A blog by Kelly Doody.
As the new Headteacher of a Catholic primary school in South London, my passion for supporting children’s mental health stems not just from my professional experience but also from personal insights. Before stepping into this role, I worked as a Special Educational Needs Coordinator (SENCO) and have always been driven by a commitment to serve those who are often overlooked or underserved.
I am also a mother. My now 26-year-old came home from university one day in March 2020 and never went back finishing her degree online, navigating a challenging transition that mirrored what so many young people experienced during the pandemic. My younger child, then in Year 2, faced the immense disruption of their formative years due to school closures and the loss of normal routines. These experiences deepened my understanding of the emotional impact the pandemic has had on children and strengthened my resolve to create a school environment that prioritises mental health and wellbeing.
The Challenges We Faced
When schools reopened, it became evident that the pandemic had left a lasting impact on our children. We noticed a significant decrease in resilience among our pupils, with many finding it harder to cope with challenges. At the same time, families were facing immense pressures at home, from financial struggles to the emotional toll of being separated from loved ones and friends as well as bereavement in some cases.
For the children, these challenges often manifested as difficulty regulating emotions. Many experienced heightened anxiety, frustration, or sadness, which sometimes led to disruptive behaviours or withdrawal. Recognising that some children’s needs went far beyond what could be supported within the classroom, we fought to secure funding for counsellors to provide one-to-one support for those with the most significant mental health challenges. This critical resource has been a lifeline for many children and families, offering a level of care and intervention that made a tangible difference.
Building a Foundation: Relationships and Trauma-Informed Practices
Our journey began with a shared vision: to build a school culture rooted in compassion and understanding. To achieve this, our entire staff underwent training in relationships and trauma-informed practices. This training equipped us to better understand how children’s behaviours often reflect their internal struggles and how to respond in ways that nurture trust and healing.
Prioritising Mental Health Across The School Community
We have made mental health a key priority in our school. This includes having a trained Mental Health First Aider on site, ensuring that children have immediate access to support when needed. To further bolster our provision, we trained an Emotional Literacy Support Assistant (ELSA), enabling us to offer tailored interventions for children struggling with their emotions.
Practical Tools for Emotional Regulation
Understanding that children need practical tools to manage their emotions, we introduced the Zones of Regulation framework across the school. This initiative helps children recognise and name their feelings, understand their triggers, and use coping strategies to self-regulate. Additionally, each classroom features worry boxes, providing children a safe and accessible way to share their concerns without fear of judgement.
Engaging Families and the Community
Recognising that mental health support extends beyond the school gates, we’ve worked closely with families and the wider community. Through themed days, assemblies, and parent workshops, we’ve raised awareness about mental health and opened up conversations about its importance. This collaborative approach has empowered families to better support their children and fostered a sense of shared responsibility for wellbeing.
Embedding Mental Health into the Curriculum
Mental health is now a central part of our curriculum, especially in our PSHE lessons. These sessions provide children with the language, tools, and confidence to talk about their feelings and seek help when needed. By normalising these conversations, we’ve created a culture where vulnerability is seen as strength and support is always accessible.
The Outcome: A Safe, Supported School Community
Our efforts have already borne fruit. During our recent Ofsted inspection, children confidently spoke about their mental health. They knew exactly who to turn to if they needed help, expressed feeling safe at school, and demonstrated a clear understanding of the resources available to them. Hearing their voices reaffirmed that we are on the right path, creating an environment where children feel valued, supported, and empowered.
Looking Ahead: A Wellbeing Team for Children, by Children
While we’re proud of our progress, we’re not stopping here. Our next step is to establish a Children’s Wellbeing Team, giving pupils an active role in shaping and supporting mental health initiatives. By involving them directly, we hope to foster a sense of ownership and amplify peer-led support, further strengthening our community.
Final Thoughts and Call to Action
As a school, we have embraced the belief that mental health is not just a concern but a core component of education. By addressing it with the same seriousness and dedication as academics, we are equipping children to navigate life’s challenges with resilience and confidence.
But we cannot do this alone. Mental health is a shared responsibility, and we need the support of everyone in our community—parents, carers, and local organisations—to ensure that every child feels safe, valued, and supported.
Together, we can ensure that every child feels seen, valued, and supported, empowering them to thrive not only I school but in life. Let’s build a future where mental health is embraced as a shared priority and a foundation for success.
