As a former CAMHS clinician working in schools, I am privileged to see the evolving efforts made by staff to support and encourage their students.

Unfortunately, the high levels of need and lack of resources across the board make some pastoral care very hard to manage. My role involves liaising between school, parents and students to identify therapeutic interventions carried out directly with students, run parent workshops and seminars, as well as teacher training and reflective sessions.

How do I help?

SLT/SEND Consultations

These sessions involve school staff presenting issues they are finding challenging with children they are concerned about, or discussing themes that are coming up in the school environment, to see what steps might be taken around mental health. Outcomes might include a change of perspective in how staff manage behaviour or what interventions they use, clarity on mental health concerns of the children and what therapeutic support might be helpful, demystifying some of the reports that may be circulating from EP’s, OT’s, SALT’s or how to coordinate appropriate care for students and families on waiting lists for assessments or those with a new diagnosis but without a clear support plan.

Staff Reflections

Staff are expected to wear many hats at school, the most recent being mental health experts. Teachers are not always equipped to deal with needs that come up in class, even with TA’s and plans in place with other professionals around EHCP’s. These reflective sessions are a chance for staff to unpack the challenging behaviour they are managing and the impact it has on their ability to teach and their own mental and physical well-being. Outcomes include feeling seen and heard when SLT may have different priorities or challenges, reminders of their teaching abilities and boundaries around job roles, adjustments in tools and interventions they use with children, and possible referrals for therapy.

Parent Drop Ins

Clinical language is widespread now, many people talk about being trauma-informed or following attachment theory, but what does this look like in practice? My sessions with parents in school allow for them to discuss their children’s behaviour, concerns with school and reflect on what might be going on with a mental health professional. I can provide a different perspective, knowing all sides of the story, as well as working with the child to help pull all the pieces together. This shifts the focus from the child to the wider system, allowing for growth and a ripple effect through the family and school setting.