Skip to content
X Close Icon
Nip in the Bud Logo
Learning about Children's Mental Health through Film
  • Films for Parents / CarersThis is the Nip in the Bud Films for Parents / Carers post type

        • 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.

        • Practical Guides

        • Tips for parents
        • Early Intervention SeriesNip in the Bud has produced four short early intervention films to explain the steps parents/carers can take to help a child who they suspect may be struggling with their mental health or with other difficulties or special educational needs.
        • Barriers to Learning
        • Families Under Pressure
        • 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.

        • Emotional Wellbeing

        • Grief & loss
        • Coping with Stigma
        • Smartphones: A Stolen Childhood
        • Managing Anxiety
          around school
        • Colour Coding Emotions
        • Feelings Wheel for Children
        • Random Acts of Kindness
        • Mindfulness in Nature

        • More Info

        • Real Life Experience
        • PodcastThis is the Nip in the Bud Podcasts post type
        • Fact Sheets
        • Resource Library
        • Join our mailing list
  • Films for Teachers / ProfessionalsThis is the Nip in the Bud Films for Teachers / Professionals post type

        • 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

        • Managing transitions
        • Tips for Teachers Series
        • Barriers to Learning
        • Handling Disclosures
        • 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
        • Stigma and discrimination
        • Smartphones: A Stolen Childhood
        • Managing Anxiety
          around school
        • Colour Coding Emotions
        • Feelings Wheel for Teachers
        • Random Acts of Kindness
        • Check In Check Up Check Out
        • Mindfulness in Nature

        • More Info

        • Real Life Experience
        • Fact Sheets
        • PodcastThis is the Nip in the Bud Podcasts post type
        • Resource Library
        • Join our mailing list
  • Get support
  • About
  • Blog
  • Podcasts
  • Contact
  • Donate
Search
Fact Sheets / Stigma and Discrimination

Stigma and Discrimination

Stigma and discrimination in relation to mental health

Mental health-related stigma and discrimination happen when people treat someone unfairly or think less of them due to the fact that the person has a mental health condition, symptoms that could be reflective of a mental health concern, or because they access support or services for mental health concerns.

What is stigma?

Stigma comes from misunderstandings, negative beliefs or stereotypes people have about mental health. For example, someone might think:

  • that a person with depression is just lazy,
  • that someone with anxiety is weak
  • that disordered eating or hurting oneself is done to get attention
  • that people who experience mental health concerns are dangerous or unreliable
  • that it is not possible to recover from a mental health episode

Often these negative beliefs and stereotypes are not true at all, but these incorrect ideas make it hard for people who are affected to talk about their feelings or get the help they need.

What is discrimination?

Discrimination is when people act on these beliefs such as:

  • a person with a mental health issue is left out, mistreated, or even bullied
  • a child with ADHD might not be invited to playdates because other parents wrongly assume they will be “difficult.”
  • an adult with anxiety might be passed over for an employment opportunity, even though they are perfectly capable of the job.

 

Are there different types of stigma?

Stigma and discrimination can take many different forms. How these influences manifest can depend on who is targeted, and by whom. Stigma can also act at different levels, resulting in various impacts.

The most common types of stigma are public stigma, self-stigma, stigma by association (also called ‘family stigma’), and structural stigma.

Public Stigma

Public stigma refers to the widespread negative attitudes, stereotypes, and discriminatory behaviours that society holds toward people with mental health conditions. It is how the general public views and treats individuals who experience mental health challenges, often based on misconceptions or fear. For example, society might label people with mental health issues as “dangerous,” “unpredictable,” or “incapable,” even though these stereotypes are often inaccurate. Public stigma can lead to people being treated unfairly, excluded, or judged, making it harder for them to be open about their struggles or seek help. This stigma reinforces negative perceptions and can affect the opportunities people have in life, like finding a job, forming relationships, or being accepted in their communities.

Self Stigma

Self-stigma happens when a person with a mental health condition starts to believe the negative stereotypes and judgments that others have about mental illness. This means they may internalise the public stigma, leading them to feel ashamed, guilty, or less worthy because of their mental health struggles. For example, if someone constantly hears that people with depression are “weak,” they might start to believe that about themselves, even though it’s not true. Self-stigma can make people less likely to seek help, reduce their confidence, and worsen their mental health condition.

