Your study level

We've preselected "All levels" for you, but you can change your study level at any time by choosing one of the options on this menu. Changing your study level will return you to the beginning of the module.

Close
Level C
Emotional wellbeing and mental health
A teacher smiles at a boy laughing
About this module
Girl in playground with ball

Level C of this module builds upon the learning at level B which explains what emotional well-being and mental health are and looks at approaches to promoting well-being for children with SLD/PMLD/CLDD.

Level C focuses on the identification of mental health difficulties and the impact upon the child, family and school.

It also looks at how schools can build emotional resilience and improve well-being.

Learning outcomes

The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:

  • Organise learning activities which encourage good mental health;
  • Understand the risk factors impacting on a child's emotional well-being; and
  • Understand the interface between disability and mental health, and its impact on learning, progress and attainment.
Teachers' standards

Details of the professional standards that apply to all teachers in England can be obtained from the Department for Education website. These standards apply to all teachers regardless of their career stage and all aspects of the standards are relevant to teachers working with children with special educational needs.

 

Department for Education Teachers' Standards 2011

Teachers Standards Cover
Special Educational Needs

As defined by the Department for Education Special Educational Needs Code of Practice (2001), children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.


Children have a learning difficulty if they have:

  • A significantly greater difficulty in learning than the majority of children of the same age, or
  • A disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.
Special Educational Needs Code of Practice (2001)
SENCodeOfPracticeCover
Acknowledgements

With thanks to the professionals who contributed to this module:

 

Module Content

Dr Barry Coughlan, Assistant Director of Clinical Psychology, University of Limerick
Dr Tina Rae, Academic and Professional tutor Doctorate in Educational and Child Psychology, University of East London
Jodie Fotheringham, Teacher, Tor View Community Special School, Haslingden

 

All modules produced by The Schools Network and
Real Group (UK) Ltd for the Training Development Agency for Schools (TDA).

 

Editorial Team

Dr Mark Turner, Real Group (UK) Ltd
Professor Hilary Constable, The Schools Network
Jo Egerton, The Schools Network
Anne Fowlie, The Schools Network
John Truman, The Schools Network
Annie Grant, Independent Consultant

Production and Design

Jonathan Bond, Real Group (UK) Ltd
Colm Gibson, Real Group (UK) Ltd
David Hutter, Real Group (UK) Ltd
Ruth Earl, Real Group (UK) Ltd

 

Video, Audio and Photography

Atomic Productions

 

Project Management

Professor Barry Carpenter, The Schools Network
Alan Macgregor, Real Group (UK) Ltd
Sylvia Paddock, The Schools Network
Dr Mark Turner, Real Group (UK) Ltd
Caroline Ward, The Schools Network

 

Thanks to all the children, parents, carers, assistants and teachers for their involvement.

 

© Crown Copyright, 2012