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Learning about Children's Mental Health through Film
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        • Mental Health Conditions

        • AnxietyAnxiety disorders are one of the most common mental health problems identified in children. Estimates of the rates of prevalence vary greatly from 8% to 27% lifetime prevalence by age 18. Chronic anxiety disorders are associated with increased risk of other serious mental health problems in later life. Therefore, early identification and treatment is key. Watch our information and real life experience films below or view and download our fact sheet and supporting presentation.
        • Depression
        • OCD
        • PTSD
        • Eating Disorders
        • Why is my child self-harming?
        • TraumaTrauma in children may be: A one-off experience, such as a car crash Living in an atmosphere that feels unsafe, or where they are witness to violence Experiencing, or witnessing, harm Experiences of war, or of becoming a refugee Stressful and challenging experiences are a part of life, and most children will experience these at some point. This becomes traumatic if the event is more than a child can make sense of, or cope with. To learn more about Trauma in Children, please refer to our informational and real-life experiences videos.
        • Body dysmorphic disorder

        • Neurodivergent Conditions

        • ADHD
        • Autism
        • Conduct Disorders/ODD
        • DyslexiaDyslexia in children is a common neurodevelopmental disorder affecting language processing, particularly in reading, spelling, and writing. It emerges early in childhood and persists into adulthood. Encourage your child’s strengths and provide a patient, nurturing environment. Remember, dyslexia doesn’t define intelligence. With the right resources like ours below, your child can flourish and excel in their own unique way.

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        • UK Trauma Council ResourcesNip in the Bud is very grateful to the UK Trauma Council for permitting us to show on our website their series of four excellent animation films about Trauma and PTSD. The UK Trauma Council’s work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. These animations have been produced with the involvement of young people themselves, and are designed to help young people and the adults around them recognise the signs of post-traumatic stress disorder. They also suggest ways of coping with scary memories, explain the science around the best treatments, and answer any worries you might have about getting support.

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        • Mental Health Conditions

