Cambridgeshire & Peterborough Professionals Mental Health Support

Resources, Events and training


October, November and December 2021 training opportunity with Kooth for professionals: 

Kooth training sessions for professionals. The sessions will include the following:

• A live tour of Kooth with an introduction to Kooth and how it works.  Support on how to get young people signed up to Kooth.
• Explanation of professional support available via Kooth and what young people can expect.
• Explanation of Kooth's other features and support tools for young people.
• An opportunity to ask questions regarding the service.

Kooth say this is a good opportunity to give staff the confidence and knowledge needed when having conversations with young people about addressing any concerns around mental health and wellbeing and encouraging them to make use of Kooth as a completely free online service which is fully commissioned and funded in 86% of the UK. 

Please ensure you register for the workshop of choice. If you need to use the Zoom meeting ID, it is the number at the end of the web link. All enquiries to Cambridgeshire, Peterborough, Norfolk and Waveney



Webinar Link

Registration Link

Wednesday 13th October

3.30pm - 4.30pm

Monday 8th November

11am - 12noon

Thursday 9th December

1pm - 2pm

 Kooth is available to young people aged between 11-18, if you would like more information please do contact: 

Cheryl Allright (
Kooth Engagement Lead - London & South East
+44 (0)7497157139 and follow this link for their resources:  Promotion Portal - Swivle

Training with CPSL Mind

Our team of experienced trainers work flexibly and supportively with individuals, organisations and businesses to increase mental health knowledge and skills.

All of our income goes towards funding the work of our charity including direct services for people recovering from mental health problems in Cambridgeshire, Peterborough and South Lincolnshire.

From Mental Health First Aid to suicide prevention to working with young people, we have a range of courses to increase awareness and skills in our local community - please click here to view courses. 

We’ll support you to equip your employees with the skills and understanding to create a healthy working environment which benefits your organisation and local community. Please click here to view courses for organisations and companies. 

YMCA Trinity Group

We provide a variety of training courses and workshops to improve the physical, emotional and psychological wellbeing of children, young people and staff. Our courses are broken down into Core, Enhanced and Targeted training depending on your needs and requirements. Please note: Due to the success and accessibility of our virtual training programme during the pandemic, all short workshops will be offered virtually using Zoom for 2021/2022. Should you wish to arrange these in-house, we would be happy to arrange face to face training delivery. Please get in touch to discuss how this might work. Full day or longer courses will be delivered face to face wherever possible so that delegates can best achieve the desired outcomes from the session.  All courses are subject to change at short notice.

Please see here for their 2021/22 Academic Year Training Calendar


Guidance for creating and promoting positive mental health and wellbeing in schools can be found on this page of our website; it includes a policy document created by Bottisham Village College and the CAMH Learning and Development team, Cambridgeshire and Peterborough NHS Foundation Trust, which is intended as a template for other secondary schools.

The majority of the following resources have been taken from this policy's supporting information document.

Anxiety, panic attacks and phobias

Anxiety can take many forms in children and young people, and it is something that each of us experiences at low levels as part of normal life. When thoughts of anxiety, fear or panic are repeatedly present over several weeks or months and/or they are beginning to impact on a young person’s ability to access or enjoy day-to-day life, intervention is needed.

Online support: 


    • Lucy Willetts and Polly Waite (2014) Can I Tell you about Anxiety?: A guide for friends, family and professionals. London: Jessica Kingsley Publishers
    • Carol Fitzpatrick (2015) A Short Introduction to Helping Young People Manage Anxiety. London: Jessica Kingsley Publishers


    Ups and downs are a normal part of life for all of us, but for someone who is suffering from depression these ups and downs may be more extreme. Feelings of failure, hopelessness, numbness or sadness may invade their day-to-day life over an extended period of weeks or months, and have a significant impact on their behaviour and ability and motivation to engage in day-to-day activities.

