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Harris Academies
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Mental Health & Wellbeing

‘Evidence tells us that good mental health is essential for children to learn and achieve’ (Heads Together ‘Whole School Approach’.)

As a school we are increasingly aware of the numbers of children, young people and adults who experience periods of mental ill health, and the fact that this can limit their opportunities to reach their potential and contribute to society. The National Institute for Health Care Excellence is clear in its advice to schools, that developing a ‘Whole School Approach’ to promoting mental health has shown clear benefits in contributing to the wellbeing of students.

At Harris Academy Wimbledon we take great pride in the way we support and care for all members of our Academy community. At HAWI we aim to create an environment where all children and adults understand the importance of taking care of their emotional wellbeing which includes promoting good positive mental health. We recognise that we have an active role in protecting our students from issues which may arise surrounding mental health and self-harm. Our vision is for all students to be self-managers of their own wellbeing, having developed the tools and strategies to be able to look after their own mental health. At the same time, we ensure all members of our Academy are aware that there are always people available to support them should they need additional help.

The Whole School Approach

At HAWI, we take a whole school approach to promoting positive mental health and emotional wellbeing, as we understand that taking a whole school approach is a key protective factor for children’s mental health and emotional wellbeing. A whole school approach to mental health and emotional wellbeing means that resilience is embedded into school culture. It ensures that key messages are consistent across staff, pupils, parents; both in the classroom and outside of lesson time. This will lead to the development of a resilient community which will enhance the development of positive mental health and academic achievement in pupils. Building resilience in children is about supporting them to cope with adversity and learn from failure or difficult life events. The diagram below outlines the whole school approach model based on the eight principles to promote emotional health and wellbeing in schools (Public Health 2015) which is used at HAWI.

MHW

For more detailed information the Mental Health Strategy can be found here.

What support do we offer?

We aim to provide the highest quality of support for all students as soon as a problem emerges regardless of when this problem may arise in a student’s life. Early help can prevent further problems arising through personalised interventions. Below you will find ways in which we use Early Help to support students. 

Tier 1

Listening support

Run by our behaviour mentors. Students are provided with listening support when members of staff are concerned about external and contextual factors which may be influencing a student’s behaviour in school.

Behaviour Mentoring

Run by our behaviour mentors, students are allocated a behaviour mentor who will help them with self-regulation, organisation, and motivation.   

ELSA

Particularly aimed at students on our SEND register, the programme covers social skills, emotions, bereavement, social stories and therapeutic stories, anger management, and self-esteem. The aim is for students to be able to self-regulate and therefore make positive changed.

Zones of Regulation

The Zones of Regulation programme develops awareness of feelings, energy and alertness levels while exploring a variety of tools and strategies for regulation, prosocial skills, self-care, and overall wellness. 

AFC Mentoring

Run by community mentors from AFC Wimbledon, students are allocated a mentor who will help them with self-regulation and motivation.

Emotional Based School Avoidance (EBSA) support

Led by Educational Wellbeing Practitioners from CAMHS for students who will benefit from support with emotional based school avoidance. The Educational Wellbeing Practitioner will meet with both students and parents to talk through concerns and come up with an action plan so that students are able to re-engage with school.

Mental Health in Schools’ Team

Supported by Educational Wellbeing Practitioners and a Clinical Psychologist from CAMHS, this service is available for young people who would benefit from early help support with emotional regulation and coping strategies in times of mental health crisis. This intervention focuses primarily on low mod and anxiety.

Peer Mentoring

Our Peer Mentoring Program is designed to support students academically, socially, and emotionally by pairing them with trained 6th Form mentors. The goal is to create a welcoming and inclusive school environment where students feel connected and confident. Peer mentors offer guidance, share experiences, and help fellow students navigate school life, whether it's adjusting secondary school, managing workload, or building friendships. Through regular meetings, the program encourages leadership, empathy, and positive relationships across all year levels.

Tier 2

1:1 School Counsellor Sessions

Students who are struggling with having positive mental health and a positive outlook can be referred to our specialist school counsellors for welfare support. The support offered is person centred counselling.

Referrals to other external agencies/services

Referral can be made to a range of outside agencies including Jigsaw4u or Off The Record for any student who is struggling with poor emotional wellbeing.

Tier 3

CAMHS Referral

Referrals can be made to CAMHS for students who we feel need more advanced and specialised support with their mental health.

 

With this support we hope all students will be able to be self-managers of their own wellbeing, having developed the strategies and tools to be able to look after themselves, whilst also being aware that there are people available to support them should they ever feel like they need some extra help.

To discuss any concerns around Wellbeing, please contact your child’s House tutor in the first instance. Your child’s House tutor will then liaise with the relevant person within school if further intervention or support is needed.

Further support contact details:

 

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