audit of school systems and approaches to identify preventive approaches and actions, existing good practice and areas for development. See the EBSA setting self audit tool that can be found in the EBSA toolkit
organisational vision that is driven by the senior leadership team, with the support of the school governors.
support targeted towards prevention and promoting the wellbeing of all members of the school community, as well as early intervention to meet identified needs.
a strong culture of social norms, routines, and feedback about children’s behaviour that helps children and young people feel safe at school, with flexibility to meet individual needs.
clear whole school shared understanding of EBSA and agreed approach to supporting this.
supportive and flexible systems that are consistently adhered to throughout school and are regularly reviewed and updated.
whole staff training and development on EBSA.
staff training to develop their understanding of children and young people’s mental health and emotional wellbeing needs and how to support these using evidence-based approaches that can be tailored to meet individual needs.
use of risk factors to identify children and young people at potential risk of developing EBSA.
identify staff EBSA leads.
whole school projects and assemblies with a focus on supporting the emotional wellbeing of staff, pupils and community recovery.
whole school assessments of resilience or wellbeing.
emotional wellbeing check in for all pupils. Asking children and young people to note down one trusted adult in school who they can talk to.
training and resources for parents and carers.
identification of children and young people who may be showing early signs of EBSA. Used to support awareness, curiosity, recognition and investigation, to instigate fast action if potential risks of EBSA are identified.
robust assessment and early identification of any special education needs (SEN) with implementation of appropriate SEN support as part of the SEND Code of Practice and graduated approach.
