Supporting Mental Health in Schools: Practical Tips for Teachers and School Leaders

Supporting mental health in schools is now a central part of creating safe, inclusive, and effective learning environments. Schools are not only places of academic development. They also play a vital role in helping children and young people feel secure, understood, and able to thrive.

For teachers and school leaders, the challenge is knowing how to respond in practical ways. Supporting mental health in schools requires more than good intentions. It needs clear communication, strong relationships, early identification of concerns, and a whole-school approach that includes staff wellbeing as well as pupil support.

In this guide, we look at practical ways of supporting mental health in schools, both in the classroom and across the wider school community.

Why Supporting Mental Health in Schools Matters

Good mental health and wellbeing help pupils engage with learning, build positive relationships, and manage the everyday challenges of school life. Government guidance says schools have an important role in promoting positive mental health, identifying possible problems, and putting support in place where needed.

This is why supporting mental health in schools should not sit separately from behaviour, attendance, safeguarding, or inclusion. Mental health affects how pupils learn, interact, regulate emotions, and respond to pressure. A school that takes mental health seriously is often better placed to improve engagement, attendance, and overall outcomes.

1. Foster Open Communication

One of the most important parts of supporting mental health in schools is creating an environment where pupils feel safe to talk. Students are more likely to seek help when they trust adults, feel listened to, and know they will not be judged.

Teachers can support this by:

• checking in regularly with pupils
• creating calm opportunities for discussion
• using consistent pastoral routines
• noticing changes in mood, behaviour, or engagement

Open communication helps schools identify concerns earlier and respond before issues escalate.

2. Build a Positive and Predictable Classroom Culture

A calm, inclusive, and predictable classroom can make a significant difference to pupil wellbeing. Many children and young people cope better when expectations are clear, routines are consistent, and relationships feel stable.

In practice, this can include:

• consistent classroom routines
• positive behaviour expectations
• emotionally safe learning environments
• inclusive teaching approaches
• recognition of effort as well as attainment

This is another key part of supporting mental health in schools, because pupils who feel safe and included are more likely to engage positively with learning. Government behaviour guidance also emphasises the value of calm, safe, and supportive environments that are conducive to learning.

3. Teach Emotional Wellbeing and Self-Regulation

Schools can also support pupils by teaching them the language and strategies they need to understand emotions, manage stress, and ask for help. This may happen through PSHE, tutor time, assemblies, or everyday classroom conversations.

Examples include:

• helping pupils name emotions
• teaching coping and self-regulation strategies
• discussing healthy routines and boundaries
• promoting resilience and help-seeking

Anna Freud provides free, evidence-based mental health resources for schools and colleges, including lesson plans, toolkits, and practical guidance for staff.

This kind of proactive teaching is a strong example of supporting mental health in schools because it helps pupils build skills before they reach crisis point.

4. Make Support Easy to Access

Even the most caring school culture needs clear pathways to support. Pupils and families should know where help is available, how to access it, and who to speak to.

Schools can strengthen this by:

• making pastoral and safeguarding contacts visible
• signposting internal and external support clearly
• communicating referral routes to families
• working with outside agencies when needed

NHS England says Mental Health Support Teams have been expanding in schools and colleges, with a commitment to reach 100% of schools in England by 2029/30. This makes joined-up working even more important.

Clear support pathways are essential to supporting mental health in schools, especially where pupils may need help beyond what classroom staff can offer.

5. Prioritise Teacher and Staff Wellbeing

Any meaningful approach to supporting mental health in schools must also include staff. Teachers and education professionals cannot offer consistent support to pupils if they are overwhelmed, exhausted, or unsupported themselves.

Education Support says it is the only UK charity dedicated to supporting the mental health and wellbeing of teachers and education staff. Staff wellbeing should be seen as part of school improvement, retention, and pupil support, not as a separate issue.

Schools can help by:

• encouraging manageable workloads where possible
• making wellbeing conversations normal
• giving staff access to support services
• creating a culture where asking for help is accepted

This is a crucial part of supporting mental health in schools, because staff wellbeing and pupil wellbeing are closely connected.

6. Take a Whole-School Approach

The most effective approach to supporting mental health in schools is one that runs through the whole organisation. It should not depend on one staff member or one intervention. Instead, it should be reflected in leadership, policy, curriculum, pastoral systems, staff training, and relationships with families.

Government guidance on promoting and supporting mental health and wellbeing in schools and colleges says good mental health and wellbeing help pupils achieve and thrive in education. A whole-school approach makes it more likely that support is consistent, early, and sustainable.

A strong whole-school approach often includes:

• clear mental health and wellbeing priorities
• staff training and awareness
• links between behaviour, safeguarding, attendance, and wellbeing
• support for families
• clear escalation routes for concerns

Signs a Pupil May Need Extra Support

Teachers are not expected to diagnose mental health conditions, but they are often well placed to notice when something has changed.

Possible signs include:

• withdrawal from peers or activities
• sudden changes in behaviour
• persistent anxiety or distress
• low mood
• poor concentration
• increased absence or avoidance
• changes in sleep or energy discussed by families

The Department for Education guidance says schools should understand the link between mental health and behaviour, and know where and how to put support in place.

How MAT Recruitment Supports Schools

At MAT Recruitment, we understand that supporting mental health in schools depends on having the right people in place. Schools need teachers, leaders, tutors, and support staff who can build relationships, respond to pupil needs, and contribute to a positive school culture.

We work with schools and trusts to connect them with education professionals who can support wellbeing, inclusion, engagement, and long-term school improvement.