The mental health of children is a current concern, and this applies even to the earliest years of a child’s life. This book supports trainees and practitioners working in early years contexts to understand the risk factors which can result in the development of mental health needs in children from birth to 5. It argues that high quality early years provision can mitigate against some of these risk factors and provides clear, evidence-informed guidance around government policy, transitions, attachment and working with parents or carers.

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. He was previously head of academic development at Leeds Trinity University and head of primary initial teacher training courses at the University of Huddersfield. He is a qualified teacher and taught in primary schools before moving into higher education.

Marie Potter was, for 15 years, manager of an early years setting offering provision based on elements of Steiner Waldorf education. Following this she became a freelance lecturer and consultant specialising in behaviour management, attachment and emotional development. Marie spent a number of years contracted as consultant, adviser and CPD trainer to Leeds education authority, social services and Leeds hospitals. She later worked extensively for the University of Leeds continuing education department, delivering courses and supporting communities across the city, including work with absent fathers and families with troubled children who were excluded from nursery and school. She is now associate principal lecturer in the institute of childhood and education at Leeds Trinity University.

Samuel Stones is an Associate Researcher in the Carnegie School of Education at Leeds Beckett University. His research outputs are linked with the Centre for LGBTQ+ Inclusion in Education and the Carnegie Centre of Excellence for Mental Health in Schools. Samuel's research explores the experiences of teachers who identify as Lesbian, Gay, Bisexual and Transgender, with specific emphasis on the impact of sexual orientation on teacher identity and mental health. He also works with initial teacher training students in university and school contexts and is an Associate Leader of maths, computing, economics and business at a secondary school and sixth form college in North Yorkshire.

Introduction
1.Factors that put young children at risk
2.The significance of attachment in the early years
3.Developing resilience in the early years
4.Working in partnership to address needs
5.The importance of self-regulation in the early years
6.Identifying and supporting mental health needs in the early years
7.High quality provision in the early years for mitigating risk
8.Mental health in the Early Years Foundation Stage framework