Helps teachers to identify and support primary-aged children with mental health needs, providing a range of evidence-based tools.
The mental health and well-being of children in primary schools is a current concern.
·Do you feel equipped to identify mental health needs in your pupils?
·Do you have the knowledge and understanding to adequately support them?
·Do you understand where your responsibilities start and stop?
This book helps you address these questions and more, providing a range of evidence-based strategies and tools. It introduces the various risk factors involved, shows how you can build resilience in children, and focuses on identifying and supporting both specific mental health needs and particular groups of pupils.

Jonathan Glazzard is Professor of Teacher Education at Leeds Beckett University. He is the professor attached to the Carnegie Centre of Excellence for Mental Health in Schools. He teaches across a range of QTS and non-QTS programmes and is an experienced teacher educator. Prior to this he was Head of Academic Development at Leeds Trinity University and Head of Primary Initial Teacher Training courses at the University of Huddersfield.

Caroline Bligh is Head of Education, Childhood and Early Years within the Carnegie School of Education at Leeds Beckett University. She actively shares her passion for exploring the life-worlds of young children through professionally driven and pedagogically underpinned research. Caroline’s professional background is as a qualified nurse and primary teacher. She practised both professions in in Leeds and London before joining Leeds Beckett University. Caroline's research and pedagogical specialism focuses on the initial learning trajectory (the silent period) of young bilingual learners, their negotiations of participation in monolingual educational contexts, the diagnosis of selective mutism in bilingual learners and silent spaces as a pedagogical tool.

Introduction
1.Factors that put children at risk
2.Factors that make children more resilient
3.Identifying and supporting children with possible mental health needs
4.Working in partnership to support identification and meeting needs
5.Supporting specific groups of learners
6.What next? Issues for consideration post-identification
Conclusions