TASIS England Mental Health and Wellbeing Policy 15 April 2023
Mental Health and
Wellbeing Policy
This Policy, which applies to the whole school, including Boarding and the Early Years, is publicly available on the
school website and, upon request, a copy (which can be made available in large print or other accessible format if
required), may be obtained from the Head of School’s office.
Information Sharing Category
Public Domain
TASIS England Document reference (Org, Doc, version, date)
TASIS_MH&Wellbeing_V3.0_15042023
Version
V3.0
Date Published
17 April 2023
Date ratified by Head of School
15 April 2023
Review / Update Date
14 April 2024
Responsible Area
Director of Inclusion, Wellbeing and Compliance
Agreed by:
Head of School
Chair of the Board
Bryan Nixon
David King
15 April 2023
15 April 2023
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
2
1. Introduction
1.1. It is widely recognised that a child’s emotional health and wellbeing influences their cognitive development
and learning as well as their physical and social health and their mental wellbeing into adulthood. This policy
focusses on mental health support for students at TASIS England.
1.2. At TASIS England, we understand our responsibilities and ensure that students with mental health difficulties
are not discriminated against, making sure we provide reasonable adjustments to support learning in
accordance with the Equality Act 2010. We aim to offer an empathetic environment which will support and
aid students with mental health issues to accomplish their true academic potential.
1.3. The general aims of this policy are to underline the importance of promoting good mental health and
emotional wellbeing for all students, faculty & staff, increasing our collective understanding and awareness
of mental health issues and to facilitate early recognition of mental health issues in students, thereby
preventing the escalation of mental health problems by early intervention. We do this by:
• Providing access to School Counselors, Mental Health First Aiders or other mental health
professionals who can help students manage their emotions, cope with stress, and work through
challenges
• Promoting and incorporate social-emotional learning throughout the school, creating a positive
culture that promotes empathy, kindness, and respect through living the school mission of being
principled, open-minded and compassionate
• encouraging and teaching students about the importance of self-care and providing resources
and support to help students develop healthy habits and routines, such as exercise, sleep, and
stress management
• creating a physically and emotionally safe and supportive learning environment that promotes a
sense of belonging and wellbeing
• creating a culture of wellbeing and inclusion, free of abuse, discrimination, teasing, harassment,
bullying and anti-social behaviour
• providing resources and support to faculty and staff for responding to students in crisis and
provide access to emergency resources and support as needed
1.4. Students aim to develop the knowledge, understanding, skills, capabilities and attributes necessary to make
informed decisions to establish a sustainable and positive pattern of emotional, social and physical health
and wellbeing enabling them to experience challenges and enjoyment within the school environment.
1.5. This policy should be read in conjunction with the following policies, documents and legislation/regulations–
all school policies are available on the school website unless otherwise stated:
• Safeguarding Children Child Protection Policy
• Health Centre Policies (inc. Administration of Medication and Medical Needs Policy & First Aid
Policy)
• Learning Support Special Educational Needs (SEN) Policy and Procedures
• Promoting children and young people’s mental health and wellbeing (DfE and Public Health
England – September 2021)
• National Minimum Standards for Boarding Schools Standard 7 – Boarders Health and wellbeing
(DfE - September 2022)
• The Equality Act 2010
• The Data Protection Act 2018 and UK GDPR
• Articles 3 and 23 of the UN Convention on the Rights of the Child
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
3
1.6. Key sections of this policy
Section 2
Key members of staff and contact information
Section 4
Definitions of mental health and wellbeing
Sections 5 – 8
How we promote positive mental health and wellbeing
Section 9
Early warning signs to help prevent mental health problems getting worse
Sections 10 – 19
How we work to prevent mental health problems and how we identify and support students
with mental health needs
Sections 20
How we train and support faculty and staff to understand mental health issues
Appendix 1
Additional information about some significant mental health issues:
• Identification of Suicide Risk and Action to be Taken
• Eating Disorders & Examples of ‘Other Specified Feeding or Eating Disorders’ (OSFED)
• Self-Harm
• References for those concerned about their own or someone else’s mental health
Appendix 2
Procedure to follow in a case of acute mental health crisis
Appendix 3
Early Help/Targeted Help Protocol - Care Plans
1.7. The policy applies to all activities undertaken by the school, including those undertaken outside normal school
hours and/or away from the school site and includes all teaching, support and agency staff, contractors, the
Board and volunteers working at and in the school. All who work, volunteer or supply services to our school
have an equal responsibility to promote good mental health and understand and implement this policy across
all sections of the school.
1.8. If you feel you, or someone else you know, needs immediate mental health support, you can contact a range
of TASIS England faculty & staff as described in Section 2 below:
2. Key Members of Staff and Contact Information
Table 1
Designated Safeguarding Lead
(DSL)
Jason Tait – Whole School (WS)
jtait@tasisengland.org
+447392319922
Senior Mental Health Lead
Mental Health Lead
Darren Singh-MacPherson - WS
Daniel Giannini - WS
dgiannini@tasisengland.org
+447774658911
+447392319923
Deputy DSL’s
Matt Kiely – WS & B
Maria McAllister – LS
Kat Higgins - MS
Isaac Ward - US
N/A
School Counsellors
Erin Bagley - LS
Amy Lobner - MS
Heather Sheridan - US
Maria Vazquez - US
N/A
Lead Nurses – Health Centre
Melissa Fountain - WS
Shauna Doran - WS
nurse@tasisengland.org
+447774197082
LS Learning Support Specialist.
Erika Pink
epink@tasisengland.org
N/A
MS Learning Support Specialist.
Gretel Veryard-Arcay
N/A
US Learning Support Specialist.