Stigma by Association

Stigma by association, or family stigma, happens when the relatives or close friends of someone with a mental health condition experience negative attitudes, judgment, or discrimination because of their connection to that person. This form of stigma affects family members or caregivers who may be blamed, judged, or even avoided because society views mental illness negatively. For example:

  • parents of a child with a mental health condition might be seen as “bad parents” or blamed for their child’s condition.
  • siblings of someone with a mental illness might face social exclusion or feel embarrassed by the way others treat them.

Family stigma can lead to feelings of shame, stress, and isolation for those who are closely connected to someone with a mental health issue. It also discourages families from seeking support, as they may fear judgment or be worried about being seen as responsible for the mental health struggles of their loved one.

Structural Stigma

Structural stigma refers to the policies, laws, or practices within institutions (like governments, schools, workplaces, or healthcare systems) that unintentionally or deliberately disadvantage people with mental health conditions. This type of stigma is built into societal systems and can limit access to resources, opportunities, or fair treatment for individuals experiencing mental health challenges.

 

What are the consequences of stigma and discrimination?

Stigma and discrimination can cause a lot of harm. People might feel ashamed or embarrassed about their mental health struggles and might avoid talking about them or seeking help. This can make their situation worse and lead to more suffering. Mental health stigma and discrimination are especially important to consider and address when it comes to younger age groups, as children and young people are still developing emotionally and socially. If they face judgment or exclusion due to mental health issues, it can deeply affect their self-esteem, relationships, and overall well-being.

Here are a few key reasons why these issues are particularly relevant for children and young people:

Emotional and Social Development. Kids and teens are still figuring out who they are, and their self-worth is often shaped by how others see them. If they are stigmatised because of mental health challenges—like anxiety, depression, or ADHD—they may start to believe negative things about themselves.

This can lower their confidence, make them feel isolated, or lead them to withdraw from social activities and friendships, which are vital for healthy development.

Fear of Seeking Help. Young people who worry about being judged might hide their mental health struggles rather than ask for help. If they internalise the stigma, they may avoid talking to parents, teachers, or even mental health professionals.

This can lead to issues becoming more severe over time, as untreated mental health problems can worsen and interfere with school, friendships, and family life.

Bullying and Exclusion. Children and teens with mental health conditions are often at a higher risk of being bullied or excluded by their peers. This kind of discrimination can happen directly—through teasing or rejection—or indirectly, when other kids treat them differently. Bullying or exclusion can intensify feelings of loneliness, anxiety, or depression.

School Performance and Future Opportunities. Mental health issues that go unnoticed or untreated due to stigma can impact school performance. Children may struggle with concentration, motivation, or interacting with others. When a child’s mental health challenges are misunderstood, they might be labelled as “troublemakers” or “lazy” instead of receiving the support they need. This can affect their academic success and limit future opportunities.

Long-term Impact. The way children experience and deal with mental health issues in their early years can shape their attitudes toward mental health throughout their lives. If they learn early on that mental health struggles are shameful or something to be hidden, they may continue to avoid seeking help as adults. On the other hand, if they grow up in an environment where mental health is treated openly and without judgment, they are more likely to develop healthy coping strategies and ask for help when needed.

What is the role of family in a young person’s mental health?

Family dynamics significantly shape a person’s mental and emotional well-being. Whilst family plays an essential role in supporting loved ones with mental health challenges, they can also be an unintended source of stigma.

  • Preconceived ideas held about mental health can cause family members to apply stigmatising views, language and behaviour towards others.
  • Negative perceptions and a lack of understanding, likely influenced by societal, cultural and generational attitudes, can deter open discussion, make a child or young person feel misunderstood or even pushed away, and worsen the situation.
  • Additionally, home environments that discourage or shame conversations of mental health, feelings and emotions can cause internalised feelings of shame, as well as lead to a person’s inability to manage their own emotions healthily.

When families are supportive, empathic and non-judgmental, this is an incredibly impactful source of support for children and young people as they navigate their challenges.

 

What kind of influence can peers have on stigma?

Peers hold a significant influence on the lives of children and young people – including around coping with mental health challenges – given the amount of time spent at school, doing hobbies, and with friends.

