Whole Staff Training

In Wales, the number of children and young people experiencing mental health crises has been increasing. Despite efforts to improve access, many educators feel underprepared to address mental health challenges. For instance:

• Two-thirds of teachers are concerned that discussing self-harm with students might exacerbate the issue. childreninwales.org.uk
• Half of teachers report severe stress related to supporting students' mental health, leading some to consider leaving the profession.

Without adequate training and support, staff can feel overwhelmed, and schools risk losing valuable educators. This training aims to equip staff with the knowledge and skills to confidently promote the well-being of both students and colleagues.

Supported by over 1,000 research studies, this session provides staff with the tools to create a Trauma and Mental Health Informed School, ensuring all children, including those who have experienced trauma, can thrive. Participants will learn:

• The Neuroscience & Psychology of Mental Health: Essential knowledge for all school staff.
• Model One: ACEs & Protective Factors: Understanding Adverse Childhood Experiences and how schools can become protective environments that change children’s lives.
• Model Two: Panksepp’s Model of Mental Health & Change: A science-based approach to understanding and supporting student well-being.
• Model Three: PROTECT / RELATE / REGULATE / REFLECT: Integrating these principles into school policies, practices, and culture.
• The Role of Emotionally Available Adults: How meaningful relationships benefit both students and staff.
• “I Wish My Teacher Knew”: Creating a culture where students feel safe to share and be heard.
• Practical Skills for Challenging Behaviour: Strategies to understand and respond effectively to trauma-triggered behaviours.

This training provides the knowledge, confidence, and tools to transform school culture, ensuring staff feel equipped to support children’s mental health while safeguarding their own well-being.