Judy McGregor
jmacgregor@tasisengland.org
N/A
Director of Inclusion, Wellbeing
and Compliance
Darren Singh-MacPherson - WS
+447774658911
Mental Health First Aiders
School wide faculty and staff
Click here to see our Mental Health
First aiders
N/A
Head of School
Bryan Nixon - WS
bnixon@tasisengland.org
+447392319933
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
4
3. Implementation
3.1. Any member of faculty or staff who is concerned about the mental health or wellbeing of a student should
speak to the Designated Safeguarding Lead (DSL) or a Deputy Designated Safeguarding Lead (DDSL) in the
DSL’s absence as soon as possible.
3.2. The DSL will liaise with the Mental Health Leads, School Counsellors, the Health Centre as required to
formulate an appropriate response.
3.3. Concerns that the student is at risk of immediate harm will trigger the schools safeguarding and child
protection procedures. You should contact the DSL immediately, DDSL’s and nurses, the Head of School
should also be informed. If the student presents a medical emergency, emergency services should be
contacted on 999 and an appropriate response will be coordinated between those mentioned in Table 1
above.
4. Definition of Mental Health and Wellbeing
4.1. The World Health Organisation defines mental health as:
‘a state of mental wellbeing that enables people to cope with the cope with the stresses of life,
realise their abilities, learn well and work well and contribution to their community’ (W.H.O. 2022)
4.2. We do not underestimate the adverse effect that COVID-19 has had on young people’s lives including their
mental health and emotional wellbeing. This is recognised and understood by TASIS England, where we strive
to provide a positive environment for our students and for our faculty and staff.
4.3. By developing and implementing practical, relevant and effective mental health policies and procedures, we
can promote a safe and stable environment for students and staff affected directly or indirectly by mental ill
health. We pursue this ideal through whole school and targeted approaches aimed at individually vulnerable
students. This policy forms part of the suite of Safeguarding, Pastoral and Health Policies and includes
information on:
• self-harm
• depression
• anxiety, panic attacks and phobias
• obsessive and compulsive behaviours
• suicidal feelings
• eating problems
• Some other examples of disorders found in children and young people
4.4. Self-harm: Self-harm describes any behaviour where a person causes harm to themselves in order to cope with
thoughts, feelings or experiences they are not able to manage in any other way. It most frequently takes the
form of cutting, burning or non-lethal overdoses in adolescents. Younger children and young people with
special needs are more likely to pick or scratch at wounds, pull out their hair, or bang or bruise themselves. For
more advice and guidance, see the Mind website where there is a range of information and guidance. See
Appendix 1 for more information on self-harm.
4.5. Depression: Variations in mood are a normal part of life for us all. For someone who is suffering from
depression these mood swings may be more extreme. Feelings of failure, hopelessness, numbness or sadness
may dominate their day-to-day life over an extended period of weeks or months and have a significant impact
on their behaviour, ability and motivation to engage in day-to-day activities. Mindworks Surrey has lots of
information and guidance on their website and a referral process to support children and young people.
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
5
4.6. Anxiety, panic attacks and phobias: Anxiety can take many forms in children and young people, and it is
something that each of us experience, at low levels, as part of normal life. When thoughts of anxiety, fear or
panic are repeatedly present over several weeks or months, and they are beginning to impact on a young
person’s ability to access or enjoy day-to-day life, intervention may be required. Mindworks Surrey has
supportive information and guidance on their website regarding anxiety and related conditions.
4.7. Obsessions and compulsions: Obsessions describe intrusive thoughts or feelings that are disturbing or
upsetting. Compulsions are the behaviours we carry out in order to manage those thoughts or feelings. For
example, a person may be constantly worried that their house will burn down if they don’t turn off all switches
before leaving the house. They may respond to these thoughts by repeatedly checking switches, perhaps
returning home several times to do so. Obsessive compulsive disorders (OCD) can take many forms. The Anna
Freud National Centre for Children and Families pages on mentally healthy schools discusses OCD and has tips
on identifying OCD along with support advice and guidance.
4.8. Eating problems: Food, weight and body shape disorders may be coping mechanisms to deal with, or
communicating about, difficult thoughts, feelings and behaviours that a young person experiences in daily life.
Some young people develop eating disorders such as anorexia (where food intake is restricted); binge eating
disorder and bulimia nervosa (a cycle of bingeing and purging). Other young people, particularly those of
primary or preschool age, may develop problematic behaviours around food, including refusing to eat in certain
situations, or with certain people. This can convey messages that the child cannot communicate verbally. See
the YoungMinds website along the NHS website for more resources. See Appendix 1 for more information on
eating disorders.
4.9. Suicidal feelings: Some young people may experience complicated thoughts and feelings about wanting to end
their own lives. Most young people never act on these feelings, though they may openly discuss and explore
them, while other young people may die suddenly from suicide, sometimes without warning. There is support
for those experiencing these thoughts both inside and outside school; some external organisations include
Papyrus Suicide Prevention of Young Suicide – free HOPELINE UK – 08000684141 Text – 07860039967 – email
[email protected]. See Appendix 1 for more information on suicidal ideation.
4.10. Some other examples of disorders found in children and young people may include - Conduct Disorders
(aggression, destroying/losing property, theft, running away etc.); Attention Deficit Hyperactivity Disorder
(ADHD); Anxiety Disorders (including panic attacks); Soiling and Wetting; Autism (social deficits,
communication difficulties, restrictive and repetitive behaviours); Substance Abuse; Depression and Bi-Polar
Disorder; Schizophrenia (abnormal perceptions, delusional thinking)
4.11. Mental health and wellbeing are not just about the absence of mental health problems. We want all our
children and young people to:
• feel confident in themselves
• be able to express a range of emotions appropriately
• be able to make and maintain positive relationships with others
• cope with the stresses and pressures of everyday life
• manage times of stress and be able to deal with change
• learn and achieve
5. How We Promote Positive Mental Health and Wellbeing
5.1. We aim to promote positive mental health and wellbeing for our whole school community - students, faculty,
staff, parents and carers. We recognise that children and young people’s mental health is a crucial factor in
their overall wellbeing and can affect their learning and achievement. Persistent or enduring mental health
problems may lead to students having greater difficulty in learning than many other students in their age
group.
