A free toolkit with some resources and tips to help you address anxiety arising from the coronavirus (COVID-19). In this toolkit you will find: a booklet to support schools, videos to provide practical guidance and tips to schools, parents and carers about coronavirus and mental health, activities to ease anxiety that can be done at school or at home and other helpful advice, helplines and resources for adults and children. #coronavirus #covid-19 #covid19mentalhealth

This toolkit has been specially designed for World Mental Health Day, and provides primary schools with a range of practical resources to help inform and boost wellbeing for pupils and staff. It includes : Posters Classroom activities Lesson plans Assembly plan Mindfulness exercises Tools and guidance Videos and animations For more primary mental health resources visit www.mentallyhealthyschools.org.uk

Our sixth coronavirus toolkit is full of resilience-building resources for children, school staff and parents and carers. When we experience sudden or unsettling change, one thing that can help us cope is resilience. Resilience helps us deal with the emotions a new situation may cause, and helps us bounce back from difficulties we might encounter. Being resilient is an emotional skill and is something we can develop and build, both as children and as adults. The resources in this toolkit are all about resilience and coping with change, which we hope will be useful for children, school staff and parents and carers alike. As some schools prepare to see more pupils return, building and nurturing resilience will be more important than ever. Suitable for: early years children Key Stage 1 pupils Key Stage 2 pupils school staff parents and carers. Find more coronavirus resources and toolkits on Mentally Healthy Schools.

Following lockdown, some children may have increased anxiety about returning to school, particularly separation anxiety at leaving their parents and carers. This document has been produced to guide teachers in supporting pupils exhibiting anxiety. It may be useful for the return to school in September, following any periods of local lockdown or blended learning, or any other longer absence from school. Each child is individual and parts of this may not apply to their situation. Please refer to our guidance for teachers, and where the concern is ongoing do please refer to further mental health support in your school or local authority. Using this resource This resource is designed for: use by primary school teachers and school staff This resource forms part of our rebuild and recover set of resources, designed to help schools come back together and support their pupils’ wellbeing after lockdown.

Using the metaphor of a jigsaw puzzle, this assembly helps children to think about the different roles they and others play in the school community. You could deliver this assembly as children return to school after lockdown. This assembly and associated activity pack, should support the children to feel a sense of belonging and understand their place in the school, hopefully bringing a renewed feeling of unity and community along with positivity about being back at school. Using this resource This resource is designed for: children aged 3 to 11 use in a whole-school or whole year group assembly This resource forms part of our rebuild and recover set of resources, designed to help schools come back together and support their pupils’ wellbeing after lockdown.

To help get started in promoting and supporting the mental health of the children in your school, here are 10 useful tips and pieces of advice to help you feel informed in the decisions that you make, and also guidance on where to seek support if needed. For more primary mental health resources visit www.mentallyhealthyschools.org.uk

To help and support others, we need to start with ourselves. This document includes ideas, links to resources and activities to support staff wellbeing. Teachers are our heroes. During lockdown, they have adapted to teaching children remotely, worked tirelessly to support the children they teach, and have prepared for a sensitive transition back to school to reduce stress and anxiety for the children. It is important to remember that Covid-19 and the lockdown will also have had an effect on the mental health and wellbeing of all members of the school staff. Similar measures should be put into place to support them as well as the children. This resource includes tips for senior leaders, to help them support the wellbeing of their staff during the return to school. Using this resource This resource is designed for: use by senior leaders in schools This resource forms part of our rebuild and recover set of resources, designed to help schools come back together and support their pupils’ wellbeing after lockdown.

This activity uses the idea of puzzles to help children think about what makes them unique, and the role they play in your school community. Following lockdown, your pupils and staff may feel like their school community is a bit fragmented. It is natural, in the circumstances, for some people to feel slightly anxious about returning to school or coping with the changes to school routine. These activities, along with the accompanying assembly, should support the children to feel a sense of belonging and understand their place in the school, hopefully bringing a renewed feeling of unity and community along with positivity about being back at school. Using this resource This resource forms part of our rebuild and recover set of resources, designed to help schools come back together and support their pupils’ wellbeing after lockdown. This resource is designed for: children aged 3 to 11 use with whole classes Curriculum links England - PSHE Living in the wider world Pupils learn: • about the different roles and responsibilities people have in their community (KS1) • to value the different contributions that people and groups make to the community (KS2) Northern Ireland - Personal Development and Mutual Understanding• Personal Understanding and Health Pupils should be enabled to explore: • themselves and their personal attributes; (Foundation) • their self–esteem and self-confidence; (KS1) • their self-esteem, self-confidence and how they develop as individuals; (KS2) Mutual Understanding in the local and wider community Pupils should be enabled to explore: • learning to live as a member of a community; (Foundation) • developing themselves as members of a community (KS1) playing an active and meaningful part in the life of the community and being concerned about the wider environment. (KS2) Wales – Health and Wellbeing Statement 5 - Healthy relationships are fundamental to our well-being. Scotland - Health and Wellbeing Social Wellbeing • I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. • Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

