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Mental Health Support in Education: A Guide

Schools and colleges should promote wellbeing, identify concerns early and help learners access support. GOV.UK guidance supports schools and colleges to promote mental health and wellbeing, including where mental health affects behaviour or attendance. ( GOV.UK )

About this guide

Schools and colleges should promote wellbeing, identify concerns early and help learners access support. GOV.UK guidance supports schools and colleges to promote mental health and wellbeing, including where mental health affects behaviour or attendance. ( GOV.UK )

Urgent help: If someone is in immediate danger, call 999. In England, for urgent mental-health help that is not an immediate emergency, use NHS 111 online or call 111 and select the mental health option. NHS urgent mental-health guidance .

1. Mental Health in Education

England whole-school guidance: Department for Education guidance encourages schools and colleges to use a whole-school or whole-college approach to mental health and wellbeing, while understanding statutory duties around safeguarding, SEND, behaviour and attendance.

Schools and colleges should promote wellbeing, identify concerns early and help learners access support. GOV.UK guidance supports schools and colleges to promote mental health and wellbeing, including where mental health affects behaviour or attendance. (GOV.UK)

Mental health concerns may affect:

  • Attendance
  • Concentration
  • Sleep
  • Friendships
  • Behaviour
  • Confidence
  • Learning progress
  • Physical health
  • Exam performance

Support should be calm, non-blaming, child-focused and evidence-based.

2. Anxiety & School Attendance

Current attendance guidance – England: “Working together to improve school attendance” was updated on 9 July 2026. Separate DfE guidance explains how schools should respond where a mental health issue is affecting attendance.

Anxiety can make school feel unsafe or overwhelming. It may be linked to bullying, SEND, friendship issues, academic pressure, trauma, separation anxiety, sensory overload or unmet needs.

Parents and carers can ask school for:

  • A meeting with pastoral staff
  • A written attendance support plan
  • Reasonable adjustments
  • SEND review
  • Reduced stress at key transition times
  • Safe space or trusted adult
  • Gradual reintegration plan
  • Mental health referral where needed

GOV.UK has specific guidance for schools where mental health affects attendance. (GOV.UK)

3. School Refusal / EBSA

EBSA is not a separate statutory diagnosis. The term is commonly used to describe emotionally driven barriers to school attendance. The practical response should focus on the underlying causes — for example anxiety, bullying, SEND, sensory needs, trauma, health needs or safeguarding — and on a realistic support and reintegration plan.

Emotionally Based School Avoidance, often called EBSA, describes severe difficulty attending school because of emotional distress. It should not be treated simply as defiance.

Good support may include:

  • Understanding the cause
  • Listening to the child
  • Avoiding shame or punishment
  • Building a trusted relationship
  • Agreeing small, realistic steps
  • Reducing overwhelming demands
  • Supporting parents and carers
  • Reviewing SEND, bullying or safeguarding concerns

YoungMinds has parent guidance on school anxiety and refusal. (YoungMinds)

4. Exam Stress & School Stress

Exam access arrangements: where disability or another evidenced need affects access to examinations, schools and colleges should consider relevant reasonable adjustments and awarding-body access arrangements early enough to meet application deadlines.

Exam stress is common, but support is needed when anxiety affects sleep, eating, mood, safety, attendance or daily functioning.

Helpful support includes:

  • Revision timetable
  • Past papers
  • Rest breaks
  • Sleep routine
  • Exercise and fresh air
  • Reduced pressure at home
  • Speaking to teachers early
  • Access arrangements if eligible
  • Counselling or pastoral support

NHS advice says good sleep helps thinking and concentration, and most teenagers need 8 to 10 hours’ sleep a night. (NHS)

Useful links:

5. Bullying & Mental Health

Bullying can also engage safeguarding and equality duties. Where bullying is linked to disability, race, religion or belief, sex, sexual orientation, gender reassignment or another protected characteristic, Equality Act duties may be relevant alongside the school's anti-bullying and safeguarding response.

Bullying can seriously affect attendance, confidence, learning and mental health. It can include physical, verbal, social, sexual, racist, disability-related, homophobic, transphobic or online bullying.

Parents and carers should:

  • Keep dated records
  • Save screenshots
  • Report concerns in writing
  • Ask for the anti-bullying policy
  • Ask what action will be taken
  • Ask how the child will be kept safe
  • Request review dates

Useful links:

6. Neurodiversity & Wellbeing

SEND and Equality Act duties are separate but can overlap. A learner does not need an EHCP before a school can provide SEN Support or before reasonable adjustments may be required for disability.

Neurodivergent learners, including autistic pupils, ADHD pupils, dyslexic pupils and others, may experience stress due to sensory overload, transitions, communication demands, masking, executive functioning difficulties or misunderstanding.

Helpful adjustments may include:

  • Visual timetable
  • Movement breaks
  • Quiet space
  • Reduced sensory demands
  • Clear instructions
  • Extra processing time
  • Flexible homework expectations
  • Reasonable adjustments
  • SEND support plan
  • EHCP assessment where needed

Useful links:

7. Self-Esteem & Confidence

Children and young people may lose confidence because of bullying, low attainment, repeated sanctions, friendship problems, family stress, discrimination or unmet SEND needs.