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
6
5.2. The Special Educational Needs and Disabilities (SEND) Code of Practice identifies Social, Emotional and Mental
Health (SEMH) as one of the four areas of Special Educational Need.
‘One in six children aged 5 to 16 were identified as having a probable mental health problem
in July 2021, a huge increase from one in nine in 2017. That’s five children in every classroom’
(NHS 2021).
This can have an enormous impact on a child or young person’s quality of life, their relationships and
academic achievement. The Department for Education recognises that:
‘in order to help their students succeed; schools have a role to play in supporting them to be
resilient and mentally healthy’ (DfE 2015: updated 2021)
5.3. School should be a place where children and young people experience a nurturing and supportive
environment, offering strategies to raise self-esteem, overcome adversity and build resilience. For some,
school will be a place of respite from difficult home lives, providing positive role models and relationships,
which are critical in promoting student wellbeing and engendering a sense of belonging and community.
5.4. Our role in school is to support students to manage change and stress, develop resilience, achieve their
potential, and access help when they need it. We also have a role in educating students about how to
maintain positive mental health and how to identify factors affecting their mental health. In addition, as a
whole school community we aim to reduce the stigma surrounding mental health issues and direct students
to appropriate help and support. Within our approach, we understand that mental health is not just the
absence of mental illness but also the presence of emotional wellbeing.
5.5. We also recognise that the school has limitations in what it can offer regarding mental health support and
that the needs of some students may be beyond the level of service that TASIS England is able to offer.
5.6. In addition to student mental health and wellbeing, we acknowledge the equal importance of promoting staff
mental health and wellbeing.
6. Roles and Responsibilities
6.1. All faculty & staff have a responsibility to promote positive mental health, and to understand the risk factors
for mental illness. Some students will require additional help, and faculty & staff should have the skills to
identify early warning signs of mental health problems, thereby ensuring students with mental health issues
receive the early intervention and support they need.
6.2. Faculty & staff should recognise risk factors for students such as:
• Having a long-term physical illness
• having a parent who has had a mental health problem, problems with alcohol or drugs or who has been
in trouble with the authorities
• the death of someone close – also loss, including loss of friendships
• parents who separate or divorce
• experiencing severe bullying or physical or sexual abuse
• experiencing high levels of expectation or pressure
• poverty or homelessness
• experiencing discrimination
• caring for a relative, taking on adult responsibilities
• having long-lasting difficulties at school
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
7
6.3. A range of contributors have identified common key elements, skills and/or competencies that young people
need in order to develop and sustain positive mental health and wellbeing (National Children’s Bureau 2021).
Faculty & staff should recognise these positive factors such as:
• self-awareness, worth, control, belief & regulation
• relationship building, empathy and compassion
• social skills & open communication
• motivation, problem-solving skills and persistence
• emotional literacy
• resilience, coping
• good self-esteem and a sense of belonging
6.4. The school’s safeguarding and pastoral team works with other faculty and staff to coordinate whole school
activities to promote positive mental health by providing advice and support and organising training and
updates to keep faculty & staff up to date with information about what support is available.
6.5. This also includes liaising with the PSHEE teachers on mental health teaching, how to respond as a first point
of contact and the process of referring and communicating to and with mental health services.
6.6. We recognise that many behaviours and emotional difficulties can be supported within the school
environment or with advice from external professionals. Some students may need more intensive support
and we work with a range of mental health professionals and organisations that provide support to
students with mental health needs.
6.7. External support includes:
• Local Authority Family Support Services
• Child & Adolescent Mental Health Service (CAMHS) referrals
• Private therapy referrals
7. A Whole School Approach to Promoting Positive Mental Health
7.1. We take a whole school approach to promoting positive mental health that aims to help students become
more resilient, be happy and successful and prevent problems before they arise.
7.2. This encompasses 7 elements:
1. creating an ethos, policies and behaviours that support mental health and resilience that everyone
understands
2. helping students to develop social relationships, support each other and seek help when they need to
3. helping students to be resilient learners
4. teaching students social and emotional skills and an awareness of mental health
5. early identification of students who have mental health needs and planning support to meet their
needs, including working with specialist services both internally and externally
6. parent / carer engagement
7. supporting and training faculty & staff to develop their skills and resilience
8. Factors That Put Children At Risk
8.1. Research shows that particular groups and individuals are at increased risk of having mental health
problems. Table 2 demonstrates the risk factors for the child, family, school and community, and highlights
some protective factors that are thought to make developing a mental health problem less likely.
