North Bradley

CE Primary School

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Mental Health and Wellbeing

This page provides parents / carers with resources to help support your child's mental health and wellbeing.

Books to Help Children with Anxiety

Books are a fantastic tool to help children develop the skills needed to manage their anxiety.  The document below provides a list of books suitable for primary school aged children.

The Hand Model

The hand model of the brain is a helpful way of showing the functions of the brain and what happens when we 'flip our lids'.  This is what happens when the lower parts of our brain take over (fight, flight or freeze) and our cortical, or thinking brain become disconnected.

To view a You Tube video explaining the hand model click here or view the document below:

The CARD System

The CARD System (Comfort, Ask, Relax, Distract) provides groups of strategies that parents can play to help their children cope with stressful situations.  The document below provides further information:


Click here for a link to a website providing information about PACE (playfulness, acceptance, curiosity and empathy).  PACE is based upon how parents connect with their child.

Restorative Conversations

We use restorative practices in school to help resolve disputes with pupils.  Every pupil involved is given a voice.  Restorative practices can also be used at home to help resolve disputes between siblings. 

The questions below could be helpful in this process;

1) What happened?

This is an opportunity to model the empathy and respect we want the individuals  to develop. At this stage, the objective is for the individuals to feel understood and heard.

  • Listen (use facial gestures and body language, and small words eg. ‘yes’, ‘okay’, ‘I see’, ‘um’… to demonstrate active listening)
  • Ask questions if necessary
  • Check if you understand properly (do you mean…?)
  • If they use this as an opportunity to justify themselves, let them. The objective at this stage is for the individuals to feel heard and understood, not corrected.
  • If what the individual is saying isn’t an accurate reflection of the truth ask inquisitive questions and check understanding: ‘are you saying that this happened?’ 

2) How were you feeling and what were you needing?

Simply identifying and understanding the underlying feelings and needs that cause behaviour can often be enough to resolve it.

  • Suggest feelings and needs if necessary
  • Respond with empathetic body language and facial expressions. 

3) What were you thinking?

The objective at this stage is to help the individuals to express their perspective at the time of the incident. This is a great opportunity to for the listener to model empathy which de-escalates any existing conflict and lays the ground work for encouraging the individuals to empathise with others in the next question.

  • Listen
  • Ask questions
  • Check understanding

4) Who else has been affected? What do you think might be feeling?

The objective at this stage is to help the individuals develop empathy and emotional intelligence towards others. How you modelled empathy when listening to the individual in the previous stages will directly impact how well the person will be able to empathise with others now.

  • Listen
  • Use the needs and feelings card
  • Ask questions
  • Make suggestions if necessary

5) What have you learnt and what will you do differently next time?

This is an opportunity to work with the individuals to find strategies moving forward for them to meet their needs in a way that will also be respectful of other people needs. If there doesn’t seem to be an easy solution, for example, they are bored in maths and they have rejected all ideas about how they could make it more fun for themselves, revert to empathy and sympathise with the challenge. The goal with Restorative Practice is to get everyone one step closer to meeting their needs whilst improving communication, understanding and empathy for one another

  • Listen
  • Ask questions
  • Check understanding
  • Summarise

6) How can the damage be repaired?

This step is often missed with ‘Punitive Justice’ where the individual might have a sanction,  but it won’t necessarily repair the damage. Giving the responsibility to the individual to correct their behaviour is arguably far more effective than a punishment for many reasons.

Avoidant Restrictive Eating Disorder (ARFID)




ARFID is characterised by a pattern of eating that avoids certain foods or food groups entirely and/or is restricted in quantity (eating small amounts). Avoidant and restrictive eating cannot be due to lack of available food, or cultural norms (e.g. someone who is fasting or chooses not to eat certain foods for religious or cultural reasons alone).


ARFID is different to other restrictive eating disorders in that:

  • ARFID isn't affected by a person’s beliefs about the size and shape of their body.
  • Someone with ARFID doesn't restrict their food intake for the specific purpose of losing weight.
  • ARFID doesn’t feature some of the other behaviours that can be associated with anorexia, bulimia, or OSFED, such as over-exercising.


See website for more details.