BERA Guide to Mental Health and Wellbeing in Schools

Michelle Jayman is a Chartered Psychologist and an Academic in the School of Psychology at the University of Roehampton, London, UK.Jonathan Glazzard is the first Rosalind Hollis Professor of Education for Social Justice in the School of Education at the University of Hull, UK.Anthea Rose is a Research Fellow at the Lincoln Academy of Learning and Teaching (LALT), University of Lincoln, UK.Aimee Quickfall is Head of the School of Education at Leeds Trinity University, UK.

• Foreword; Bev PeartreeIntroductionChapter 1. Schools and the Mental Health Crisis: Education on the Frontline; Michelle JaymanSection 1. Child and Adolescent Mental Wellbeing: Theory, Policy and Critical Issues for EducationChapter 2. Supporting Mental Health and Wellbeing in Schools: Policies and Approaches; Jonathan GlazzardChapter 3. Supporting the Support: Addressing Staff Mental Health; Jonathan Glazzard and Anthea RoseChapter 4. “Hear My Voice”: Children and Young People in Schools and Research; Michelle Jayman and Aimee QuickfallChapter 5. Online Support: Harnessing Technology for a Digital Generation; Jonathan Glazzard and Anthea RoseSection 2. Case Studies: Sharing Good Practice from Education and ResearchChapter 6. Playful Pedagogies: Embedding Mental Health and Wellbeing in Primary Schools; Michelle Jayman and Naomi FieldChapter 7. Championing Co-production: Developing Effective Mental Health and Wellbeing Strategies in Secondary Schools; Michelle Jayman and Jay AyliffeChapter 8. Supporting the Mental Health and Wellbeing of Pupils with SEND in Schools; Maria Gudbrandsen and Ann HowdenChapter 9. Relate, Place and Process: Creating Psychological Safety for Young People Disclosing Voice Hearing in Educational Settings; Megan McEwanConclusionChapter 10. From Where We Are Now to What Next: Concluding Thoughts and Future Directions; Michelle Jayman

This is a timely contribution to a post-Covid world where schools in particular are struggling to restore equilibrium for their pupils. Teachers, School Governors and Health professionals who work with CYP will greatly benefit from this book as well as academics whose research centres upon school-based intervention. The book is helpfully presented in two parts, the first addressing relevant theory and policy related to the mental health and wellbeing of CYP and the second offering informative case studies of how health promoting frameworks can operate in schools. Furthermore, the editors are all well qualified to comment on the current state of play in education. I would highly recommend this book to both my academic colleagues and to the teaching professionals that I know and work with as a Primary School governor.