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
8
Table 2: Mental Health and Behaviour in Schools: Departmental Advice for School Staff (DfE November 2018)
Risk Factors
Protective Factors
In the
child
Genetic influences
Low IQ learning and disabilities
Specific Development delay or neurodiversity
Communication difficulties
Difficult temperament
Physical illness
Academic failure
Low self-esteem
Secure attachment experience
Outgoing temperament as an infant
Good communication skills, sociability
Being a planner and having a belief in control
Humour
A positive attitude
Experiences of success and achievement
Faith or spirituality
Capacity to reflect
In the
family
Overt parental conflict including domestic
violence
Family breakdown (including where children are
taken into care or adopted)
Inconsistent or unclear discipline
Hostile or rejecting relationships
Failure to adapt to a child’s changing needs
Physical, sexual, emotional abuse or neglect
Parental psychiatric illness
Parental criminality, alcoholism or personality
disorder
Death and loss – including loss of friendship
At least one good parent – child relationship (or one
supportive adult)
Affection
Clear, consistent discipline
Support for education
Supportive long-term relationship or the absence of a
severe discord
In the
school
Bullying – including online (cyber-bullying)
Discrimination
Breakdown of a lack of positive relationships
Deviant peer influences
Peer pressure
Child on child abuse
Poor student to teacher/school staff relationships
Clear policies on behaviour and bullying
Staff behaviour policy – Code of Conduct
‘Open door’ policy for children to raise problems
A whole-school approach to promoting good mental
health
Good student to teacher/school staff relationships
Positive classroom management
A sense of belonging
Positive peer influences
Effective safeguarding and Child Protection policies
An effective early help process
Understand their role in and be part of effective multi-
agency working
Appropriate procedures to ensure staff are confident to
raise concerns about policies and processes, and know
they will be dealt with fairly and effectively
In the
community
Socio-economic disadvantage
Homelessness
Disaster, accidents, war or other overwhelming
events
Discrimination
Other significant life events
Exploitation, including by criminal gangs and
organised crime groups, trafficking, online abuse,
sexual exploitation and the influences of
extremism leading to radicalisation
Other significant life events
Wider support network
Good housing
High standard of living
High morale school with positive policies for behaviour,
attitudes and anti-bullying
Opportunities for valued social roles
Range of sport/leisure activities
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
9
8.2. TASIS England is committed to providing a supportive environment, but it is important to recognise that
we are not a mental health facility and there are limits to the extent of support we can provide; in some
cases, we will need students to seek outside support from the National Health Service and from other
support services.
8.3. We acknowledge that referrals to the NHS and other external agencies sometimes have a waiting list or
other administration processes and can take some time for an appointment or consultation; this will vary
from agency to agency.
8.4. Longitudinal studies propose that the more risk factors a child has, the more likely they are to develop a
mental health or behavioural problem. In particular, there is a correlation between socio-economic
disadvantage, family breakdown and a child having cognitive or attention difficulties, increasing the
likelihood of these children developing behavioural problems. Mentally healthy students are able to
progress emotionally within the normal scope of child and adolescent development. Students acquiring
behavioural difficulties beyond this normal scale may be defined as experiencing mental health problems
or disorders. These disorders can critically damage academic performance.
9. Early Warning Signs
9.1. All faculty and staff will be on the lookout for signs that a student's mental health is deteriorating. Some
early warning signs include:
• changes in mood or energy levels
• changes in eating or sleeping habits
• changes in attitude in lessons or academic achievement
• social isolation
• changes in level personal hygiene
• poor attendance or punctuality
• expressing feelings of hopelessness, anxiety, worthlessness or feeling like a failure
• secretive behaviour
• refusing to take part in PE or getting changed secretively
• physical pain or nausea with no obvious cause
• physical injuries that appear to be self-inflicted
• weight loss or gain
• engaging in risky, destructive behaviour
• abuse or use of alcohol and/or drugs
• talking or joking about self-harm or suicide
10. How We Work to Prevent Mental Health Problems
10.1. TASIS England has specific procedures in place to assist students. These procedures support faculty & staff in
identifying and assisting students with mental health issues. This includes, but is not limited to pastoral
support, anti-bullying and safeguarding policies, behaviour management, liaison with the School Counselors
and the Health Centre Team and external agencies.
11. Identification of Mental Health Difficulties
11.1. It can be very difficult to recognise a student with mental health difficulties. However, faculty & staff should
be alert to changes in a student’s behaviour, presentation and engagement and should raise any concerns to
the DSL. Any immediate concerns such as a student of risk of harm to themselves or others must be raised
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
10
immediately. Our faculty, in particular our DSL and DDSLs will refer to our ‘Fit to Study’ Protocol for guidance
on assessing and working with students who have mental health difficulties.
12. Intervention
12.1. It is in the best interests of the student to offer support for mental health problems when they arise, as the
longer a student struggles the more complex the problem becomes.
12.2. Supporting a distressed student can take up a lot of time and be challenging so please follow the guidance
below:
• think cautiously about how you can/or cannot help
• do you have the time and expertise to help them?
• is there a conflict with other roles you may have?
• clarify your role/limits to the student
• be ready to take a definite line about the degree of your involvement
• obtain support for your response whenever necessary
13. Confidentiality and Information Sharing
13.1. Students are encouraged to talk to their parents/carers about their problems or give permission for a
member of faculty & staff to do so.
13.2. If it is felt that a student is a risk to themselves or others, information will be shared with parents/carers
and, if required, other statutory or non-statutory agencies. We realise that a student with poor mental
health may not have the ability or insight to recognise that they need help. If the need arises, we will break
confidentiality to ensure they receive the support they need from other agencies.
13.3. Students who have a care plan and/or risk assessment in place will have this information shared with their
academic teachers, sport/activity coach, boarding house team (if they are a boarding student) and trip
chaperones on school trips inclusive of all sports fixtures, field trips, and overnight residential experiences.
Information will only be shared for the period of time that it is required. The purpose of sharing information is
to ensure a safe learning environment for children and young people whilst they are under the care and
supervision of TASIS England, at all times.
13.4. For those students with more serious concerns that could result in longer term health issues, information will
be shared with TASIS England employees, including bus drivers, admin support staff, and our security teams to
ensure a safe learning environment for children and young people whilst they are under the care and supervision
of TASIS England, at all times.
