Universal and Common Needs
Virtual Mental Wealth Hub Toolkit
What is my risk of catching Coronavirus now I have returned to school?
I am worried about not being able to wash my hands enough times and touching other surfaces.
I don’t understand what Coronavirus is or why I had to stop going to school.
I’m worried about some vulnerable members of my family becoming poorly.
I am finding settling into a change of routine difficult.
I can’t get motivated anymore.
I am missing being with my family.
I’ve felt lonely whilst away from school and am not sure how to re-establish my friendships.
I’m struggling with my emotions and am unsure where to find help.
I’m happier being taught at home and don’t want to return to school.
I’m worried that I will be bullied when I return to school because of my family’s background.
I’m worried I’m now behind in my education.
I’m not sure what impact this will have on my future.
My parents/carers need some support.
I’m worried about my family because they have been arguing more.
What is my risk of catching Coronavirus now I have returned to school?
This may relate to concerns regarding use of public or school transport and a setting’s cleaning. There may be questions such as can I now play with friends? Or is it safe to touch my friends?
Response
Schools and settings will have put measures put in place in line with governmental advice, and they should have provided effective information to children, young people and families ahead of settings reopening, using existing materials where possible, which explain what measures will be in place.
All should acknowledge and normalise concerns but be explicit about physical safety; provide verbal and visual guidelines. Do not make anyone feel guilty/weak for wanting to be close to friends.
Settings should support parents/carers to be able to have the same conversations for consistency of messaging.
Consider copying/mimicking games for young children to increase non-touch social interaction.
Useful Links, Guidance and Resources
A resource pack for teenagers to help manage difficult feelings about coronavirus.
A resource pack for children under 12 years old to help manage difficult feelings about coronavirus.
Anna Freud Centre – Mentally Healthy Schools: Coronavirus Resources
PSHE Association: Coronavirus Hub
Living with worry and anxiety amidst global uncertainty
SHOUT – a confidential 24/7 text service for people aged 16+, text GMTrafford to 85258
School wellbeing service (City of York Council):
Separation anxiety leaflet for parents
Anxiety management workbook v2 aimed at children and young people
Worry workbook aimed at children and young people
I am worried about not being able to wash my hands enough times and touching other surfaces.
This may relate to the OCD like behaviour, with non-verbal displays of stress and increased requests for breaks.
Response
Schools and settings will clearly communicate the precautions that have been put in place to ensure good hygiene and physical distancing. They will reduce undue fears by providing empathetic reassurance and reminders as appropriate that the majority of those who may become unwell only experience mild symptoms.
Schools will not not view hand-washing or personal hygiene anxieties diagnostically, but acknowledge, support and reassure. Praising their diligence in wanting to following guidance and protect themselves and others.
I don’t understand what Coronavirus is or why I had to stop going to school.
Be able to explain the basics of what Coronavirus is in an age appropriate manner, reassuring a child or young person that the changes in education attendance were necessary.
As age appropriate, share videos and links with a young person which they can watch in their own time.
Remember to stick to factual information and use sensitive narrative. Help them see the big picture, along with personal application.
Schools/settings and parents/carers to be able to have the same conversations for consistency of messaging.
Useful Links, Guidance and Resources
Young Minds: Talking to your child about coronavirus
Young Minds: What to do if you’re anxious about coronavirus
Children’s Commissioner: Children’s Guide to Coronavirus
British Psychology Society: Talking to children about Coronavirus
Coronavirus - a book for children (Primary School Age)
Coronavirus Comic:
I’m worried about some vulnerable members of my family becoming poorly.
Schools/settings will provide reassurance and reminders about public health guidance and shielding which in place for protection.
Some may suggest activities that a child or young person can do for a family member who is vulnerable, such as making cards or kindness boxes.
Schools and settings will follow DfE guidance regarding living with a shielded or clinically vulnerable person and be able to communicate the differences between shielded groups and extremely clinically vulnerable.
Useful Links, Guidance and Resources
NHS: People at higher risk from coronavirus
I’m worried that things won’t be like they used to be, and I don’t understand the changes. What are the changes?
Some may hold the perception that school is no longer the safe, constant place they thought it was.
This may also include questions around why some children/siblings are back at school and others aren’t.
Response
Schools and settings should provide clear information ahead of a setting fully reopening which is reassuring, explains the changes and who to contact if any questions arise.
Acknowledge there may be a lot of unknowns, but communicate in a reassuring manner, using active listening, clarity of language and a supportive approach.
Highlight what has stayed the same and help a child or young person to understand that they are only having to adapt a small number of changes. Consider ways to emphasise the positives and look to the future optimistically, embracing the changes as an opportunity to grow.
Frame the changes/new rules within a setting using simple, positive language that can easily be remembered, i.e. Do…as opposed to Don’t.