  • Children often find it easier to talk about their mental health challenges to peers rather than adults, as they may think their friends and others of a similar age can better relate to and understand their experiences.
  • Although it is great when children have close friends that they can confide in, it can be an issue if concerns and worries are not shared beyond the peer group, as this could lead to their parents and other adults being unaware of what is going on. This can eventually lead to delays in accessing other forms of appropriate support if needed, such as connecting a young person with formal support from healthcare providers.
  • The peer group can also be a source of stress and worry for a child or young person navigating mental health concerns.
  • Peers can be a source of stigma and discrimination, for example, if personal information that has been shared in confidence gets spread around. This can lead to worries about, or actual experiences of, disruptions in friendships, bullying, social exclusion, and lower self-esteem.

What is the role of the internet and social media on stigma in young people?

Children and young people can turn to the internet for mental health information, and rely on connections made through social media for support, coping strategies, and a sense of community during difficult times. The internet and social media can have a double-edged impact:

  • On one hand, they act as a source of information, provide platforms for support, and connecting with others who face similar struggles.
  • On the other hand, they can exacerbate issues through possible risks of cyberbullying, driving unrealistic comparisons, and the pressure to maintain a perfect online image, thus contributing to poor mental well-being.

Children and young people can also come across stigmatising views and content about mental health online, which can exacerbate worries about being treated differently by others if it becomes known that they are concerned about their mental health or accessing support for mental health-related concerns.

What is the impact of culture and religion on mental health issues?

Culture can significantly impact how mental health is perceived. In many cultures there is stigma surrounding mental health, for example in terms of beliefs that mental health challenges can be caused by spiritual possessions or are seen as a weakness and a moral failing. This can increase the risk of discrimination and social exclusion, and make it more challenging for children and young people who are struggling to feel comfortable talking about what they are going through.

Culture can also influence whether an individual receives treatment, and what type of treatment this may be. A lack of understanding of mental health in some cultures can lead to unhelpful suggestions for sources of support, potential treatments, or no treatment being given at all.

Religion and faith also shape how mental health is perceived. Within some religious communities, mental health challenges can be hidden and not openly discussed. Some religions view mental health challenges as a result of sin or a lack of commitment to faith, contributing to stigma and resistance to seeking professional help, which also may be seen as a ‘Western’ approach. Whilst religion, faith and spirituality can be a great source of support and comfort during times of difficulty, for some, the religious community and places of worship can be a contributor to stigma and lead to feelings of shame, rejection, and worsened mental health.

How can parents and families support their child?

Addressing stigma early and encouraging open conversations about mental health can help children and young people develop resilience and a healthy understanding of their emotions. Parents, teachers, and communities play a big role in creating an environment where kids feel safe to express their feelings without fear of being judged.

As parents, it is important to teach our children that mental health is just as important as physical health. If someone is struggling, it is ok to talk about it and support them, just like you would if they had a broken arm or the flu. By breaking the stigma, we can create a more understanding and supportive world for everyone.

Be there to listen without judgement

Listen more than you talk, and really pay attention to what your child is saying. Remember that it is not your job to fix all of their problems, but it is always your job to make sure your child feels heard, accepted, and loved.

Encourage conversations about emotions and feelings

Talk about times when you have felt overwhelmed or low and how you managed these situations. Regular conversations about feelings and emotions demonstrate to your child that it is ok to feel all types of emotions, and that there are healthy ways to manage any situation.

Let them know they are loved and supported

To best support your child, it is essential that they feel as though they can talk to you about anything, and that this will not change how you view them or the love you hold for them. Reminding your child that you love them unconditionally and will always be there for them helps to create a safe environment for them to come to you for support.

Model healthy coping strategies

Your child will likely model your own strategies for handling difficult emotions and situations. Ensure you are demonstrating healthy coping strategies. Deep breathing, going for a walk, listening to music, yoga, or another exercise you find relaxing can all help you regulate your own emotions in a healthy way. A habit of supportive, honest and reflective conversations and valuing emotional wellbeing creates an open environment at home.

