Unit 03: Understand children and young people’s mental health concerns

This unit focuses on children and young people’s mental health concerns, including how concerns may show up through behaviour, how stress and anxiety affect day-to-day life, what depression can look like, and an overview of other conditions that may present in childhood and adolescence.

The emphasis at Level 2 is recognition and appropriate response, not diagnosis. In most roles, you are not expected to identify a condition or decide what it “is”. You are expected to notice changes, listen well, record concerns accurately, and follow your setting’s procedures for support and safeguarding. That’s a vital skill set. It can change outcomes.

You’ll begin by exploring behaviour that may be associated with mental health concerns. Behaviour is often the most visible “signal”, especially for younger children who may not have the words to explain what they feel. You’ll identify a range of behaviours that may indicate concerns, and you’ll consider how a child or young person expresses feelings through actions. Some may become withdrawn and quiet. Others may become angry, restless, controlling, or unusually tearful. The same behaviour can have different meanings depending on the child and the context, so the unit encourages careful observation rather than quick conclusions.

You’ll also cover harmful behaviour that children and young people may demonstrate as a way of coping with feelings. This topic needs a sensitive, factual approach. The key learning is to understand that some behaviours can be a sign a young person is struggling, and that early support and appropriate escalation matter. You’ll explore the importance of early intervention when behavioural concerns are identified, including how early conversations and timely referrals can prevent problems from becoming more severe.

Stress and anxiety are explored in detail. You’ll define stress and anxiety and learn how they can overlap. Stress can sometimes be helpful in small doses (for example, motivating revision), but it can become harmful when it is intense, long-lasting, or when a young person feels they have no control or support. You’ll outline the relationship between resilience and stress, looking at how coping strategies and protective factors can reduce the impact of stressors.

Recognising signs of stress and anxiety is a practical skill. Signs might include irritability, frequent headaches or stomach aches, changes in sleep, avoidance, perfectionism, tearfulness, panic symptoms, or sudden drops in school engagement. Some young people mask anxiety with humour or aggression. Others become “people pleasers” and silently struggle. It helps to notice patterns: what’s changed, how long it’s been going on, and what seems to trigger it.

Depression is another key topic. You’ll define depression and understand the difference between low mood and depression. Low mood can be a temporary response to a disappointment or stressful event. Depression is typically more persistent and has a wider impact on daily functioning, such as energy, motivation, sleep, appetite, concentration and enjoyment of activities. The unit supports you to describe possible causes in a balanced way, recognising that there may be multiple contributing factors rather than a single reason.

You’ll also explore how to recognise signs that a child or young person could be depressed, and how depression may affect them. This might include withdrawing from friends, loss of interest in hobbies, appearing “flat”, persistent irritability, changes in eating or sleeping, reduced self-care, or expressing hopelessness. It’s important to remember that presentation can vary by age and individual; some children may become disruptive rather than quiet.

The unit then introduces other mental health conditions that may present in children and young people and how to recognise possible signs. This overview helps you understand that mental health concerns come in many forms, and that co-occurring needs are possible (for example, anxiety alongside neurodevelopmental differences). At Level 2, you are learning to recognise when something might be going on and to use appropriate pathways for help, rather than matching a child to a label.

Finally, you’ll learn what might constitute a mental health crisis or emergency. This is about understanding situations where immediate action is needed, such as when there is serious risk of harm. In practice, your responsibilities are to follow your setting’s procedures, involve the right professionals quickly, and never keep a serious concern to yourself. If a child or young person is at immediate risk, urgent help should be sought in line with local policy.

For example, in a secondary school corridor, a usually chatty student may start snapping at staff, skipping lessons and getting into arguments. Rather than treating it as “bad attitude” alone, staff might notice the pattern began after a friendship breakdown and upcoming exams. Logging concerns, sharing with the pastoral lead, and offering structured check-ins can help the young person feel supported before the situation escalates.

As another example, in an early years setting, a child may begin biting frequently and waking from naps distressed. Looking at behaviour as communication, staff can observe triggers, consider changes at home or in routine, and discuss concerns with the designated safeguarding lead if needed, while also working with parents in a respectful, non-blaming way.

Throughout this unit, language matters. Children and young people need to feel believed and taken seriously. A calm response, clear boundaries and consistent follow-through can be reassuring, even when you don’t have all the answers. If a young person shares something worrying, listen, thank them for telling you, explain what you need to do next (for example, passing it to the right person), and avoid making promises you can’t keep.

The links on this page guide you through each learning outcome in detail. As you work through them, focus on practical application: what you might notice, how you would respond within your role, and how policies on safeguarding, confidentiality and duty of care support safe decision-making for children and young people.

1. Understand behaviour that is associated with mental health concerns in children and young people

2. Understand stress and anxiety in children and young people

3. Understand depression in children and young people

4. Know about specific mental health conditions that children and young people may experience

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