- § feelings of failure, uselessness or loss of hope § feelings of failure, uselessness or loss of hope
- § in clothing – e.g. long sleeves in warm weather § in clothing – e.g. long sleeves in warm weather
- § behaviour § behaviour
- § PE or getting changed secretively § PE or getting changed secretively
- § to or absence from school § to or absence from school
- § physical pain or nausea with no evident cause § physical pain or nausea with no evident cause
- § increase in lateness or absenteeism § increase in lateness or absenteeism

### Managing disclosures

A student may choose to disclose concerns about themselves or a friend to any member of staff so all staff need to know how to respond appropriately to a disclosure.

If a student chooses to disclose concerns about their own mental health or that of a friend to a member of staff, the member of staff’s response should always be calm, supportive and non-judgemental.

Staff should listen, rather than advise and our first thoughts should be of the student’s emotional and physical safety rather than of exploring ‘Why?’ For more information about how to handle mental health disclosures sensitively see appendix E.

All disclosures should be recorded on CPOMs. This written record should include the main points of the conversation and should be alerted to Miss C Moore, MHWB Coordinator who will carry out the appropriate next steps and record these as actions via CPOMs. See appendix F for guidance about making a referral to CAMHS.

##### Reporting Concerns to the Designated Leads

- § concern should be discussed in the first instance with one of the designated § concern should be discussed in the first instance with one of the designated leads as soon as possible. If, at any point, there is a risk of immediate serious harm to a child a referral should be made to children's social care immediately. Anyone can make a referral.

##### Immediate Response to the Student

- § is vital that our actions do not abuse the student further or prejudice further § is vital that our actions do not abuse the student further or prejudice further enquiries. The following advice should be adhered to:
- • to the student, if you are shocked by what is being said, try not to show it • to the student, if you are shocked by what is being said, try not to show it
- • is acceptable to observe bruises but not to ask a student to remove their clothing • is acceptable to observe bruises but not to ask a student to remove their clothing to observe them
- • a disclosure is made: • a disclosure is made:
- - accept what the student says
- - stay calm, the pace should be dictated by the student without them being pressed for detail by asking leading questions such as "what did s/he do next?" It is our role to listen - not to investigate.
- - open questions such as "is there anything else you want to tell me?" or - open questions such as "is there anything else you want to tell me?" or "yes?" or "and?"
- - careful not to burden the student with guilt by asking questions like "why - careful not to burden the student with guilt by asking questions like "why didn't you tell me before?"
- - how hard it was for the student to tell you - how hard it was for the student to tell you

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