Be able to explain the basics of what Coronavirus is in an age appropriate manner including why a phased return might be necessary to protect the population and control it’s spread, doing so without causing need for alarm or anxiety.
Useful Links, Guidance and Resources
Anna Freud – Mentally Healthy Schools: 10 ways for helping children struggling with change
PHE Lesson Plan: Dealing with change
I am finding settling into a change of routine difficult.
Schools should be clear on what the new routine is, preferably in advance of a setting reopening, such as visual timetables, seating plans and when break times will be. There may be more frequent breaks for example, for a period whilst routines resettle.
Some children or young people may be concerned about not being able to go to the toilet whenever they need to, schools will have plans in place for managing this, and you should make staff aware if this is an issue.
Highlight what has stayed the same and help a child or young person they are only having to adapt a small number of changes.
Useful Links, Guidance and Resources
How to Establish Classroom Routines
ELSA Support: Year 6 What If Cards
I am having trouble sleeping.
Advice is available to parents/carers on establishing sleep hygiene practices and routines. The sleep clinic offers 1:1 sessions to children up to the age of 18 who are experiencing sleep difficulties no matter what the reason. Families are able to self refer.
Families are encouraged to re-set sleep cycles prior to a setting opening by gradually moving bed times earlier and waking their child or young person in the morning.
Useful Links, Guidance and Resources
NHS: Healthy sleep tips for children
Trafford Sleep Tight Sleep Clinic
The Children’s Sleep Charity: Leaflets
I can’t get motivated anymore.
A child or young person might identify a lack of motivation through indicators like not wanting to get out of bed, not finding joy in things they used to like, irritability, lack of concentration.
Response
Apply existing motivational skills; creating a sense of hope, teach them about purpose, building relationships, allowing opportunities for choice and providing a sense of autonomy. Ask a child or young person what has previously helped them get motivated, then build on what they enjoy and incorporate into activities.
The capacity for concentration may be affected but it can be re-developed through existing teaching strategies, support and adjustment to the school environment over time. Make expectations and tasks clear, break tasks down into chunks with check-ins on progress and provide feedback, building on successes.
Remember the importance of physical exercise, including opportunities within the classroom to move around and stretch.
If a setting has a tuck-shop ensure there are healthy snacks readily available that support brain function.
Be open and honest, willing to share as an adult that you at times also struggle to get motivated and give age appropriate examples on what you do.
Useful Links, Guidance and Resources
The Engage Mentoring programme provides a model of intensive mentoring for young people aged 8-18 (up to 25 with SEND) and is open to any Trafford young person who is identified as needing support around anger management and challenging behaviours or identified as NEET and/or having low aspirations.
I am missing being with my family.
Schools and settings will spend time welcoming children back, displaying empathy and positive affirmations.
Most schools and settings will have a trusted, familiar member of staff present when the child or young person arrives if possible, preferably the same person every time, at least until the anxiety is reduced
Most schools and settings will allow use of transitional objects which may be comforting (such as photos), particularly at the start of the school day as social distancing may prevent parents/carers from ‘settling’ a young child into a classroom. Consider allowing phone calls for a period to check-in with family members.
Schools and settings have been making Transition plans. Some may consider initiating projects that can be done at home and then brought into the setting for completion.
Useful Links, Guidance and Resources
ELSA Support: Separation Anxiety
SHOUT – a confidential 24/7 text service for people aged 16+, text GMTrafford to 85258
I’ve felt lonely whilst away from school and am not sure how to re-establish my friendships.
A phased return may mean that some children and young people are not at school with their previous friendship groups.
The loss of friendship(s) and social interaction could trigger a bereavement like response in some.
May have heightened at transition points.
Many may have been away from peers their own age and being in larger groups, so have not had to share or take turns. This may result in them experiencing conflicts, frustrations and anger.
Response
Schools and settings will be reaching out to actively welcome children and young people back as a group and individuals to cushion the discomfort of returning.
Staff will give positive messages about belonging such as ‘we are all looking after each other’. Using communal language, such as ‘our class’.
Schools and settings, working within the Guidance and Risk assessment, will consider allowing opportunities for friendships to be built through paired/group activities, peer mentor programmes, buddies, and participation groups.
Schools, settings and parents/carers can provide social skill reminders and help children and young people learn/re-learn social skills and emotional self-control in larger groups/with peers.
Schools and settings have developed virtual teaching during the pandemic and some may want to consider converting extra-curricular activities to virtual ones.
Useful Links, Guidance and Resources
NHS approved Every Mind Matters Building connections resource for Year 6, KS3 and KS4 aim to encourage young people to discuss loneliness and provide them with self-care techniques they can use when they’re feeling lonely.
