Mental Health, Wellbeing and Behaviour in Schools

Schools play a critical role in supporting pupils’ mental health and wellbeing, particularly through day-to-day interactions, relationships, and learning environments. While schools are not clinical settings, they are uniquely placed to notice changes in behaviour, engagement, and emotional wellbeing, and to respond early to emerging needs. Understanding how mental health presents in school contexts is a key part of creating supportive, inclusive learning environments.

Pupils’ Mental Health in the School Environment

Mental health and wellbeing can influence how pupils behave, relate to others, and engage with learning. In schools, difficulties often present through everyday behaviours rather than explicit expressions of distress. Common challenges that may affect pupils include:

• Anxiety, low mood, or emotional distress
• Difficulties with social interaction and relationships
• Learning-related stress or disengagement
• Pressures linked to family or home circumstances
• Changes in behaviour, confidence, or participation

Research shows that many mental health difficulties begin in childhood or adolescence. However, pupils who internalise their difficulties may be overlooked if schools rely only on visible behaviour or crisis points.

Early Identification and Understanding

Early identification in schools is less about diagnosis and more about building a clear understanding of pupils’ social, emotional, and behavioural needs. Indicators that a pupil may require additional support can include:

• Changes in academic engagement or progress
• Withdrawal from peers or classroom activities
• Altered behaviour patterns or emotional responses
• Attendance or punctuality concerns
• Reduced resilience to everyday challenges

Structured approaches, such as the Boxall Profile Online, can support schools in developing a shared, consistent understanding of pupils’ emotional wellbeing and behavioural presentation, including those whose difficulties may not be immediately visible.

Creating Supportive School Environments

Supporting mental health and wellbeing in schools is most effective when approached at a whole-school level, with a focus on relationships, consistency, and emotional safety.

Whole-School and Preventative Approaches

• Promoting positive relationships and a sense of belonging
• Embedding social and emotional learning within everyday practice
• Using structured frameworks to understand pupil needs
• Consistent behaviour approaches that support emotional regulation
• Staff training focused on wellbeing and inclusion

Targeted and Responsive Support

• Clear pastoral and inclusion structures within school
• Planned support for pupils identified as needing additional help
• Collaboration between teaching, pastoral, and leadership teams
• Appropriate engagement with external services where required
• Regular review of support based on observed change

Working in Partnership with Families

Families play an important role in supporting pupils’ mental health and wellbeing. Effective school practice includes:

• Open and respectful communication with parents and carers
• Sharing concerns early and constructively
• Involving families in planning and review where appropriate
• Providing guidance on how schools support wellbeing day to day
• Signposting to external support when needed

Reviewing and Reflecting on Impact

Understanding whether support is effective requires reflection rather than clinical measurement. Schools may review impact by:

• Monitoring changes in behaviour, engagement, and wellbeing
• Reviewing individual pupils’ progress over time
• Identifying patterns across groups or cohorts
• Gathering feedback from staff, pupils, and families
• Adjusting approaches based on what is observed

By focusing on understanding pupils’ needs and responding within the school environment, schools can create conditions that support mental health, wellbeing, and positive behaviour for all learners.