13.5. If you are concerned about a student tell them that you may not be able to maintain confidentiality, in line
with your safeguarding duty. Share your concerns with the DSL who will assign actions and ensure that
support is put in put place for the student. A written record of your concerns must be recorded on CPOMS.
14. Signposting
14.1. We will ensure that staff, students and parents are aware of sources of support within school and externally.
14.2. We will display relevant sources of support in communal areas such as common rooms, noticeboards and
toilets and will regularly highlight sources of support to students within relevant parts of the curriculum.
14.3. Whenever we highlight sources of support, we will increase the chance of student seeking help by ensuring
students understand:
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
11
• what help is available
• who it is aimed at
• how to access it
• why to access it
• what is likely to happen next.
15. Individual Care Plans
15.1. For students whose mental health is a concern and/or who receive a diagnosis pertaining to their mental
health, a care plan and/or risk assessment will be developed in collaboration with the student, the parents
and relevant professionals providing care for that student.
15.2. Please refer to Appendix 2 below for the Early Help/Targeted Help protocol that outlines the process for
creating, developing and reviewing care plans. Care plans will include:
• details of a student’s presenting issues or condition if diagnosed
• individual requirements and precautions
• prescribed medication and any side effects
• who to contact in an emergency and immediate measures to be taken
• the role that the school can play
• the role outside agencies can play (if applicable)
16. Teaching About Mental Health
16.1. The skills, knowledge and understanding needed by our students to keep themselves and others physically
and mentally healthy and safe are included as part of our developmental PSHEE and Life Skills curriculum.
16.2. The specific content of lessons will be determined by the individual needs and age of the grade being taught,
but there will always be an emphasis on enabling students to develop the skills, knowledge, understanding,
language and confidence to seek help, as needed, for themselves or others.
16.3. TASIS England will follow the PSHE Association Guidance to ensure that we teach mental health and
emotional wellbeing issues in a safe and sensitive manner, which helps, rather than harms.
16.4. Student-led Activities
• Campaigns and assemblies to raise awareness of mental health.
• Student Ambassadors who are qualified Mental Health First Aiders.
16.5. Class Activities
• positive mental health promotion in classes, specifically: PSHEE
• mindfulness sessions for students
• mental health teaching programmes
• the Student Voice Page for Middle School and Upper School students and Worry Boxes for
Lower School students
• Kindness/Compliment Boards
16.6. Whole School
• throughout the year positive mental health is discussed and promoted
• displays and information about positive mental health and where to go for help and support,
within the school and outside the school
• universal access to our school counsellors
• universal access to our Health Centre
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
12
• Upper School and Middle School students have universal access to the FlouirshDX website,
inclusive of the daily wellbeing tracker
17. Supporting Peers
17.1. When a student is suffering from mental health issues, it can be a difficult time for their friends. Friends
often want to support but do not know how to do so.
17.2. In the case of self-harm or eating disorders, it is possible that friends may learn unhealthy coping
mechanisms from each other.
17.3. In order to keep peers safe, we will consider, on a case-by-case basis, which friends may need additional
support.
17.4. Support will be provided either in one to one, or group settings, and will be guided by conversations with
the student who is experiencing the difficulty and their parents and family, with whom we will discuss what
it is helpful for friends to know - and what they should not be told.
17.5. How friends can best support:
• things friends should avoid doing / saying, which may inadvertently cause distress
• warning signs that their friend needs help (e.g., signs of relapse)
• where and how to access support for themselves
• safe sources of further information about their friend’s condition
• healthy ways of coping with the difficult emotions they may be feeling
18. Working With Parents
18.1. Parents often welcome assistance and information from the school about supporting their children’s
emotional and mental health. In order to support parents, we will:
• highlight sources of information and support about common mental health issues on our school
website and Parent Portal (LMS)
• ensure all parents are aware of whom to talk to, if they have concerns about their own child,
or a friend of their child
• make our Mental Health Policy easily accessible to parents
• share ideas about how parents can support positive mental health in their children
• keep parents informed about the mental health topics their children are learning about in
PSHEE and share ideas for extending and exploring this learning at school.
19. Working With Specialist Services To Get Swift Access to the Right Specialist Support and
Treatment
19.1. In some case a student may require support from a specialist service; these might include learning
differences, anxiety, depression, self-harm and eating disorders.
19.2. TASIS England can refer and apply on behalf of families to a range of specialist services keeping in regular
contact with the service to review the support and consider next steps, as part of monitoring the student’s
individual care plan for the duration of the support.
19.3. School referrals to a specialist service will be managed (depending on the need and service
applied/referred to) by the DSL, the Learning Resource Centre, Mental Health Leads and/or the Health
Centre following the assessment process. All such referrals will be recorded on the sectional care plan
register and in the child’s care plan. Referrals to specialist services will only go ahead with the consent of
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
13
the student and/or their parent/carer (depending on the students Gillick Competency) and when it is the
most appropriate support for the student’s specific needs.
19.4. Example services:
Specialist Service
Referral process
Child and Adolescent Mental
Health Service (CAMHS)
Accessed through the Safeguarding Team, GP or self-referral.
Information is recorded in the care plan and on the care plan register.
Private Therapist
Accessed through the Safeguarding Team and Mental Health Leads with
support from the school counsellors. Information is recorded in the care
plan and on the care plan register
Educational Psychologist
Assessment
Accessed through the sectional Learning Resource Center team.
Information is recorded in the care plan and on the care plan register.
20. Supporting and Training faculty and Staff
20.1. TASIS England want faculty & staff to be confident in their knowledge of, and to be able to promote,
positive mental health and wellbeing.
20.2. There are clear benefits for faculty & staff being able to identify mental health needs in students early and
to know what to do and where to get help (see Appendix 2).
