Supporting young people with anxiety

Trinity recognised for meeting the needs of young people with anxiety.

Trinity has achieved the AcSEED Advanced Award (www.acseed.org). This scheme was founded by young people with direct experience of mental illness. The AcSEED quality assurance mark is presented to schools that have made a substantial effort to support the mental health of their students. (www.cypmhc.org.uk/resources/acseed_initiative/).

At Trinity the physical, social and emotional environment in which staff and students spend a high proportion of every week day has been shown to positively impact on learners mental health and emotional wellbeing improving their engagement and attendance at school and college.

Trinity prides itself on developing positive relationships between staff and student and facilitates good relationships between students, which promotes student wellbeing. These positive relationships support a sense of belonging to and liking of being part of Trinity.

At Trinity, learners have access to the Emotional Wellbeing Team who work with them one to one, in small groups and supporting them to maintain their engagement and attendance in lessons.

At Trinity there are a range of staff qualified in the following areas

  • Emotional Wellbeing Advocate
  • Counselling, Coaching and Mentoring
  • Mindfulness Therapists
  • Cognitive and Behavioural Therapy
  • Anger Management

Students complete training courses in

  • Peer Mentoring Programme

Students have a voice at Trinity and are involved with Student Voice Sessions weekly. Involving students in decisions that impact on them can benefit their emotional health and wellbeing by helping them to feel part of the school and wider community and to have some control over their lives. At an individual level, benefits include helping students to gain belief in their own capabilities, including building their knowledge and skills to make healthy choices and developing their independence. Collectively, students benefit through having opportunities to influence decisions, to express their views and to develop strong social networks. Social Use of Language programme supports learners in developing receptive and expressive language within a group setting. Students are able to make their own referrals to the Emotional Wellbeing provision.

Trinity works collaboratively with parents when supporting learners with Mental Health and Emotional Wellbeing concerns. Parents have had opportunities to work with staff on the development of the behavioural policy and to review the Mental Health and Emotional Wellbeing Policy. Parents and carers are able to refer learners to the Emotional Wellbeing provision. Welfare and Safeguarding surveys are completed by parents and carers to provide Trinity important information which informs the self evaluation process.

Trinity School and College believes that developing emotional intelligence, awareness and resilience enables students to achieve their full educational potential and to become responsible individuals well prepared for life beyond school.

Take a look at our Emotional Wellbeing Workbooks on our Parents Information Zone.

We have a peer mentoring programme and have over the past two years achieved the Anti-bullying Award from the Bullying Intervention Group. Students have written their own Child Friendly Anti Bullying Policy.

Promoting staff health and wellbeing is also an integral principle of the whole school approach to emotional health and wellbeing. In October this year, Trinity achieved the recognition for supporting staff and achieved the Anti Bullying Workplace Award. Staff also have access to support for counselling and support identified within the Anti Bullying Workplace Policy.

The school promotes the PHSMSC programme (fundemental british values) for all year groups. Students from Key Stage 4 and above work towards Employability and Personal and Social Education qualifications.

Evaluation of the work completed for the ASDAN Bronze, Silver; Certificate of Personal Effectiveness and Wider Key Skills all are able to demonstrate that learners gain an insight into how learners are developing their independence, self-esteem and confidence as young people.