Among those working at the chalkface of secondary education, the need to support pupils’ emotional wellbeing and mental health is widely recognised. This need is highlighted through the following statistics:
One in 10 young people, or at least three in every class, has a behavioural or emotional difficulty (Green, et al., 2005).
Almost half of young people with fewer than five GCSEs graded A* to C said they “always” or “often” feel down or depressed, compared with 30 per cent of young people who are more qualified (Prince’s Trust, 2012).
In an average classroom: 10 young people will have witnessed their parents separate, one will have experienced the death of a parent, and seven will have been bullied (Faulkner, 2011).
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