    Online support: 

    • Information and advice. Parent’s helpline.
    • Counselling and on line information and support to families
    • The Charlie Waller Memorial Trust seeks to equip young people to look after their mental wellbeing and to help people to recognise the signs of depression in themselves and others so that they know when to seek help.
    • A digital friend that provides young people with tools, advice and activities when their mental health is at risk
    • helps young people feel more confident and get better results when they see their GP about a mental health issue.
    • offers support for young people to find mental health support in their area and give feedback on it.
    • Accessible, straight talking information on young people’s mental health medication
    • CHUMS
    • CWMT


    • Christopher Dowrick and Susan Martin (2015) Can I Tell you about Depression?: A guide for friends, family and professionals. London: Jessica Kingsley Publishers

    Eating problems

    Food, weight and shape may be used as a way of coping with, or communicating about, difficult thoughts, feelings and behaviours that a young person experiences day to day. Some young people develop eating disorders such as anorexia (where food intake is restricted), binge eating disorder and bulimia nervosa (a cycle of bingeing and purging). Other young people, particularly those of primary or preschool age, may develop problematic behaviours around food including refusing to eat in certain situations or with certain people. This can be a way of communicating messages the child does not have the words to convey.

    Online support:


    • Bryan Lask and Lucy Watson (2014) Can I tell you about Eating Disorders?: A Guide for Friends, Family and Professionals. London: Jessica Kingsley Publishers
    • Pooky Knightsmith (2015) Self-Harm and Eating Disorders in Schools: A Guide to Whole School Support and Practical Strategies. London: Jessica Kingsley Publishers
    • Pooky Knightsmith (2012) Eating Disorders Pocketbook. Teachers’ Pocketbooks

    Obsessions and compulsions

    Obsessions describe intrusive thoughts or feelings that enter our minds which are disturbing or upsetting; compulsions are the behaviours we carry out in order to manage those thoughts or feelings. For example, a young person may be constantly worried that their house will burn down if they don’t turn off all switches before leaving the house. They may respond to these thoughts by repeatedly checking switches, perhaps returning home several times to do so. Obsessive compulsive disorder (OCD) can take many forms – it is not just about cleaning and checking.

    Online support

    • OCD UK Advice line, Advocacy, publications, treatment information and support groups


    • Amita Jassi and Sarah Hull (2013) Can I Tell you about OCD?: A guide for friends, family and professionals. London: Jessica Kingsley Publishers
    • Susan Conners (2011) The Tourette Syndrome & OCD Checklist: A practical reference for parents and teachers. San Francisco: Jossey-Bass


    Self-harm describes any behaviour where a young person causes harm to themselves in order to cope with thoughts, feelings or experiences they are not able to manage in any other way. It most frequently takes the form of cutting, burning or non-lethal overdoses in adolescents, while younger children and young people with special needs are more likely to pick or scratch at wounds, pull out their hair or bang or bruise themselves.  

    Online support: 

    • A project dedicated to supporting young people impacted by self harm, providing a safe space to talk, ask any questions and obtain help to overcome difficulties. It also provides information about how to stay safe
    • National Self-Harm Network: provides crisis support, information and resources, advice, discussion and distractions and is available 24/7. Also supports and provides information for families and carers
    • No Harm Done? Created in collaboration with the Charlie Waller memorial trust and the Royal College of Psychiatrists. For young people who are self harming or at risk of self harming, their parents and professionals working with them. Provides a series or resource publications and short films.
    • Family Lives is a charity helping parents to deal with the changes that are a constant part of family life members .They provide professional, non-judgmental support and advice through a helpline, extensive advice on the website, befriending services, and parenting/relationship support groups. Nearly all of our services are accessible at no charge to parents 365 days a year


    • Pooky Knightsmith (2015) Self-Harm and Eating Disorders in Schools: A Guide to Whole School Support and Practical Strategies. London: Jessica Kingsley Publishers
    • Keith Hawton and Karen Rodham (2006) By Their Own Young Hand: Deliberate Self-harm and Suicidal Ideas in Adolescents. London: Jessica Kingsley Publishers
    • Carol Fitzpatrick (2012) A Short Introduction to Understanding and Supporting Children and Young People Who Self-Harm. London: Jessica Kingsley Publishers
    • Understanding and responding to children and young people at risk of self-harm and suicide.(2014)CPFT


    Suicidal feelings

    Young people may experience complicated thoughts and feelings about wanting to end their own lives. Some young people never act on these feelings though they may openly discuss and explore them, while other young people die suddenly from suicide apparently out of the blue.

