b'The opportunity for schoolsThere is strong evidence to suggest that when staff members, including teachers and TAs, receive appropriate training and support, they can achieve outcomes comparable to those achieved by trained therapists for children with mild to moderate mental health concerns. The quality of the relationship is the powerful element that makes the difference to a childs ultimate wellbeing. 28There is a universal need to recognise the importance ofSchools cannot make these changes in isolation and staff emotional health and wellbeing and schools havingaction should be taken at national and local levels to build a culture of collegial support, recognition and care. Goodeffective systems of support around schools and families.staff wellbeing is essential for cultivating a mentally healthy school, for retaining and motivating staff andA summary of the recommendations and for childrens outcomes, wellbeing and attainment. key points from the Behaviour and Mental We have to start with the adults present in the lives ofHealth in Schools Report June 2023 27children and the significance of those trusted adults whoNational Government show up for children every day, that check in with them, that show them they matter. These adults can actually doA coordinated approach to school policythe deeper work if they are trained, supported and haveStaff development and wellbeingqualitative programmes to use. These practitioners areImprovement to SEN and disability system of supportoften the holding point before referral to other servicesEmbedding whole education approaches and actually can be the lifeline to the children in their care.to mental health and wellbeingQualitative SEMH intervention programmes andRole of Ofsted reviewSEL resources for children, paired with training for pastoral staff and practitioners will maximiseSchools childrens capacity to learn, engage within schoolPutting relationships at centre of culturelife and to develop the social and emotional skills for learning and life-long mental wellbeing. Move away from one size fits all approachImproved mental health knowledge and awareness Schools should adopt and align evidence-based programmes to develop childrens social andListen to children and young peopleemotional skills throughout the school but itsWork with familiesespecially important for children from disadvantagedIntegrated care systems backgrounds and other vulnerable groups, who, on average, have less developed SEL skills. Building systems of support around We also need a cultural shift in how we perceivefamilies and integrating servicesbehaviour in schools. We must transition from considering behaviour as problematic and something that requires management, to adopting a more curious mindset about what a childs behaviour might be trying to communicate. Mrs Smith Mrs Careyhamishandmilo.org 11'