Reach out to friends and community

Parents may be reluctant to share their concerns about their child’s mental health with their friends and community due to:

  • feelings of shame
  • fear of judgement
  • lack of trust in others maintaining the privacy of the child’s personal challenges

However, families and parents don’t – and shouldn’t – have to find all solutions to support their child on their own. Here are some benefits to sharing about mental health and neurodivergent issues:

  • Reaching out for help is a sign of strength and dedication to your child’s wellbeing, not a reflection of inadequacy or failure as a parent. Rather, it can provide the tools needed to create a supportive and healing environment for the entire family.
  • Opening up about your child’s challenges is not only important in order to seek support and guidance. It also helps to create a more open environment where mental health topics are no longer a taboo.
  • It can help to educate others in your social networks and community (including your child’s peers) about the challenges your child is experiencing.
  • It can also be helpful to let others know what they can do to support you and your child. It will serve both parents’ and children’s mental wellbeing to have a community of people around them who are understanding and empathetic.

Connect with your child’s school

You should never feel embarrassed to reach out to your child’s teachers, or school-based support like the SENCO, if you have concerns about your child’s emotional wellbeing and coping.  This can be as simple as expressing your observations in a calm and constructive way, for example:

“I’ve noticed some changes in my child’s behaviour lately, such as [describe behaviours], and I’m concerned about their wellbeing. I wanted to discuss this with you to see if you’ve noticed anything similar at school and to explore ways we can work together to support them.”

This approach invites collaboration and communication, which is essential for providing the support and resources your child may need to thrive.

Consider professional help

Remember, seeking professional help does not mean you have failed as a parent. If you are concerned that your child has been struggling for a long period of time, or you have troubling concerns about your child’s wellbeing, reaching out for professional help can help give support to your child and yourself to help you navigate through this journey.

Dr Petra Gronholm, Assistant Professor, London School of Hygiene and Tropical Medicine, Honorary Lecturer and Research Fellow, King’s College London

Beth Gallimore, MPhil, PhD Researcher, King’s College London

Was this helpful?
YesNo

Download the fact sheet

Download Digital Version  Download Printer-Friendly Version
Was this helpful?
YesNo

Related Films

Stigma and discrimination and how to support children

Watch Now

Grief and Loss: Supporting children through grief

Watch Now

Smartphones, Online Safety & children’s Mental Health in Schools

Watch Now

You may also be interested in...

Join our Mailing List

Our term-time emails contain films, factsheets and blog articles to support learning about children’s mental health and neurodiversity. Sign up to receive updates about new resources, fundraising activities, and how you can get involved.

Sign up today

Donate

Help others to learn about Children’s Mental Health and make sure children get the support and early intervention they need to thrive. Donate today.

Donate
Nip in the Bud Logo
© 2026 Nip in the Bud
Nip in the Bud® is a Charitable Incorporated Organisation registered in England and Wales with the Charity Commission under number 1162388
Twitter Facebook Instagram Vimeo YouTube LinkedIn
Privacy and Cookies Policy  |  Sitemap  |  Splitpixel - WordPress Agency London
  • Films for Parents / Carers
    • ADHD
    • Anxiety
    • Autism
    • Conduct Disorders/ODD
    • Coronavirus
    • Depression
    • Depression
    • Eating Disorders
    • OCD
    • PTSD
    • Why is my child self-harming?
    • Families Under Pressure
    • Real Life Experience
  • Films for Teachers / Professionals
    • ADHD
    • Anxiety
    • Autism
    • Conduct Disorders/ODD
    • Coronavirus
    • Depression
    • Eating Disorders
    • Emotional Wellbeing
    • OCD
    • PTSD
    • Real Life Experience
    • Self-harm in the Classroom
  • Where to Get Help
  • Podcasts
  • All Fact Sheets
  • About Us
  • Blog
  • Contact
  • Donate

We are using cookies to give you the best experience on our website.

You can find out more about which cookies we are using or switch them off in .

Nip in the Bud
Powered by  GDPR Cookie Compliance
Privacy Overview

This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.

Strictly Necessary Cookies

Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.

3rd Party Cookies

This website uses Google Analytics to collect anonymous information such as the number of visitors to the site, and the most popular pages.

Keeping this cookie enabled helps us to improve our website.

Cookie Policy

More information about our Cookie Policy