20.3. All teaching and support staff have completed the ‘Introduction Mental Health First Aid’ workshop. Key
pastoral staff in the school, including of all House Parents, have completed the ‘Mental Health First Aid’
training course.
20.4. The mental health and wellbeing of staff is an essential component of a healthy school, and we promote
opportunities to maintain a healthy work life balance and wellbeing. Faculty & staff have universal access
to the FlourishDX website and daily wellbeing tracker. Faculty & staff take an annual wellbeing survey,
the results of which are used to inform policy, procedures and work practice in relation to faculty & staff
and wellbeing.
20.5. As a minimum, all staff receive regular training about recognising and responding to mental health issues
as part of their regular safeguarding/child protection training in order to enable them to identify and
respond to mental health needs and keep our students safe.
20.6. Training opportunities for staff who require more in-depth knowledge are reviewed as part of our
professional development and learning journey processes, training will be enhanced throughout the
year for those who require it, as a response to of developing situations and service needs.
20.7. Where the need to do so becomes evident, we will host additional training sessions for faculty & staff
to promote learning or understanding about specific issues related to mental health.
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
14
Appendix 1 - Additional Information and Procedures for Specific Disorders
Identification of Suicide Risk and Action to be Taken
Surrey Safeguarding Children Partnership - Suicide Prevention and Postvention Protocol for all Surrey Schools and
Colleges
‘Suicidal feelings can mean having abstract thoughts about ending your life or feeling that people would be better
off without you. Or it can mean thinking about methods of suicide or making clear plans to take your own life’ (MIND
2022).
Any suggestion that a student may be considering suicide should always be taken seriously. Students are advised
to inform a member of faculty & staff immediately if they have feelings or thoughts of any sort relating to suicide,
or if another student confides in them that they have or have had suicidal thoughts. Members of faculty & staff will
respond immediately in accordance with the following protocol.
Intervention – how to identify if, and what to do when someone is suicidal
• Papyrus guidance on spotting the signs of suicidal thoughts is as follows: ‘It’s not always easy to know if
someone is suicidal…we cannot read other people’s minds to truly understand how they are feeling in any given
moment’ – (www.papyrus-uk spot the signs)
• Staff may feel worried about over-responding, but it is much better to over-respond than under-respond in the
case of a potential suicide.
• Sometimes though, there may be signs that a young person is feeling suicidal; some signs are more obvious
than others and some can be quite subtle. After all, some young people may not have the skills, confidence or
language to describe how they feel. Therefore, we might need to pay a little more attention than usual.
Alternatively, some young people may be more comfortable directly expressing their thoughts of suicide which
will allow us to explore them further.
• So, what might the signs be? People thinking about suicide often invite us to ask directly if suicide has become
a viable option for them.
• There is no exhaustive list of ‘invitations’ but changes in behaviour (loss of interest/withdrawal, giving away
possessions), physical indicators (weight loss, lack of interest in appearance), expressing thoughts or feelings
(hopeless, sad, guilty, worthless) and the words/language being used (‘I can’t take it anymore’, ‘Everyone would
be better off without me’) could all be indicators that someone is experiencing thoughts of suicide.
• Recent research has indicated that asking a young person if they are experiencing thoughts of suicide can
reduce the risk of them ending their life. Asking and determining if that person is feeling suicidal gives you the
opportunity to explore those feelings further and support them to stay safe.
• The most important thing to do to ascertain if someone is struggling with thoughts of suicide is to ASK!
• Someone in distress may elicit direct and/or indirect warning signs of suicidal thoughts. It’s important for faculty
and staff to learn how to identify these warning signs as they may indicate intention for suicidal behaviour. It’s
also important to understand that those with a mental illness or who have had a prior suicide attempt and/or
been bereaved by suicide themselves are at greater risk of suicide.
• There are some excellent resources to support you to identify and work with someone who is, or who may be,
feeling suicidal. These are available here:
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
15
• Papyrus website: Worried about someone
• MIND website: Supporting someone who feels suicidal
• Samaritans website: Worried about someone
• Rethink website: How to support someone
The TASIS England Crisis Management Plan outlines 10 key actions in the event of a suicide attempt:
1. Remain calm, non-judgemental, and caring.
2. Always communicate with the parents/carers of the student and any professionals involved in the care of the
student.
3. The safety of the student and others is of vital concern when a suicide attempt occurs at school. Keep the
student safe and supported, and take them to a safe, private place if they can be moved. Contact the Health
Centre Team.
4. Call an ambulance on 999 if a student:
- has taken a drug or medicine overdose or consumed poison
- is seriously injured
- is unconscious, confused, or disoriented
- has bleeding that is rapid or pulsing
5. Call the police on 999 if a student is disclosing intent to harm self or threatening to harm others or is so
distressed that they are unmanageable in the school environment.
6. Respect the confidentiality of the student and consider the wishes of the student and their family when
communicating about any suicide attempt.
7. Consider the impact of the event on others. Ensure the wellbeing of other students, classmates, bystanders,
and witnesses who may be impacted is being considered. Contact parents and carers of other students
impacted and at risk, and advocate for support and suicide risk assessment being provided for these students.
8. Refer students appropriately based on assessment of support needs. Become familiar with the range of mental
health and youth support agencies, programs and professions accessible by your school.
9. Inform and liaise with relevant authorities and agencies. Follow Emergency Management critical incident
reporting protocols for your school, sector, and region. Have student wellbeing or leadership follow up and
liaise with hospital or mental health services, or any support service or program, about support planning,
communications, and information sharing.
10. Consider the impact of social media on other students. Determine whether information about the attempt is
on social media and if this is impacting on other students.