This simple template can be used by anyone to identify unhelpful or negative thoughts, and try to reframe them in order to reduce their feelings of distress or anxiety. We all have negative thoughts and may get into patterns of negative thinking. In challenging times, these may occur more frequently, and it is easy to be self-critical and focus on the negative thoughts. Sometimes we might catastrophise a situation, making it seem worse than it really is, or we might blame ourselves for things out of our control. Recognising these thoughts and re-framing them is a way of training our brain reduce anxiety and over-thinking. Using this resource This resource is designed for: use by school staff This resource forms part of our rebuild and recover set of resources, designed to help schools come back together and support their pupils’ wellbeing after lockdown.

This toolkit is designed to be a guided Inset day for schools to work through, focused on wellbeing. From speaking to many of you, we know that one of your primary concerns on welcoming children back to school in the autumn is mental health and wellbeing. An Inset day before the start of term is a great opportunity for the whole school staff to come together to focus on wellbeing, ready for the term ahead. This toolkit is split into four sections: Auditing your school Planning for potential separation anxiety Supporting staff wellbeing Improving the school environment We have also included some suggested resources to use in the first weeks of term. You can use this toolkit in whatever way works best for you – you could pick individual sections to complete, or you could follow the full plan across the day.

There are a number of ways that school leaders and senior staff can approach supporting children’s mental health and wellbeing. This document provides 10 top tips for making mental health a whole-school priority. For more primary mental health resources visit www.mentallyhealthyschools.org.uk

This free toolkit is our third coronavirus toolkit. It includes resources for school staff, as well as parents, to use with vulnerable children or children with SEND, a resource from Stonewall for the LGBTQ+ community, as well as a resource pack for staff wellbeing and practical activities for adults and children to help stay mentally well during this time. #coronavirus #covid19 #covid-19

The coronavirus lockdown has meant that children have spent a significantly increased amount of time with their families. Some may be feeling anxious about returning to school each day. We have created some tools to help you support your child with any anxiety they might be feeling, including top tips, an example action plan and some activities to support you and your child. Using this resource This resource is designed for: use by parents with their children There is a blank action plan included for you to fill in. You can work through these with your child so they feel informed about the return to school. This resource forms part of our rebuild and recover set of resources, designed to help schools come back together and support their pupils’ wellbeing after lockdown.

Use this tool to action plan support for separation anxiety throughout the first term back at school and beyond. The coronavirus lockdown has meant that children have spent a significantly increased amount of time with their families, and a return to school may mean an increase in anxiety for some pupils. Some children may be more nervous about being separated from their parents or carers than they normally would. Parents and carers may also feel anxious about being away from their children. This resource includes an example action plan with some ideas to reduce separation anxiety, and then a blank plan for you to fill in. You could to work through this as a whole staff group or individually, to help you think through how best to support your pupils.

The next school term or year may feel unusual or strange for lots of children, but by working together, schools and parents can help to reduce any anxieties children may have. We have put together some quick tips and guidance for parents, to help support children’s transition back to school following Covid-19. Using this resource This resource is designed for use by: parents of primary-aged children This resource forms part of our rebuild and recover set of resources, designed to help schools come back together and support their pupils’ wellbeing after lockdown.

This toolkit includes resources for school staff, parents and carers and children to help manage anxiety and improve wellbeing during the coronavirus crisis. You will find practical activities such as mindful crafts, breathing exercises and other self-care ideas, informative videos, emotional expression worksheets and helpful strategies to address anxiety. Suitable for: Early Years, Key Stage 1 and Key Stage 2 pupils, school staff, parents and carers. #coronavirus #covid19 #mentalhealth #wellbeing #anxiety

Learn how to use the resources on Mentally Healthy Schools with your child by following our simple guidance. Some of our Mentally Healthy Schools resources are suitable to be used by parents, with the support of the school. They may not be suitable for all children, so particular care should be taken for children who have experienced particularly difficult circumstances or emotions, for example those who have been through a life-changing experience (such as bereavement), may be experiencing severe mental health problems or may have a history of trauma. Please seek further support from your school and your GP, if you are concerned. Activities that focus on emotions can increase our sense of awareness of our thoughts and feelings, so it is important to remind children of the support systems that are available, in and out of school, if they need to speak about something.