    See Section D and Risk flowchart (in the [policy's supporting information document) for guidance on responding to risk and getting support

    Online support


    • Keith Hawton and Karen Rodham (2006) By Their Own Young Hand: Deliberate Selfharm and Suicidal Ideas in Adolescents. London: Jessica Kingsley Publishers
    • Terri A.Erbacher, Jonathan B. Singer and Scott Poland (2015) Suicide in Schools: A Practitioner’s Guide to Multi-level Prevention, Assessment, Intervention, and Postvention. New York: Routledge

    Guidance and advice documents

    Local and national guidance documents, as well as additional resources relating to mentally healthy schools, can be found in the policy's supporting information document here.

    Staff Wellbeing Policy

    Information and guidance on how to promote positive mental health and wellbeing for staff in schools can be found here.

    Questioning Gender Identity

    Most people identify with the gender they are born with, ie male or female, boy or girl. Often young children dress in clothes associated with other genders when they are aged between 3-5 years old, this is a normal transitory part of play and development. Yet, some people experience conflict around their gender (gender dysphoria) and feel that their gender identity is different from the physical make up of their body.

    Children or young people may want to use a different word or label for themselves and may experience discomfort around parts of their body. This can be very upsetting and scary for them, particularly as they go through puberty.  For some these feelings pass, for others they don’t. It’s good to encourage them to talk and to seek help so you know how to care for them.

    Many people who feel this way identify with the term transgender (or trans for short), which comes from the Latin ‘trans’ meaning ‘across or to cross over’. Some people identify as non-binary without considering themselves transgender, and some people adopt other labels like agender (not having a gender), bigender (having two genders) or genderfluid (having a gender that changes over time).

    The child or young person may find it distressing when people use words or treat them in a way that doesn’t align with how they perceive themselves to be – for instance referring to them as a boy when they feel they are a girl. These feelings of distress about the difference between their physical body and what they feel, can be very upsetting for transgender, non-binary and gender questioning people, though not everyone will experience them, and they may pass.

    Gender dysphoria can have an impact on the emotional wellbeing or mental health of the young person or child. However, being transgender is not a mental health condition itself – it is an identity. Many parents have concerns about gender dysphoria and emotional wellbeing. We would encourage them to listen to their child, letting them talk for as long as they want in a non-judgemental way. This will give them the space to explore their own feelings in an accepting environment. You may also find it helpful to talk to a colleague who has more experience, or a support group listed below. There may be instances where you need to speak to a safeguarding lead in order to carefully consider the circumstances surrounding the request for further interventions.


    Support Services for Transgender, Non-binary and Gender Questioning People

    • The Kite Trust is available to support all LGBTQ+ young people in Cambridgeshire, Peterborough and surrounding areas – this includes those who are trans, non-binary or questioning their gender. If you have questions about someone you care for and/or work with, you can get in touch via their website. They offer tailored trans-specific and broader LGBTQ+ training and consultancy for professionals, and for education professionals, the year-long holistic Rainbow Flag Award (link to: Visit, email or call 01223 369508.
    • Gendered Intelligence are a national charity who support trans, non-binary and questioning young people. They also offer training and consultancy for professionals as well as a range of resources on their website. Visit to find out more about their current services.
    • Encompass Network maintain a calendar of upcoming events for LGBTQ+ people in Cambridgeshire and Peterborough and links to lots of different local support groups across the county. You can find out more at:

