every child has access to an evidence-based, impactful wellbeing programme. The recent planning guidance has emphasised the need for complete coverage of mental health support teams, which, when utilised alongside a whole-school approach that provides the framework, structure, and resources schools need, does give children a strong sense of self and the resilience to navigate mental health challenges. 

The benefits of this two-pronged approach are transformative: higher attendance, fewer exclusions, a dramatic drop in CAMHS referrals, and young people who are emotionally equipped to handle the ups and downs of life. 

Mental strength is not a ‘nice to have’; it is fundamental. It must sit alongside academics so that every child, in every walk of life, has an equal opportunity to thrive. Success is not just about grades, it’s about future happiness - knowing your strengths, valuing what money can’t buy, maintaining strong relationships and working towards meaningful goals.

I always say: you can be the brightest spark, on track to achieve ten Grade 9s at GCSE, four A*s at A-Level, and a First-Class degree, but if your mental strength and resilience is underdeveloped, all that potential can be lost to burnout, breakdowns or worse. 

“Making quality mental health education statutory will not only ease pressure on the NHS, it will help to ensure young people are emotionally resilient, confident and ready to face the world”

Those fortunate enough to be in schools with a structured mental health and wellbeing programme grow up with the vocabulary to express their emotions and the strategies to manage them. Instead of withdrawing, shutting down, or turning to self-harm, they can recognise their struggles and take proactive steps to support their mental health.

In my school, we see this impact daily. Zero suspensions. Zero exclusions. Attendance above the national average. No referrals to MHST or CAMHS. Children who are proud of who they are, confident in their abilities, and unafraid to stand up for what they believe in.

When a six-year-old tells me they can ‘calm their amygdala’ with ‘happy breathing,’ that their hippocampus and prefrontal cortex need to work together, and lists strategies they use when feeling worried, angry, or scared, I feel hope. 

Making quality mental health education statutory will not only ease pressure on the NHS, it will help to ensure young people are emotionally resilient, confident and ready to face the world. They will be the ones who go on to contribute positively to society.

Nic Wetton is headteacher of Malpas Alport Primary School in Cheshire. 

To learn more about myHappymind, please contact CEO and founder Laura Earnshaw.