Support can include:

  • Strength-based feedback
  • Realistic goals
  • Safe relationships with adults
  • Peer support
  • Mentoring
  • Counselling
  • Celebrating progress
  • Reducing public shame
  • Encouraging hobbies and interests

8. Counselling Support

Confidentiality has limits. School or counselling services should explain confidentiality clearly. If information indicates that a child may be at risk of serious harm, safeguarding duties can require information to be shared with appropriate professionals.

Schools may offer counselling, pastoral support, wellbeing teams or referrals to external services. Parents can ask:

  • What support is available in school?
  • Is consent needed?
  • Is support confidential?
  • How long is the waiting list?
  • Can the child access support during school hours?
  • Can the school refer to NHS or local services?

Useful links:

9. Mental Health Services

Children and young people's NHS services: in England, support can include Mental Health Support Teams in schools and colleges, local NHS-funded services and specialist children and young people's mental health services (often still called CAMHS). Referrals can come through professionals and in some areas self-referral is available.
Talking Therapies link: NHS Talking Therapies in England is mainly an adult service for people aged 18 and over. For a child or teenager, use the NHS children and young people's mental-health pages or local CYP mental-health service.

Support may come from:

  • GP
  • NHS 111 mental health option
  • CAMHS / children and young people’s mental health services
  • School mental health team
  • Counsellor
  • Educational psychologist
  • Local authority early help
  • Voluntary sector services

Useful links:

10. Suicide Prevention Awareness

Do not wait for certainty if there may be immediate danger. If a child or young person is at immediate risk of serious harm, call 999 or go to A&E. For urgent but non-emergency mental-health support, use the appropriate NHS or crisis service for the UK nation.

Suicide prevention should be handled sensitively, without blame, stigma or sensational language. Warning signs may include talking about wanting to die, self-harm, withdrawal, giving things away, hopelessness, sudden mood changes or feeling like a burden.

Take immediate action if a child or young person may be at risk:

  • Call 999 if there is immediate danger
  • Call NHS 111 and choose the mental health option for urgent mental health help in England
  • Contact GP, CAMHS crisis team or local crisis service
  • Stay with the young person where safe
  • Remove immediate risks where possible
  • Do not promise secrecy

The government’s suicide prevention strategy for England identifies children and young people as a priority group for support. (GOV.UK)

Support links:

11. Legal Rights

Education where health prevents attendance – England: section 19 of the Education Act 1996 requires local authorities, in the relevant circumstances, to arrange suitable education for compulsory-school-age children who would otherwise not receive suitable education because of illness, exclusion or another reason. DfE has statutory guidance specifically for children unable to attend because of health needs.

Children and young people may have rights relating to:

  • Suitable education
  • Attendance support
  • Education if unable to attend due to health needs
  • SEND support
  • Reasonable adjustments
  • Protection from discrimination
  • Safeguarding
  • Anti-bullying action
  • Access to complaints procedures
  • Data protection and access to records

Where a child cannot attend school because of physical or mental health needs, statutory guidance says local authorities must arrange suitable education where required. (GOV.UK)

Useful links:

12. Evidence Standards

Keep records that are factual, dated and child-focused.

Useful evidence includes:

  • Attendance records
  • Medical letters
  • GP or CAMHS notes
  • Counselling records where available
  • School emails
  • Behaviour logs
  • Bullying reports
  • SEND plans
  • EHCP documents
  • Meeting notes
  • Screenshots of online bullying
  • Timeline of incidents
  • Notes of support requested and responses received

A useful evidence note includes:

  • Date
  • What happened
  • Impact on the child
  • Who was told
  • What support was requested
  • What response was given
  • What outcome is needed

13. Accountability & Complaints

Choose the route that matches the problem. A school complaint, SEND Tribunal appeal, disability discrimination claim, safeguarding referral, NHS complaint and Ombudsman complaint are different routes. Where there is a statutory appeal deadline, using only the complaints process may not protect that appeal deadline.

Suggested route:

  1. Speak to form tutor, class teacher or pastoral lead.
  2. Ask for a written support plan.
  3. Involve the SENCO if SEND, disability or neurodiversity is relevant.
  4. Ask for attendance, mental health or reintegration planning.
  5. Use the school complaints policy if support is not provided.
  6. Escalate to governors, academy trust or local authority where relevant.
  7. Use SEND Tribunal, Ombudsman or discrimination routes where appropriate.