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
16
Eating Disorders and Examples of ‘Other Specified Feeding or Eating Disorders’ (OSFED)
Eating disorders include anorexia, bulimia, and binge eating disorder. It’s also common for people to be diagnosed
with ‘other specified feeding or eating disorder’ (OSFED) where symptoms do not match one particular eating
disorder.
• Atypical anorexia – where someone has all the symptoms a doctor looks for to diagnose anorexia, except
their weight remains within a ‘normal’ range.
• Bulimia nervosa (of low frequency and/or limited duration) – where someone has all the symptoms of
bulimia, except the binge/purge cycles don’t happen as often or over as long a period of time as doctors
would expect.
• Binge eating disorder (of low frequency and/or limited duration) – where someone has all the symptoms
of binge eating disorder, except the binges don’t happen as often or over as long a period of time as doctors
would expect.
• Purging disorder – where someone purges, for example by being sick or using laxatives, to affect their
weight or shape, but this is not as part of binge/purge cycles.
• Night eating syndrome – where someone repeatedly eats at night, either after waking up from sleep, or
by eating a lot of food after their evening meal.
• Orthorexia - refers to an unhealthy obsession with eating ‘pure’ food. Food considered ‘pure’ or ‘impure’ can
vary from person to person. This doesn’t mean that anyone who subscribes to a healthy eating plan or diet is
suffering from orthorexia. As with other eating disorders, the eating behaviour involved – ‘healthy’ or ‘clean’
eating in this case – is used to cope with negative thoughts and feelings, or to feel in control. Someone using
food in this way might feel extremely anxious or guilty if they eat food they feel is unhealthy.
It’s also possible for someone to move between diagnoses if their symptoms change – there is often overlap
between different eating disorders. An Eating Disorder in a child is a mental health and safeguarding concern.
Risk Factors - The following risk factors, particularly in combination, may make a young person more vulnerable to
developing an eating disorder:
• difficulty expressing feelings and emotions
• a tendency to comply with others’ demands
• very high expectations of achievement
• a home environment where food, eating, weight or appearance have a disproportionate
significance
• an over-protective or over-controlling home environment
• poor parental relationships and arguments
• neglect or physical, sexual or emotional abuse
• overly high family expectations of achievement
• being bullied, teased or ridiculed due to weight or appearance
• pressure to maintain a high level of fitness/low body weight e.g., for sport or dancing
Warning Signs
School staff may become aware of warning signs, which indicate a student is experiencing difficulties that may lead
to an eating disorder. These warning signs should always be taken seriously and staff observing any of these warning
signs should follow the school’s safeguarding procedures and contact the DSL.
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
17
Physical Signs (these signs may or not be a warning sign in isolation and a view should be taken of the whole
person)
• weight loss/weight gain
• dizziness, tiredness, fainting
• feeling cold
• hair becoming dull or lifeless
• swollen cheeks, callused knuckles, tension headaches
• sore throats, mouth ulcers, tooth decay
• restricted eating/over-eating or skipping meals
• scheduling activities during lunch
• unusual behaviour around food
• wearing baggy clothes or several layers of clothing
• excessive chewing of gum/drinking of water
• increased conscientiousness
• increasing isolation / loss of friends
• believes they are overweight when they are not
• secretive behaviour
• excessive exercise
• control around food: removal of food groups, quantities and avoidance of social events
Psychological Signs (these signs may or not be a warning sign in isolation and a view should be taken of the
whole person)
• preoccupation with food
• sensitivity about eating
• denial of hunger despite lack of food
• feeling distressed or guilty after eating
• self-dislike
• fear of gaining weight
• excessive perfectionism
Management of an Eating Disorder (ED) in Boarding
Where there are indicators of concern for disordered eating and/or potential ED diagnosis, the DSL and Director of
Boarding must be informed and will refer the student to the Health Centre for a medical opinion by a nurse.
The decision about how, or if, to proceed with a student’s schooling while they are experiencing an ED will be made
on a case-by-case basis by the Head of School. Input for this decision will be managed by the DSL, Lead Nurses and
Director of Boarding and will include the student, parents/carers, school counsellor, Mental Health Leads, GP and
Houseparent.
Provision for the education of students with an ED are outlined in the Equality Act 2010, however this does not include
an entitlement to boarding provision under the Children Act 2004. The Head of School will need to balance the wishes
of a student with an ED to remain in boarding with the statutory requirement placed on all schools to consider the
welfare of all children in its care. It may be necessary for a student with an ED to become a day student for an agreed
period of time, until full re-integration to the boarding environment is deemed to be in the best interests of all
students.
The reintegration of a student with an ED into school following a period of absence should be handled sensitively.
The student, parents, counsellor, Mental Health Leads, Lead Nurses and Houseparent working with the student will
be consulted during both the planning and reintegration phase. Any meetings with a student and/or their parents
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
18
and school Safeguarding Team should be recorded in writing and include:
• dates and times
• an action plan
• details of the concerns raised
• details of anyone else who has been informed
This information should be stored in the student’s safeguarding file on CPOMS and/or held by the DSL.
