Additional Considerations

Virtual Mental Wealth Hub Toolkit

Back to Toolkit Home

Missed Transitions

I don’t feel prepared to start a new school or transition between years.

I don’t feel prepared to leave school.

Bereaved

I’m sad because a family member or someone very close to me has died.

I’m worried what others will think about me; will they want to avoid me?

I’m worried to leave my family member alone after a family member has died. 

LGBTQ+

I’ve been able to be ‘myself’ whilst home and am scared to do this back in school. 

Abuse and Neglect

I have been treated extremely badly whilst at home

Young Carers

I’m caring for a family member at home

Refugees and Migrants

I have been very isolated from my family and do not understand what is happening.

Children of Keyworkers

I’m worried I will be treated differently by my friends because I have continued to be at school.

I’m highly worried that a family member will catch Coronavirus.

I’m worried that I might catch Coronavirus from a family member at home who is a key worker.

Physical Health Impact on Psychological Wellbeing

I haven’t been eating well whilst away from school.

I haven’t had much chance to exercise and play outside whilst away from school.

I have missed or had appointments delayed for my physical health needs.

Those for Whom Attending School is a Severe Cause of Anxiety / Have Thrived via Remote Learning

I’m having panic attacks now I’ve returned to school.

My anxiety and stresses have risen again now that I am back at school.

 Looked After Children

I have experienced placement changes.

Neurodevelopmental / SEN Needs

I don’t want to return to school.

Other services for signposting

 

Missed Transitions

I don’t feel prepared to start a new school or transition between years.

Schools will have reviewed and amended existing school to school transition procedures. 

Additional information may include offering children and young people the opportunity to create a personalised transition passport.

Many schools have held virtual meetings and tours with parents/carers and a child or young person which introduce a setting’s key members of staff, teachers if possible, and new premises.

Some schools have virtual tours on their websites.

Useful Links, Guidance and Resources

Young Minds: Transitions Activity for Year 6 Pupils

Young Minds: Find Your Feet: Transitioning to Secondary School

Anna Freud – Mentally Healthy Schools: Transitions

Childline: Moving schools

The Key for School Leaders: Coronavirus: supporting transition into reception

The Key for School Leaders: Coronavirus: supporting pupil transition to secondary

I don’t feel prepared to leave school.

Some schools and settings will have provided opportunities for ‘goodbyes’ and endings in line with compliance with social distancing.

Useful Links, Guidance and Resources

Childline: Your future

Childline: Making decisions

MindMate: Independent Living

Back to Top

 

Bereaved

I’m sad because a family member or someone very close to me has died.

This may be a friend, a neighbour, a member of the school community or a friend’s relative.

Response

Schools and settings will identify and promote (e.g. through posters around a setting) key adults who can be emotionally available to listen and signpost to further support if needed and staff training has been available.

Some settings may wish to hold a formal act of remembrance as a community.  This could take a wide range of forms, such as a whole school clap or moments of silence dedicated to those who have died.

Schools and settings  will be aware of how different cultures approach grief and bereavement.

Allow a child or young person to express their feelings their way, whilst attentively listening and letting them know that grieving and crying is okay.

Useful Links, Guidance and Resources

I’m worried what others will think about me; will they want to avoid me?

This may link to feelings of being stigmatised or awareness of social media behaviours around judging people because they are ‘unclean’, not having washed their hands enough.

Response

Schools will do some or all:

  • Hold activities to promote social connectedness.
  • Model inclusive language and behaviours such as ‘our class’.
  • Hold assembly/whole setting work on loss in the community and displaying kindness.
  • Adhere to anti-bullying policies if needed.
  • Help bereaved children or young people connect with each other, perhaps across year groups to form a peer support network.

Useful Links, Guidance and Resources

SHOUT – a confidential 24/7 text service for people aged 16+, text GMTrafford to 85258

I’m worried to leave my family member alone after a family member has died. 

Families should discuss how the school can provide reassurance and opportunities to connect with that family member, e.g. a phone call.

Be able to signpost the bereaved family member to local support as relevant, including bereavement support.

Useful Links, Guidance and Resources

Back to Top

 

LGBTQ+ young people 

I’ve been able to be ‘myself’ whilst home and am scared to do this back in school.

Some (not all) are able to ‘be themselves’ at home, but not in school and vice versa.  The switch between environments for longer interrupted periods of time may cause higher anxiety than pre-Coronavirus.

Response

Families should discuss concerns with the school who will be able to apply existing inclusion policies and initiatives and be able to signpost and enable access to support.

Useful Links, Guidance and Resources

Back to Top

 

Abuse and Neglect

I have been treated extremely badly whilst at home

This includes witnessing or experiencing emotional, physical or sexual abuse, being exploited or neglected. They may also be worried about a family member/sibling who is still at home and feel guilty for leaving them behind.