        • AnxietyIt is becoming increasingly common that children and young people in your school or classroom may be diagnosed with anxiety. Symptoms of anxiety in children vary, but it’s important that you are able to understand and recognise how this might affect learning in a classroom environment. It’s normal for everyone to feel anxious from time to time – it’s a normal response to stress. However, some young people may experience uncontrollable levels of anxiety that are excessive in relation to what’s happening around them –can therefore struggle with their day-to-day tasks and schoolwork. Common worries can become overwhelming for children and young people with anxiety leading to them becoming quite distressed. If this does happen there are a few ways in which you can respond to try and calm the situation. Some signs and symptoms to look out for include tears when entering school, being withdrawn from their peers, concentration difficulties, fidgeting, changes in appetite, and irritability. Download our factsheet for more information on what to look for if you suspect a child or young person in your class is suffering from anxiety. Getting the conversation going can be a good starting point – for example, planning lessons themed around…
        • DepressionDepression is a common yet serious mood disorder that involves a persistence of deep sadness, hopelessness, and numbness. Someone experiencing depressing may feel a constant melancholy that prevents them from enjoying their everyday life. Children and young people especially can feel alone and misunderstood which often stops them from expressing how they feel to people close to them. This isolation can lead to suicidal feelings, self-harm and, in a worst-case scenario, suicide. Parents and teachers are often the first to identify the symptoms of depression in children and young people. Some key symptoms of depression include excessive and persistent worry, moodiness, over or undereating, and self-harm. Some symptoms manifest in physical ways that are a little easier to spot as a teacher during school time such as frequent aches and pains, not wanting to play, either complete isolation or clinginess, and uncharacteristic irritability and anger. There are many risk factors at school that can lead a child to develop depression. As a teacher, you should be on the lookout for children experiencing bullying, social isolation, a lack of self-confidence, and an inability to keep up with schoolwork, among other factors. Children particularly vulnerable to depression are ones who experience abuse,…
        • OCDObsessive compulsive disorder (OCD) is a mental health condition that involves repetitive, intrusive, and impulsive thoughts and images entering the mind, causing intense anxiety. As a result of this anxiety, the child or young person engages in compulsive or repetitive behaviours designed to ease their anxiety. They then obsessively repeat these behaviours to rid themselves of the anxiety, causing detriment to their daily life. Early signs of OCD can include excessive worrying and feeling a strong sense of responsibility over yourself and others. A child or young person will ask for constant reassurance about whether their homework is correct or whether they are doing something right or being a good student as they no longer trust their own judgement. As a teacher, these are early signs you can look out for which can inform how you approach the child going forward. Stress at school and bullying are key factors which exacerbate the development of OCD – the more overwhelmed a child feels, the more they give into their compulsive, repetitive behaviours to ease their anxiety. As a teacher, it is your duty to make sure the classroom is a safe space for all, keeping an eye on students who seem…
        • PTSDPTSD or post-traumatic stress disorder can be triggered in children and young people when they experience a particularly horrifying or scarring event. The cause can be as varied as a car crash or sexual assault. A child can develop PTSD if they are involved in this event, witnessed it, or even heard about it second-hand. It can be difficult to identify PTSD in children and young people, as they are reluctant to talk about the trauma they experienced as a way to protect themselves. However, there are some tell-tale signs of PTSD that you can look out for in your students. Children with PTSD will often have trouble concentrating and may even fall asleep during school time due to the lack of sleep they’re having at home, making learning much harder. A sudden plummet in grades is also a red flag – in such cases, it is important to check up on the student rather than reprimand them, which can cause further harm. PTSD also causes many children or young people to become highly irritable and angry due to the intense emotions they’re experiencing, often making them see other people as a threat. In this case, it is important to…
        • Eating DisordersAn eating disorder develops when a child’s and young person’s emotional well-being gets tangled up with their eating habits – for example, if their self-esteem is dependent on how much they eat or don’t eat. Eating disorders are most common in teenagers between the ages of 13 to 17 and they can manifest in a multitude of ways. Anorexia nervosa is a serious mental illness where a person has an intense fear of gaining weight, often accompanied by body dysmorphia – a distorted view of one’s body. This fear leads them to eat very little or nothing at all, leading to severe and potentially life-threatening weight loss. Bulimia nervosa is a serious mental illness that stems from being shamed about consuming large amounts of food, and your weight. A person will binge eat as much food as they can in a short space of time – this is often out of their control. They will then purge – making themselves throw up all the food they have eaten to avoid putting on weight from the binge. This leads to severe and potentially life-threatening weight loss. Binge eating is a serious mental illness which, similarly to Bulimia, involves consuming large amounts…
        • Self-harm in the ClassroomSelf-harm in children and young people happens when a person experiences an overwhelming flood of emotions such as guilt, shame, anger, hate, and a lack of control. This leads them to inflict deliberate harm upon themselves as a way to relieve the flood of emotions they are experiencing and punish themselves for feeling them in the first place. This can take the form of cutting themselves with sharp objects, over-eating or under-eating, pulling their hair out, burning themselves, and misusing intoxicants such as alcohol and drugs. Distress and overwhelming emotions often manifest during school time, and as a teacher it is important to have an awareness that school can be a trigger for students struggling with self-harming tendencies. Create a safe and open space for all students by letting your students know you are always here to support and hear them out whenever they need it. Common signs of self-harm include cuts, burns, and hair-pulling – these are easier to spot as they are often visible on the student’s body. However, young people can be very good at hiding their scars under long jumpers and trousers. If a student is adamant about keeping their jumper on even during hot temperatures,…
        • TraumaIf a child in your care is suffering with Trauma, they will be very distressed. This may be obvious, or it may show up in the form of physical ailments such as headaches or vomiting. They may show signs of regression in toileting or feeding, struggle with their schoolwork or find it difficult to concentrate. Watch our Informational film on Trauma and Children with Dr Sian Williams and Dr David Trickey to understand how children react to Trauma and how they can be helped.
        • Body dysmorphic disorder