Childline: Feeling Lonely
Childline: Top tips for making friends
Action for Children: Tips for Young People
The Communication Trust: Top Tips for Developing Talk
Anna Freud – Mentally Healthy Schools: Peer Support
SHOUT – a confidential 24/7 text service for people aged 16+, text GMTrafford to 85258
I’m struggling with my emotions and am unsure where to find help.
A child or young person who is struggling with their emotions may display a range of behavioural responses as a form a communication.
Struggling with emotions may link to frustrations as a result of children and young people not being able to ‘test’ their emerging selves with a peer group.
Losses of routine, structure, friendships, opportunity and freedom may trigger the emergence of anxiety. Mood swings, irrational and illogical behaviours may be displayed.
Response
There are many links to support in this document. Parents/carers should discuss any further individual support required with the schools or GP if relevant.
Whilst all staff members should be able to provide basic emotional support, Schools and settings will provide clear communication on who the key staff are who can help, and how to reach out to them. Aside from operating an ‘open door ’ environment, schools will consider various ways to enable someone to ask for help, such as texts, worry cards and posters. If a setting has mental health champions, schools and settings will ensure these are visible and easily accessible.
Schools, settings and families should openly acknowledge that it’s okay not to be okay and consider creative activities (such as feeding worry monsters) that allow children and young people the opportunity to share how they are feeling.
To help reduce any frustrations, understand and focus on what is outside a child or young person’s control and what is inside their control. Allow them opportunities to exercise choice and access to pupil voice opportunities.
Be able actively listen, know how to escalate concerns and understand what menu of local support is available and how to access it (both within settings and externally). Remain positive about the future with clear messaging.
Sign-posting examples include: KOOTH (where available and appropriate), local websites, apps (e.g. Think Ninja) and Mental Health Support Teams, Mental Health First Aiders.
Use emotion coaching for lower level needs to be able guide and teach a child and young person about effective responses to heightened emotions.
Maintain awareness and be vigilant on identifying delayed responses in children and young people.
Useful Links, Guidance and Resources
Place2Be Mental Health Champions – Foundation programme - This free online children’s mental health training course developed from their work in schools, enhances professionals’ understanding of children’s mental health and introduces approaches that foster positive wellbeing in schools and communities. They have versions for teachers, student teachers and youth workers and are offering the course free to qualified teachers and school-based staff in the UK.
Get Self Help: The worry tree
NHS: Talking to children about feelings
NHS Apps Library: Mental Health
Edutopia: The value of active listening
Cumbria County Council: Whole School Collaborative Planning Activity
Place2Be: Coronavirus: wellbeing activity ideas for schools
Chilypep: Mental Health First Aid Toolkit
Chilypep: Posters on Top Tips for Supporting a Friend
NHS: How I Deal with Stress Booklet
PHE: Rise Above
SHOUT – a confidential 24/7 text service for people aged 16+, text GMTrafford to 85258
Trafford Sunrise (5 - 12 year olds and Parent workshops)
Engage Mentoring (8-18 year olds and up to 25 with SEND
I’m happier being taught at home and don’t want to return to school.
Families should encourage active engagement in education life to normalise this again.
Schools and settings will create a safe school and classroom environment that is nurturing and structured and engage with parents/carers to find out what worked well at home and how this may be assimilated into school life.
Most schools will:
- Send preparatory work materials home in advance.
- Encourage parents to start walking/driving to a setting in preparation of into routine.
- Re-establish boundaries with consistency.
Be alert that some parents/carers may not want to send their child back to an education setting and this may have an impact on their child. If this is suspected schools will be prepared to work with parents/carers to understand and address their concerns.
Useful Links, Guidance and Resources
Childline: Calm Zone
I’m worried that I will be bullied when I return to school because of my family’s background.
This may relate to concerns about perceptions that a culture or race is to blame for starting Coronavirus and its subsequent spread around the world.
Response
Schools will apply existing anti-bullying policies and undertake activities that celebrate differences and promote a cohesive, kind society, such as a paperchain of kindness.
Many schools and settings will highlight the acts of kindness displayed during the lockdown and promote the continuance of this type of behaviour.
Useful Links, Guidance and Resources
Anti-Bullying Alliance: Tools and Training
Paperchain of kindness template
SHOUT – a confidential 24/7 text service for people aged 16+, text GMTrafford to 85258
I’m worried I’m now behind in my education.
For example compared to those who have had more home-schooling access and IT access, or those who have continued to attend school.
They may be worried about their ability having to do tests/exams again.
They may have temporarily forgotten how to do certain things that were previously second nature, having not done them for a while.
Undue pressure on teachers may translate into pressure on children and young people, particularly at secondary/GCSE/A-Level.
This will also apply as shielded children and young people later return to education settings. They may feel particularly behind as their friends/siblings have been able to return.
Response
Most schools and settings will give priority to emotional wellbeing and the transition initially and will gradually assess learning progress through teacher assessment.