Self-harm
Self-harm is any behaviour where the intent is to deliberately cause harm to one’s own body by:
• cutting, scratching, scraping, picking or excessively scouring/scrubbing the skin
• swallowing, or attempting to swallow, inedible, hazardous materials or substances
• taking an overdose of prescription or non-prescription medication
• burning or scalding
• banging or hitting the head or other parts of the body including hair pulling
• abusing legal and/or illegal drugs and alcohol
• eating Disorders
Risk Factors: The following risk factors, particularly in combination, may make a young person particularly
vulnerable to self- harm:
• depression
• anxiety
• poor communication skills
• low self-esteem
• poor problem-solving skills
• feelings of hopelessness
• impulsivity
• drug or alcohol abuse
Family Factors
• unreasonable expectations
• neglect or physical, sexual or emotional abuse
• poor parental relationships and arguments
• depression, self-harm or suicide in the family
Social Factors
• difficulty in making relationships/loneliness
• being bullied or rejected by peers
• encouragement to self-harm (including suicide) on social media
Possible warning signs include:
• changes in eating/sleeping habits (e.g., student may appear overly tired if not sleeping well)
• increased isolation from friends or family, becoming socially withdrawn
• changes in activity and mood e.g., more aggressive or introverted than usual
• lowering of academic achievement
• talking or joking about self-harm or suicide
• drugs or alcohol abuse
• expressing feelings of failure, uselessness or loss of hope
• Changes in clothing e.g., always wearing long sleeves, even in very warm weather
• Unwillingness to participate in certain sports activities e.g., swimming
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
19
Any member of faculty & staff who is aware of a student engaging in or suspected to be at
risk of engaging in self-harm should follow the school’s safeguarding procedures and share
information with the DSL.
Any meetings with a self-harming student and/or their parents and Safeguarding Team should be
recorded in writing and include:
• dates and times
• an action plan
• details of the concerns raised
• details of anyone else who has been informed
This information should be stored in the student’s safeguarding file in CPOMS and/or held by the DSL. It is
important to encourage students to tell an adult if they know/suspect one of their peers is showing signs of self-
harming. Peers of the self-harming student will be supported by the Safeguarding Team, who will reinforce that
students are not responsible for the care of students who self-harm. They will be given a clear course of action
to follow if they become aware of continued self-harm; this will be to notify the DSL and/or DDSL.
The Safeguarding Team will closely monitor the progress of students who have self-harmed; the student who
self-harms will be expected to show a clear attempt to use relevant strategies to reduce self-harm. If progress is
not made, or if the student does not co-operate within an agreed period of time, a meeting with
parents/guardians will be set up to discuss future management. This may include a break from school and/or
further professional referral. Incidents of self-harm, which lead to hospitalisation or significant medical
intervention will likely lead to an enforced time at home. Return to school may be dependent on
medical/psychiatric advice to ascertain whether the student remains within the levels of service that TASIS
England can safely offer.
The peer group of a young person who self-harms may value the opportunity to talk to a member of staff either
individually or in a small group. Any member of staff seeking further advice on this should consult with the DSL.
When a young person is self-harming it is important to be vigilant in case close contacts with the individual are
also self-harming. Occasionally schools discover that a number of students in the same peer group are harming
themselves.
References and Links
• Guide to investing in your relationships - Mental Health Foundation
• Mental health and wellbeing provision in schools – DfE 2018
• Make it count, Students-guide - Mental Health Foundation
• Make it count - Teachers-guide - Mental Health Foundation
• Making the case for young people’s mental health - MHFA England
• Every mind matters: Sleep, year 6 and Social Media, year 6
• Every mind matters: What to do about worry
• Mental health and behaviour in school – DfE 2018
• Promoting and supporting mental health and wellbeing in schools and colleges (DfE: June
2021)
• Anxiety UK - OCD UK - Depression Alliance
• Eating Disorders www.b-eat.co.uk and www.inourhands.com -
National Self-Harm Network
• Self-Harm www.selfharm.co.uk
• Suicidal thoughts Prevention of young suicide UK – PAPYRUS
• www.youngminds.org.uk champions young people’s mental health and wellbeing
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
20
www.mind.org.uk advice and support on mental health problems www.minded.org.uk (e-
learning)
• www.time-to-change.org.uk tackles the stigma of mental health
www.rethink.org challenges attitudes towards mental health
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
21
Appendix 2 - Procedure To Follow in a Case of Acute Mental Health Crisis
Is the student seriously injured, experiencing an acute
mental health crisis (psychosis, mania, self-harm) or
feeling suicidal?
Acute Risk
Seek urgent help - call 999, inform the
DSL and Health Centre. Ensure student
goes to A&E.
Inform the parents/carers .
The hospital should make the referral.
to CAMHS and inform their GP.
Administer first aid
or mental health first
aid.
Inform DSL and
Health Centre.
Yes
Yes
No
High risk
Call parents to collect the
student (unless there is a
safeguarding reason not to)
Discuss concerns with parents
and recommend taking
student to GP
Refer to CAMHS or social care
team (if appropriate)
Review progress with student and make adaptions to support
offer if necessary.
Low/medium risk
High risk
Upon return to school
Meet with parents/carers and
student (if appropriate) to
discuss and assess if school-
based support can be offered
and/or is appropriate.
Creation of a Care Plan (see
section 10.4).
Offer to make any referrals
necessary.
Staff member will assess the level of risk
by discussing the issue with the student,
offer immediate support and explaining
the limits of confidentiality.
The member of staff informs the DSL and
makes a record of the discussion.
What level of risk is the student at?
DSL and member of staff debrief and ensure all information
has been recorded correctly.
No
Low/medium risk
• Member of staff explains support on offer and informs DSL
• DSL Informs parents/carers unless there is a safeguarding
reason not to
• Involvement of external professionals (e.g., GP, CAMHS)
• Follow safeguarding procedures if necessary
• Referral to internal support – interventions or school-based
counsellor
• Set out offer of support in a Care Plan (see section 10.4)
Is the student injured
or experiencing a
significant mental
health incident?
TASIS England Mental Health and Wellbeing Policy 15 April 2023
TASIS England is committed to safeguarding and promoting the welfare of children and young people and expects all staff and
volunteers to share this commitment. It is our aim that all students fulfil their potential.
22
Appendix 3 - Early Help/Targeted Help Protocol - Care Plans