        • Neurodivergent Conditions

        • ADHDADHD, or Attention Deficit and Hyperactivity Disorder, presents itself in many ways which can sometimes make it difficult for teachers to spot the signs. It is characterised by difficulties in the areas of attention, level of activity and impulse control. ADHD is a recognised developmental disorder which can affect many areas of a child’s life – including in a learning environment. It is common for ADHD to be misdiagnosed in girls, as the symptoms of ADHD present differently to that of boys, and aren’t as commonly shared. One of the most important things you can do as a teacher for a student with ADHD is to learn and understand how they are feeling, and how they see the world around them. Sometimes for students with ADHD it may feel like nobody understands them. In this video, we go through our tips for teachers who have a child in their class who has Attention Deficit Hyperactivity Disorder (ADHD). Also, view our Practical Tips for Teachers in the Classroom below .
        • Autism
        • Conduct Disorders/ODDODD, or oppositional defiant disorder, is diagnosed in children and young people that are persistently and repetitively antisocial, disobedient, have frequent tantrums, can not listen to authority, and purposely harm others. Conduct disorders are the most common disorders in children and are more frequent in boys, with 7% of boys and 3% of girls meeting the criteria for conduct disorders. It is normal for children and young people to be defiant towards authority to some degree, but if a particular student stands out from the others in your class and is perpetually defiant, violent and resentful towards others, this can develop into ODD. A child or young person with ODD will often engage in a range of violent and destructive behaviours such as fighting, temper tantrums, arguing with adults and peers, and lying and blaming others for their behaviour. In some extreme cases, the child or young person may engage in being cruel to animals and starting fires. As a teacher, it can be difficult to know how to handle a student with ODD in a way that ensures they make the most of their learning and helps their behaviours and social relationships. However, there are things you can do…
        • DyslexiaChildren with Dyslexia have a different intelligence, way of thinking and way of seeing the world.  Many innovators, inventors and successful entrepreneurs have been Dyslexic.  Dyslexic thinking skills include imagination, inspiration, creativity and the ability to solve things. They sometimes find it difficult to fit into rigorous, inflexible education methods. Our resources for teachers and professionals on Dyslexia explain that if the condition is spotted early, there are strategies that can be used to work on the strengths of Dyslexic children which will allow them to develop different talents and thrive in life.

        • Practical Guides

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        • Tips for Teachers Series
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        • Early Intervention SeriesThis Early Intervention series of short episodes produced by Nip in the Bud are a guide to how schools can help parents if they notice changes in behaviour or in emotional wellbeing in a child and how parents and teaching staff can work together to address potential children’s mental health conditions.
        • Training Resource
        • UK Trauma Council ResourcesNip in the Bud has been given permission by the UK Trauma Council to share this series of four short animations which they have produced on the topic of Trauma and PTSD. The UK Trauma Council’s work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. These animations have been produced with the involvement of young people themselves, and are designed to help young people and the adults around them recognise the signs of post-traumatic stress disorder. They also suggest ways of coping with scary memories, explain the science around the best treatments, and answer any worries you might have about getting support.

        • Emotional Wellbeing

        • Grief & loss
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        • Smartphones: A Stolen Childhood
        • Managing Anxiety
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        • Feelings Wheel for Teachers
        • Random Acts of Kindness
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Fact Sheets / Early Intervention series support for parents

Early Intervention series support for parents

Episode 1- Does my child need help?

All parents worry about their children and all children encounter problems or difficulties as they grow and develop. This can sometimes make them feel anxious or insecure. But what should you do if you feel your child is really unhappy, is struggling or just not fitting in with the other children around them? There is help available – from the school, from your GP, and from experts in child development.

Speak to your child

You might start by having conversations with your child to try to find out what is wrong. Clinical Psychologist Dr Bettina Hohnen has written a book, How to Have Incredible Conversations With Your Child, that explores what you can do at home – and when you should involve others.

