- § sources of information and support about common mental health issues on § sources of information and support about common mental health issues on GSA academy website.
- § that all parents are aware of who to talk to, and how to access support, if they § that all parents are aware of who to talk to, and how to access support, if they have concerns about their own child or a friend of their child.
- § the Mental Health policy is easily accessible to parents and is in line with other § the Mental Health policy is easily accessible to parents and is in line with other policies.
- § ideas about how parents can support positive mental health in their children § ideas about how parents can support positive mental health in their children through our regular Parents In Partnership / Parents Information Evenings.
- § parents informed about the mental health topics their children are learning about § parents informed about the mental health topics their children are learning about in PSHE and share ideas for extending and exploring this learning at home

Where it is deemed appropriate to inform parents, we need to be sensitive in our approach. Before disclosing to parents we should consider the following on a case by case basis:

- § the meeting happen face to face? This is preferable. § the meeting happen face to face? This is preferable.
- § should the meeting happen? At school, at their home or somewhere neutral? § should the meeting happen? At school, at their home or somewhere neutral?
- § should be present? Consider parents, the student, and other members of staff. § should be present? Consider parents, the student, and other members of staff.
- § are the aims of the meeting? § are the aims of the meeting?

It can be shocking and upsetting for parents to learn of their child’s issues and many may respond with anger, fear or upset during the first conversation. We should be accepting of this (within reason) and give the parent time to reflect.

We should always highlight further sources of information and give them leaflets to take away where possible as they will often find it hard to take much in whilst coming to terms with the news that you’re sharing. Sharing sources of further support aimed specifically at parents can also be helpful too e.g. parent helplines and forums.

We should always provide clear means of contacting us with further questions and consider booking in a follow up meeting or phone call right away as parents often have many questions as they process the information. Finish each meeting with agreed next step and always keep a brief record of the meeting on the student’s confidential record.

### Supporting Peers

When a student is suffering from mental health issues, it can be a difficult time for their friends. Friends often want to support but do not know how. In the case of self-harm or eating disorders, it is possible that friends may learn unhealthy coping mechanisms from each other. In order to keep peers safe, we will consider on a case by case basis which friends may need additional support. Support will be provided either in one to one or group settings and will be guided by conversations by the student who is suffering and their parents with whom we will discuss:

- § it is helpful for friends to know and what they should not be told § it is helpful for friends to know and what they should not be told
- § friends can best support § friends can best support
- § friends should avoid doing / saying which may inadvertently cause upset § friends should avoid doing / saying which may inadvertently cause upset
- § signs that their friend help (e.g. signs of relapse) § signs that their friend help (e.g. signs of relapse)

Additionally, we will want to highlight with peers:

- § and how to access support for themselves § and how to access support for themselves
- § sources of further information about their friend’s condition § sources of further information about their friend’s condition

8 | P a g e Mental Health and Well-Being Policy