Response

School/setting staff will:

  • be prepared for disclosures and vigilantly follow existing safeguarding policies, procedures and training.  Note that timeframes for disclosures vary immensely.
  • Ensure supervision and support for safe guarding leads is in place and readily accessible.

 School/setting/family should:

  • Establish clear behavioural boundaries, support a child or young person to stick to these, yet understand that they may act-out but this is an expression of their emotions and not a cause for punishment or getting into trouble.
  • Look out for behaviour changes, including deliberate self-harm and respond according to previous knowledge and procedures.
  • Help a child or young person to understand what is safe and who a safe adult to talk with is, e.g. preferred teacher.

Useful Links, Guidance and Resources

Back to Top

 

Young Carers

I’m caring for a family member at home

This includes those who were carers pre-COVID-19, were drawn into caring during this period and/or may be caring for shielded groups.

Many of these children or young people may not return to education straight away due to shielding or caring responsibilities.  

When they do return, they may be distracted, have poor attention.

Response

Schools can:

  • ensure that the pupil has access to a phone to be able to privately and discreetly contact a family member to ensure the ‘cared for’ person is ok, especially if they are showing signs of becoming increasingly distracted.
  • They may be relatively new to caring so treat them with kindness, seek to understand their individual situation and signpost to wider support opportunities.   Allow attendance at school to enable them to enjoy being young and put their worries aside, even if just for a short period of time. 
  • Ensure they are not unduly disadvantaged in their educational progress by discussing with them what is/isn’t possible and jointly work out solutions and maximise the use of technology where possible, such as remote learning.
  • Support them to maintain social interactions with their peers, such as video chats, letters and sharing life skills.
  • Signpost to adult social care so they can provide an additional assessment for the parent/cared for relative.
  • Refer the child or young person to the local Young Carers provision for a statutory young carers assessment if not already done so.

Useful Links, Guidance and Resources

Back to Top

 

Refugees and Migrants

I have been very isolated from my family and do not understand what is happening.

Refugee and migrant children may have been subject to the no recourse to public funds condition (NRPF). They may not know how their family members are in other countries.  Language differences may mean it has been difficult for them to access clear, understandable information. They too may be concerned about Coronavirus instigated bullying.

Response

Schools and settings can support by:

  • Senior Leadership Team ensuring these children or young people are identified and that they and their families have access to key messages in a language they can fully understand.  
  • Being alert to any developments of coronavirus related bullying and any development of white supremacy type behaviours amongst children and young people.  Apply existing anti-bullying policies. 
  • Understanding what local support is available and how to signpost to it.

Useful Links, Guidance and Resources

Back to Top

 

Children of Key Workers (across sectors; health care, social care, military etc.)

I’m worried I will be treated differently by my friends because I have continued to be at school.

Schools and setting’s staff will:

  • Model messages of belonging and inclusion and  not unduly single out key worker children. 
  • Enable class room activities to allow children and young people to share their experiences and new skills, learnt either in school or at home. 
  • Acknowledge that the environment will feel start to feel different as more children return.  Remind them of how things used to be, using positive language to embrace change and opportunities to strengthen friendships.

Useful Links, Guidance and Resources

I’m highly worried that a family member will catch Coronavirus.

Schools, settings and families can:

  • Listen with empathy and recognition. 
  • Be able to hold a conversation about governmental advice, such as PPE and social distancing and the basics of what Coronavirus is in an age-appropriate manner.  Do this in an honest and reassuring way, acknowledging the risks they face but avoid giving complicated explanations.
  • Make sure they understand that adults know what to do if they become unwell (based on advice).
  • Help them to think about things they could have control over e.g. being helpful for their family member such as preparing soap and towels for when they come home.
  • Try and discuss any plans in place with the family for if they were to become unwell.

Useful Links, Guidance and Resources

I’m worried that I might catch Coronavirus from a family member at home who is a key worker.

Schools, settings and families can:

  • Listen with empathy and recognition.  Be able to hold a conversation about good hygiene and public health messages, such as hand washing reminders etc. 
  • Reassure them that key workers have been given equipment, advice and training on how to minimise the risk of transmission of the virus.

Useful Links, Guidance and Resources

Back to Top

 

Physical Health Impact on Psychological Wellbeing

I haven’t been eating well whilst away from school.

Schools and settings may reinstate breakfast clubs if possible in accordance with social distancing. 

Schools and settings will review the take up of free school meals and encourage families to access food or vouchers. Be able to signpost a family to local provisions and how they can be accessed.

Schools, settings and families can:

  • Understand the links between poor nutrition and brain function when learning and display patience with students, avoiding putting undue pressure on them. 
  • Nutritional foods may have been eaten, but the relationship to food may have changed. Be alert to the emergence of body image concerns, particularly in older children and teens, and the use of food to ‘control’ feelings/the Coronavirus situation.

Useful Links, Guidance and Resources

I haven’t had much chance to exercise and play outside whilst away from school.