    The Gender Identity Research & Education Society also maintain ‘Tranzwiki’ which includes a listing of groups and support services across the country. Those in the East of England can be found at:

    Creating Mentally Healthy Schools

    A Whole-School Approach to Mental Health

    A whole-school approach means making child, staff and parent/carer mental health and wellbeing ‘everybody’s business’. It involves all parts of the school working together and being committed. It needs partnership working between governors, senior leaders, teachers and all school staff as well as parents, carers and the wider community (Mentally Healthy Schools). For more information visit

    There are lots of helpful documents and frameworks to develop a whole-school approach to mental health, these include:

    National Children’s Bureau: A whole school framework for emotional well being and mental health: a self-assessment and improvement tool for school leaders. Outlines a four-stage approach, including first identifying what is already in place in the school.

    Public Health England: ‘Promoting children and young people’s emotional health and wellbeing: a whole school and college approach’. 

    DfE/NatCen Social Research/National Children’s Bureau: ‘Supporting mental health in schools and colleges’ 


    School Policy  - Promoting positive mental health and wellbeing  

    The policy document found here is the outcome of a collaboration between Bottisham Village College and the CAMH Learning and Development team, Cambridgeshire and Peterborough NHS Foundation Trust. It is intended as a template for other secondary schools and will therefore be made available across the county. However, it is not meant to be adopted without due process and careful and thorough consideration of the individual school’s needs in relation to the emotional wellbeing and mental health of its pupils and staff. 

    Guidance as to how the policy could be customised can be found here.

    Other useful resources for creating mentally healthy schools

    Heads Together and the Anna Freud Centre have launched the Mentally Healthy Schools website which brings together quality-assured information, advice and resources to help primary schools understand and promote children’s mental health and wellbeing. Their aim is to increase staff awareness, knowledge and confidence to help you support your pupils. Resources include lessons plans, assemblies, films and general information on a range of topics and issues.

    Schools in Mind Network:

    The Schools in Mind Network is run by the Anna Freud Centre, by joining the network your school will be able to access a range of free resources. This includes films to use in lessons, assembly plans as well as a range of films featuring experts talking about different mental health issues and giving advice aimed at teaching staff. Joining the network also enables you to keep up to date with the 'You're never to Young to Talk About Mental Health' campaign.

    For more information visit:

    Papyrus’ ‘Building Suicide-Safer Schools and Colleges: A guide for teachers and staff’ covers:

    • Developing a Suicide Prevention Policy
    • Asking About Suicide
    • Responding to a Suicide
    • Working with Community Support

    Access the guide here: save the class toolkit:


    The following short films are designed to show how teaching Personal, Social and Health Education (PSHE) in schools and colleges can support children and young people’s personal development. They illustrate how knowledge, skills and attitudes explored during this learning can potentially have a positive impact on children and young people’s mental and emotional wellbeing.

    The films involve pupils from a primary and secondary school in Cambridgeshire where the ethos and culture supports and promotes children’s and young people health and wellbeing. In these schools, teaching and learning in PSHE are prioritised, and as well as being taught explicitly via designated periods of time, form an integral part of the schools’ practice.

    The lessons represent a snapshot of activities that would form part of a longer term personal development programme. They showcase examples of PSHE teaching and learning methodologies that could be delivered during a PSHE lesson or tutor time and are designed to serve as an illustrative guide rather than examples of standalone lessons. We would advise reading the accompanying guidance for each film before teaching lessons based on the content of the film.

    The lessons will also support the requirements for the forthcoming statutory status for Relationships Education, and possible statutory status for PSHE.

    We would really appreciate it if you could take a few moments to answer the 4 questions via this link once you have accessed the films:

    Healthy Relationships - Accompanying Notes  (Secondary School)

    Body Image - Accompanying Notes  (Secondary School)

    Anti-bullying - Accompanying Notes (Secondary School)

    Conflict Resolution - Accompanying Notes  (Primary School)

      My Emotions - Accompanying Notes   (Primary School)

    Acknowledgements: We would like to thank the two Cambridgeshire schools for hosting this project, and the pupils for their participation. We would also like to thank Edd Mitchell from Burwell House in Cambridgeshire for creating the films.  