Schools and settings will acknowledge that many children and young people had less time for doing academic work but avoid using language that indicates a child or young person is now ‘behind’ or has to ‘catch-up’.
Many schools will focus on sharing and celebrating skills and activities that they have been done during lockdown and reframe these as successes. This could include crafts, games or new life skills such as cooking, helping with younger children, getting along/ sharing with siblings or community efforts in older children.
Some schools may choose to hold ‘what have we missed’ group sessions and phased academic learning to help all reach a fair level. Each school will have different plans to support pupils to catch up. If parents/carers have concerns they should check the school website for plans in the first instance.
Useful Links, Guidance and Resources
Edutopia: Positive Words go a Long Way
DfE: Remote education practice for schools during coronavirus (COVID-19)
DfE: Coronavirus (COVID 19): online education resources
I’m not sure what impact this will have on my future.
Schools will be transparent about the curriculum; students will feel like they have lost time in learning so explain how these gaps are being addressed. Some of these gaps will include missing work experience opportunities as well as exams.
Acknowledge these fears with understanding and empathy. Avoid quickly making assumptions and if age appropriate know how to sign-post to career advice.
Focus on successes during lockdown, such as any new life skills.
Useful Links, Guidance and Resources
Edutopia: Positive Words go a Long Way
YoungMinds: Hope Clouds activity
My parents/carers need some support.
Be aware of what help is available locally for families and how to signpost to it, e.g. parent/carer groups.
Many families will have experienced difficulties during (and following) the pandemic and signposting to advice and support may be on the school website as well as in this document.
The Trafford Directory, managed by the Family Information Service, has many useful links for Trafford families and the Council website will also have information for residents on issues such as; financial difficulties, food banks, debt, mental health, substance misuse, domestic violence. The Family Information service can be contacted by telephone on 0161 912 1053 or by email: fis@trafford.gov.uk.
Help the child or young person to manage their worries, actively listen and reassure them that family units can still be strong, positive environments during hardships. Help them appreciate simple things in life that are often free.
Community Mental Health Team: If a person is already open to the CMHT they can contact the teams directly on either: 0161 358 1390 (North & West Trafford, Older Adults and Early Intervention Service) or 0161 357 1340 (South Trafford) between the hours of 9 am and 5 pm 7 days a week. Outside of these hours, contact the 24 hour helpline above.
In an emergency: If you are concerned about an immediate risk of harm - either to yourself or someone else - phone 999. If it is not an emergency but you require urgent advice, call 101 for non-emergency access to the police or NHS 111. Visit your local Accident & Emergency department if you need urgent physical health care or an urgent mental health assessment.
24/7 Mental Health Helpline for all age – 0800 953 0285
Trafford Psychological Therapies Services offer talking therapy (counselling, cognitive behavioural therapy (CBT) or psychology) for anyone over the age of 16 years old, who has a Trafford GP and may be struggling with a common mental health problem (Anxiety, Low Mood, Worry, Stress, Sleep, Phobia, OCD, Trauma, etc.) Access is via GP referral or self-referral
Self Help Services provide e-therapy (online interactive CBT-based support for common mental health problems and also for sleep problems) as part of the Trafford Psychological Therapies pathway. Patients can make a self-referral to SHS if e-therapy is preferred.
Bluesci Wellbeing Support Line: Call 0161 912 2177 between 10:00 – 14:00 (this is a local rate call and Bluesci will ring callers straight back). Email: enquiries@bluesci.org.uk
Trafford Community Response Hubs: If you live alone, are struggling to make ends meet, are self-isolating or generally in need of advice or support please contact 0300 330 9073 (8.30am to 5.30pm, Monday to Friday).
Anxiety UK: 03444 775774 (Manchester–based national charity to support people living with anxiety, phobias and OCD and whose anxiety may have increased during the pandemic).
During the coronavirus pandemic, we will be extending our helpline hours to provide additional support in the evenings Mon-Fri 9.30am -10pm and over the weekend between 10am -8pm so that we can offer support to as many people as possible who need our help.
Useful Links, Guidance and Resources
Childline: Money issues
Edutopia: The value of active listening
Anna Freud – Mentally Healthy Schools: How to start a conversation with parents
Trafford Sunrise (5 - 12 year olds and Parent workshops)
Home-Start Family Support Programme
Solihull Online Parenting Courses
I’m worried about my family because they have been arguing more.
Training for professionals on supporting parents is available.
Reassuringly acknowledge that some increased friction between family members is normal during this time.
TSSP provides info on how to recognise parental conflict in families and details resources and support that can help families to manage / resolve conflict.
Useful Links, Guidance and Resources
NSPCC: Arguments, conflict and family tension during coronavirus
YoungMinds: Contact with separated parents
Home-Start Family Support Programme