Schools, settings and families can:

  • Understand the links between low mood, poor motivation etc. and restrictions on physical activity that children and young people may have experienced. 
  • Be alert to the emergence of body image concerns, particularly in older children and teens.  Understand increased access to social media may have distorted some self-perceptions or a triggered a sense low self-esteem from not being able to achieve a so called ‘isolation transformation’.

Schools and settings should:

  • Risk assessment outdoor spaces within the setting to enable the establishment of measures to allow for adequate movement in accordance with safe social distancing guidance.
  • Ensure that P.E. lessons are fun, engaging and not overly exertive to allow for a period of readjustment.

Useful Links, Guidance and Resources

I have missed or had appointments delayed for my physical health needs.

Schools, settings and families should be able to listen to concerns about physical health and communicate messages that the NHS is ‘open for business’, but likely in a different format for a while, e.g. video consultations. 

Schools and settings should work closely with school nursing teams.

Useful Links, Guidance and Resources

Back to Top

 

Those for Whom Attending School is a Severe Cause of Anxiety/Have Thrived via Remote Learning

I’m having panic attacks now I’ve returned to school.

Schools, settings and families can:

  • Work with a child or young person to utilise or establish their coping mechanisms.
  • Be able to apply techniques which calm an individual’s breathing

Useful Links, Guidance and Resources

My anxiety and stresses have risen again now that I am back at school.

Schools, settings and families can:

  • Apply existing skills and strategies for working with a highly anxious child or young person, reminding them that emotional responses are natural and normal.
  • Consider a phased return to build up routines, interactions and familiarity.  Include relaxed and friendly welcomes at the start of the school day.
  • Schools and settings should work in partnership working with their parents/carers to find out what they enjoyed whilst being at home and consider what can be replicated/adapted within the education setting. Develop a first day/Monday morning plan for attending education and Sunday night plan for parents/carers to implement.
  • Focus on positive things and consider coping mechanisms, such as worry boxes, mindfulness and creative activities.
  • Establish designated safe places and clear advice on how to use them safely.

Useful Links, Guidance and Resources

Back to Top

 

Looked After Children

I have experienced placement changes.

This may include those in foster care who have not been able to have their regular contact hours with families.

Response

Schools, settings, families and carers should:

  • identify the key adults with whom a child or young person can spend time building a positive relationship with.
  • Continue joint working with the child or young person’s wider support network and the virtual school which has maintained regular contact. 
  • Keep a keen eye on these children and young people and regularly check in with them. 
  • Consider linking them to or establishing nurture groups.

Continue or adapt to a P.A.C.E way of working: playfulness, acceptance, curiosity and empathy.

Useful Links, Guidance and Resources

Back to Top

 

Neurodevelopmental/SEN Needs

I don’t want to return to school.

Schools, parents and families should:

  • Allow time and opportunities to readjust to the physical and sensory environment and reestablishment of key, familiar relationships.  For those particularly vulnerable to changes in routine, consider enabling a virtual ‘walk-through’ either with photos or by video conference in advance of returning.  This should make clear any physical changes to the building due to social distancing.
  • Consider setting up a ‘calm’ sensory space if one isn’t already available.
  • Understand that some Autistic children need more physical interaction i.e. hugs and do not have a sense of boundaries.  Consider the impact this may have on other children and young people who may feel uncomfortable getting too close to someone, even though it is not done to intentionally cause distress.  Closely monitor behaviours and enable easy, frequent access to personal hygiene facilities.
    • Consider using social stories as a way to present information about Coronavirus.
    • Seek support from SENDIASS
    • Involve services in the planning to introduce a child back to school to ensure safe access and identify any changes in the child/young person’s needs. This could include updating moving and handling advice and individual healthcare plans if daily care requirements have changed.  

Where a child has an EHCP:

  • Schools should use the information in this to support the transition back to education and liaise closely with parents/carers to find out what their experience of being away from school has been. 
  • Tailor the reintegration to school life to the individual.
  • Seek advice from SEN Leads who can advise colleagues on identifying those who might need additional support and reasonable adjustments. 
  • Seek advice from the Local Authority.

Useful Links, Guidance and Resources

Back to Top

Other Services for Signposting.

  • BlueIce – an evidenced-based app to help young people manage their emotions and reduce urges to self-harm. This is only available on ‘prescription’ from a clinician working in child and adolescent mental health services.
  • Contact - Information for families with disabled children:
  • COVIBOOK - An interactive resource designed to support and reassure children aged 7 and under, designed to help children explain and draw the emotions that they might be experiencing during the pandemic
  • Public Health England - COVID-19: guidance on supporting children and young people’s mental health and wellbeing. Advice for parents and carers on looking after the mental health and wellbeing of children or young people during the coronavirus (COVID-19) outbreak

New DfE signposting of mental health resources and support for teachers and leaders, to promote and support mental health and wellbeing can be found in the links below:

Useful links and extra resources

Back to Top

Back to Toolkit Home

Actions

Save to Shortlist

Share

Is this information correct?

Last updated: 19/08/2021

Go back to top