Try to create a culture at home where talking about emotions and talking about difficult things is the norm. Modelling how to articulate your thoughts and feelings will help your child learn how to do the same. Ask follow-up questions, be curious and show that you are listening fully. Sometimes even paraphrasing, saying ‘I think what you’re saying to me is …’ can really help with clear communications. As well as talking with your child, ‘listen’ with your eyes. What are the behaviours you see telling you about them? Children are very aware of when you are too busy to make time for them. You need to build trust to find out what’s going on with them. What we recommend saying to a child who is really struggling to open up is: ‘We are going to have some special time together, you and me, every single day.’ It may only be 10 or 15 minutes, depending on what you can manage, but put everything else aside and ensure that the time is spent completely on their terms. It is all about creating space for them.

Recommended books to read with children

A series of books written by Dawn Huebner, called What to Do When Your Brain Gets Stuck, What to Do When You Dread Your Bed are well worth reading. One talks about anger and the other about anxiety. Both are excellent to share with your child in order to gain a better understanding of anxiety and emotions together.

Speak to your child’s teacher

Working as a team together with the class teacher can be a great support to your child. Teachers will always be very helpful in getting children back into school, but also can be of help if you’re struggling with something at home too. They can signpost you to helpful agencies, resources, websites and books. Keep a diary of events or behaviours that you notice so that you can share them with clarity with the teacher, and together you may see trends that begin to make sense over time.

And finally, look after yourself by being kind to yourself. Parenting is one of the hardest jobs in the world so seek support and talk to others.

 

Episode 2 – Working with school to support your child

Support from school and the school SENDCO

If you feel you need more support than your child’s class teacher can offer, the school will introduce you to the their SENDCO – the special educational needs and disabilities coordinator. This person’s role and responsibilities include the following:

  • To keep a profile of children with special educational needs.
  • To observe and support children on the special educational needs profile.
  • To support and advise Parents, Key Workers, Learning Support Assistants (LSA) etc. in how to include children’s needs in the setting.
  • To liaise with other professionals from outside services and external agencies e.g. local SENDCOs, (also known as SENCOs) Family Centres, Educational Psychologists, Occupational Therapists, Physiotherapists, Speech and Language Therapists, etc.
  • To arrange, organise and review support for individual children.

Support from specialists

Every Local Education Authority and some schools will have specialists who deal with Special Educational Needs (SEN). Different authorities may call these people by different names and it can be confusing at first, especially as the specialists themselves tend to use acronyms for these different roles. Our website has a fact sheet on acronyms which may help – but once you engage with your school these special educational needs terms should be explained to you. If not, don’t be afraid to ask your school what they can offer through them.

The Local Offer

Every local authority and school has information on their website about their ‘local offer’. This is a document that gives insight into what type of things you can get support for and how they are able to help. This will give you ideas about things that your school or authority might be able to provide for your child. The SENDCo will be able to talk this through with you and with the class teacher. Together you will all be able to think of ways to support your child, actions that can be put into place, and resources and interventions that may help your child to succeed and feel happier in school and beyond.

Services and Interventions

These services and interventions can vary widely from school to school, or district to district. They are often called by different names and run in different ways. Again, the class teacher and SENDCo will be able to help you to understand how things work in your school and how to plan for them to work for your child’s needs. Remember, your child is not the first to have problems and education specialists have worked hard to find effective ways to support your child to be confident, happy, and to be the best they can be.

 

Episode 3 – Getting professional help outside school

Speak to your GP or family doctor

Another avenue you might consider to gain support and advice is consulting your family doctor. Not every GP is a mental health specialist but many general practices have at least one staff member with a particular interest in the subject. If you do approach your GP, it is worth taking as much key information as possible to help the GP offer the relevant advice or direct you towards the most helpful agency for the help you need.

Information for your GP

It is helpful to keep a diary of events and behaviours so that you can share everything clearly with your doctor. In terms of information that you might bring to an appointment, think about key events or changes in behaviours that you have noticed. For instance, perhaps your child previously did not seem angry but over time you have witnessed changes. There may be increasing dysregulated episodes over relatively small things creating outbursts that do not fall within the traditionally accepted range of emotional reaction. Share your experiences and your knowledge of your child with confidence. As the parent, you know your child best.

