It is no secret to parents or teachers that child mental health has become an increasingly important issue in schools. In the last five years I have seen a greater emphasis on putting in place specific policies, procedures and resources that are specifically designed to focus on improving the mental health of children within the school setting.
This isn’t just a response to the Covid lockdowns and the deep rooted emotional and psychological damage it caused children; moves were starting to happen before the pandemic to address the growing impact of technology.
We were becoming more aware of the fact that children’s mental health needs to be treated the same way that adult mental wellbeing is. There is no doubt though that we are in something of a crisis now.
I went into teaching over two decades ago because I cared. That caring has evolved from simply being a supportive, nurturing adult, to actively thinking what more could be done.
Primary-aged children, despite their young age, are facing pressures that were once more commonly associated with older students or adults. Issues such as anxiety, stress, and low self-esteem are becoming more prevalent among young children, and it is critical that we, as teachers, parents and society, find ways to support their wellbeing.
A primary school is often a child's first experience of a structured environment outside the home and it plays a pivotal role in shaping their emotional and psychological development.
Next week is Children's Mental Health Week and our school, and many others, will be exploring age-relevant topics. This will include discussing how we create a culture of acceptance; why mental health is as important as physical health; teaching children how to express their feelings; and helping them learn healthy coping strategies for dealing with issues including stress, anxiety and conflict.
It is vital that children within my school know that it is ok to feel sad, anxious or angry; and that they have ways in which they can be supported in a safe environment. Emotional literacy and mental wellbeing are essential components for children to achieve academic success.
This is why this year at Etz Chaim we have created a dedicated sensory room that is used by a variety of children as a safe and calming place where children who need a moment can escape to in order to self regulate and feel ready to return to their learning.
We also now have a weekly visit from a therapy dog, Buddy, that a rotating selection of children get to spend time with. Some just take comfort from cuddles and “chats”, others like to sit and read to him. The smile he puts on the faces of the children who get to spend time with him, as well as the many others who just like to come past when he is visiting, is priceless.
Putting opportunities in place though is not enough in primary schools because many children don’t have the emotional intelligence to understand when they may need help. That is why we have qualified Mental Health First Aiders on the staff team, who train the entire team on how to spot the signs that a child may be struggling.
Zones of Regulation is also a popular tool in many primary schools to help develop pupils’ emotional literacy and help children label their feelings and know how to manage them.
Within the constraints of school settings and budgets, leadership teams are pushing to do as much as we can, not just to protect children’s mental health, but to empower them to understand why it is important for them to look after their own minds and support others. The more it is talked about within school, at home and socially, the better protected our children will be, the happier and stronger they will be.
Hannah Martin is headteacher of Etz Chaim Primary School