Useful links:

14. Quick Help Directory

Immediate danger

999

Urgent mental health help

https://www.nhs.uk/nhs-services/mental-health-services/where-to-get-urgent-help-for-mental-health/

School anxiety / EBSA

https://www.youngminds.org.uk/parent/parents-a-z-mental-health-guide/school-anxiety-and-refusal/ https://www.gov.uk/government/publications/mental-health-issues-affecting-a-pupils-attendance-guidance-for-schools

Exam stress

https://www.nhs.uk/mental-health/children-and-young-adults/advice-for-parents/help-your-child-beat-exam-stress/

Bullying

https://anti-bullyingalliance.org.uk/ https://www.childline.org.uk/

SEND and neurodiversity

https://www.gov.uk/government/publications/send-guide-for-parents-and-carers https://www.ipsea.org.uk/ https://contact.org.uk/

Suicide prevention

https://www.samaritans.org/ https://www.papyrus-uk.org/ https://www.childline.org.uk/

Complaints

https://www.gov.uk/complain-about-school https://www.lgo.org.uk/

Key Message

Mental health and education are closely connected. Children and young people should be listened to, supported early and treated with dignity. Schools, families, health services and local authorities should work together to reduce barriers, protect safety, support attendance and help every learner feel valued, included and able to progress.

Urgent mental health help

Urgent & Emergency Mental Health Help Across the UK

Immediate danger: if someone is at immediate risk of serious harm, has seriously injured themselves, taken an overdose, or there is another life-threatening emergency, call 999 or go to A&E.

England

For urgent mental-health help that is not an immediate emergency, use NHS 111 online or call 111 and select the mental health option. The service is available to people of all ages, including children and young people.

NHS England Urgent Mental Health Help

Wales

NHS 111 Wales provides urgent mental-health support 24/7. Call 111 and press option 2 to speak directly with a mental-health worker. The service is for people of all ages.

NHS 111 Wales – Press 2

Scotland

For an urgent mental-health need when usual services are not available, call NHS 24 on 111 and choose the mental-health option. The NHS 24 Mental Health Hub is available to all ages.

NHS Inform – Urgent Mental Health Help

Northern Ireland

For a mental-health emergency or severe distress, Northern Ireland's Lifeline crisis service is free and confidential 24/7 on 0808 808 8000.

Northern Ireland – Crisis Support
Current 2026 education update

Mental Health & Wellbeing in Schools – 2026

Safeguarding – 1 September 2026

Keeping Children Safe in Education 2026 comes into force on 1 September 2026. The 2025 guidance remains in force through 31 August. The guidance sets out the legal safeguarding duties of schools and colleges.

Keeping Children Safe in Education

Attendance – July 2026

Statutory attendance guidance was updated on 9 July 2026. DfE also has specific guidance and effective-practice examples for pupils whose mental health is affecting attendance.

Attendance Guidance Mental Health & Attendance

RSHE & Mental Wellbeing – September 2026

Revised statutory guidance on Relationships Education, Relationships and Sex Education and Health Education takes effect on 1 September 2026. The guidance includes physical health and mental wellbeing content.

Revised RSHE & Health Guidance

Mental Health Support Teams

DfE published a new Mental Health Support Teams data release on 10 June 2026, covering expansion of MHSTs and schools' and colleges' experience of working with them. Government says the teams will continue to expand.

2026 MHST Data
Getting NHS help

Children & Young People's NHS Mental Health Services – England

NHS children and young people's mental-health services can include Mental Health Support Teams in schools and colleges, community services, local NHS-funded services and specialist teams often referred to as CAMHS.

A young person or parent can ask a GP, teacher, school nurse, youth worker, social worker or paediatrician about support. Some local services accept self-referrals from young people or parents.

Health-related absence

When a Child Cannot Attend School Because of Mental or Physical Health

In England, the local authority has duties under section 19 of the Education Act 1996 in relevant circumstances where a compulsory-school-age child would otherwise not receive suitable education because of illness, exclusion or another reason.

DfE statutory guidance says local authorities should have arrangements so that children who cannot attend school because of health needs receive suitable education. It covers children who cannot attend at all as well as those who can attend only intermittently.

Mental-health difficulties can qualify as health needs. The question is not simply whether the child has a particular diagnosis; decision-makers should consider the child's actual ability to access suitable education and the evidence available.
SEND, disability & mental health

When Mental Health Needs Also Engage SEND or Disability Rights

Social, emotional and mental health is one of the broad areas of need in the SEND Code of Practice for England. Where mental-health needs create educational barriers, schools should consider SEN Support and the graduated assess, plan, do, review approach.

A mental-health condition can also meet the Equality Act definition of disability where the statutory test is satisfied. Where that applies, the learner can have protection from disability discrimination and a right to reasonable adjustments.

Suicide prevention

Government Suicide Prevention Strategy – England

The Suicide Prevention Strategy for England 2023 to 2028 identifies children and young people as a priority group. The action plan includes school and college mental-health support, suicide and self-harm prevention, bullying prevention and crisis support.

Information about warning signs is intended to encourage timely help, not to predict suicide. If a young person says they want to die, has seriously harmed themselves, has taken an overdose or appears to be at immediate risk, treat it as urgent and use emergency or crisis services.
UK education & wellbeing

Mental Health Support in Education Across the UK

Education, school-health and mental-health systems are devolved. The detailed DfE attendance, SEND and section 19 material above mainly applies to England.

Northern Ireland

Northern Ireland has separate education and health systems. Lifeline is the 24/7 crisis-response service for people experiencing distress or despair.

Northern Ireland – Support
Official sources

Key Official Mental Health & Education Sources

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