    The Cambridgeshire PSHE Service provides support, guidance and training on the themed areas and approaches explored in these films. Email for information about teaching materials and resources designed to support schools in delivering these aspects of the PSHE curriculum.  

    The BBC has a range of short videos about young people and the things they worry about including bullying,anxiety and OCD. They are suitable for Key stage 2 and 3 and can be found HERE

    The Mix now has information and support all about healthy relationships.

    Pupil Voice

    The Pupil Voice Toolkit was developed by PSHE as a free resource to support schools and colleges to work with our children and young people to explore ways of promoting their mental and emotional wellbeing. The process involves children in identifying self-help opportunities and ways in which school and community provision could further enhance their mental and emotional wellbeing. It will help school leaders make use of school level data to identify the mental wellbeing needs of children and to determine how best to address these. The resources in the toolkit are based on mental and emotional wellbeing examples, however, the tools could be adapted to apply to other topic areas also.

    Mental and Emotional Wellbeing - Engaging Children and Young People in Planning Provision

    Toolkit Contents

    Section A - Process Documents

    Primary Schools

    1. Briefing
    2. Research and data sources
    3. Methodologies for collecting and exploring views
    4. Information for parents and carers
    5. Programme sessions 1 and 2

    Secondary Schools

    1. Briefing
    2. Research and data sources
    3. Methodologies for collecting and exploring views
    4. Invtation for pupils
    5. Successful applicants
    6. Unsuccessful applicants
    7. Information for parents and carers
    8. Programme Sessions 1 and 2
    9. Programme Session 3 and 4
    10. Invitation to feedback event
    11. Mental health curriculum audit tool

    Section B - Supporting Resources


    1. Primary Draw and Write mental health
    2. Safety circle and network of support
    3. Self assessment teacher instructions
    4. Y1-2 self assessment mental and emotional wellbeing
    5. Y3-4 self assessment mental and emotional wellbeing
    6. Y5-6 self assessment mental and emotional wellbeing
    7. Action planning framework
    8. Sample certificate for pupils

    Secondary Schools

    1. Mental and emotional wellbeing card exercise
    2. Mental Health - the group's view (Heading)
    3. Areas of Mental Health (Headings)
      1. Life Satisfaction
      2. Resilience
      3. Self esteem
      4. Trust
    4. Worries (Heading)
    5. Action planning framework
    6. Sample certificate for pupils

    Section C - Examples of Work from Pilot Schools

    Primary Schools

    1. HRBS data from primary school
    2. Key Stage 2 Draw and Write Feedback
    3. PSHE journey around our school

    Secondary Schools

    1. Introduction
    2. Health Related Behaviour Survey - sample powerpoint
    3. Mental Health - the group's view
    4. Worries
    5. Areas of mental health - Key Messages
    6. Mental health - reviewing the school's approaches
    7. Mental health - summary of key messages
    8. Action plan resulting from key messages

    Suicide and self harm presentation

    Full Presentation can be found here!


    Wellbeing for education return programme 2020

    The programme aims to support staff working in educational settings to respond to the additional pressures some children and young people may be feeling as a direct result of the pandemic. The programme is aimed at educational settings for children and young people aged 5-19. This includes maintained schools, academies, independent schools, further education colleges, specialist settings, pupil referral units, and alternative provision providers.

    Registration details

    Five (one hour, virtual) sessions will be offered, between November 2020 and June 2021.

    • It is expected attendees attend every session. There will be three options for attendance for each session (details overleaf).
    • Attendance on the programme is free. However, attendees that register and then fail to attend without providing 48 hours notice will be charged £56.43 per session missed.

    You can find further information about registration, session contents, dates and times in this document

    Taylorfitch website