Professional Diagnosis

Sometimes the greatest help a GP can offer is a way of achieving a professional diagnosis for your child. This will help you to get the best support going forwards. The Child and Young Person Mental Health Services (CYPMHS) can be referred to by your GP. Schools and social workers can also refer to this agency. Children and young people’s mental health services (CYPMHS) is used as a term for all services that work with children and young people who have difficulties with their mental health or wellbeing.

(The previous term which may sound more familiar is Children and Adolescent Mental Health Services (CAMHS). This is an older term for the main specialist NHS community service within the wider CYPMHS that may be available locally. For more information visit:

https://www.nhs.uk/nhs-services/mental-health-services/mental-health-services-for-young-people/children-young-people-mental-health-services-cypmhs/

Counselling Services

All GPs will have access to some NHS counselling services that may not be immediate but you can get a referral to them. There are different sorts of counselling services and they will vary from area to area and from school to school. Sometimes charities are involved in schools who may have commissioned counsellors who come into the school to work 1-2-1 with the child. Alternatively, your GP may signpost you to counselling support separate from school.

 

Episode 4 – What is an EHCP and how do you help the school to get one for your child?

If you feel your child needs more help than the school can currently provide, then the Special Educational Needs and Disabilities Coordinator and the Class Teacher can meet with you to consider applying for an Education, Health and Care Plan (EHCP).

What is an EHCP?

The Department for Education (DfE) clarifies that an Education, Health and Care Plan (EHCP) is for children and young people aged up to 25 who need more support than is available through special educational needs support.

EHC plans identify educational, health and social needs and set out the additional support required to meet those needs.

How do I get one?

As a parent who has concerns about their child and feels they need additional support to meet their needs, you can ask your school or local authority to carry out an assessment. A request for an EHCP can also be made by anyone who believes an assessment may be necessary to ensure the right support is in place. This includes doctors, health visitors, teachers and family friends.

If the decision is made by the local authority to carry out an assessment you may be asked for the following pieces of information:

  • any reports from your child’s school, nursery or childminder
  • doctors’ assessments of your child
  • a letter from you about your child’s needs

The local authority will tell you within 16 weeks whether an EHC plan is going to be made for your child.

What to expect

When the EHCP is finalised, the information collated and the support agreed, a document will be produced that clearly outlines your child’s needs as well as their strengths. It will usually clarify what the child needs to learn and how to make progress as well as where the child will be educated and what resources/interventions should be utilised. Throughout the protracted process of creating an EHCP, emotions can be put to the test. It is important to remember that the best outcomes are always those where communication between school and home is friendly and open. The more you can work together with your child’s school, and all professionals involved in helping, the better it is for the child. Remember everyone wants the best for your child too.

 

Acronyms Explained

  • ADD – Attention Deficit Disorder
  • ADHD – Attention Deficit Hyperactivity Disorder
  • ALN – Additional Learning Needs
  • ALNCO – Additional Learning Needs Coordinator
  • AAP – Average Attaining Pupil
  • ABA – Applied behavioural analysis
  • AR – Annual Review
  • AWPU – Age-Weighted Pupil Unit
  • BEST – Behaviour and Education Support Team
  • BSP – Behaviour Support Plan
  • CAMHS – Child and Adolescent Mental Health Service
  • CAF – Common Assessment Framework
  • CIN – Child in Need
  • CYPMHS – Children and Young People’s Mental Health Services
  • DBS – Disclosure and Barring Service (formerly CRB)
  • DfE – Department for education
  • EAL – English as an Additional Language
  • EBD – Emotional & Behavioural Difficulties
  • EWO – Education Welfare Officer
  • ECT – Early Careers Teacher
  • ECF – Early Careers Framework
  • EFA – Education Funding Agency
  • EHCP – Education, Health and Care Plan
  • EP – Educational psychologist
  • EWO – Education Welfare Officer
  • EYFS – Early years foundation stage
  • EYSP – The Early Years Foundation Stage Profile
  • FE – Further education
  • FGB – Full Governing Body
  • FSM – Free School Meals
  • HMI – Her Majesty’s Inspector of Schools
  • IASS – Information, Advice and Support Service
  • IBP – Individual Behaviour Plan
  • IPP – Individual Pupil Profile
  • KS – Key Stag
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