5.2 Describe the role of support staff in recognising the signs of mental health concerns in children and young people

This guide will help you answer 5.2 Describe the role of support staff in recognising the signs of mental health concerns in children and young people.

Support staff in schools see children and young people on a daily basis. This puts them in a strong position to notice changes in behaviour, mood, or wellbeing. They can observe pupils in the classroom, in corridors, on the playground, or during small group work. Their role is to notice patterns or changes that may suggest a concern with a child’s mental health.

Recognising early signs is important. The sooner concerns are spotted, the sooner the child can be offered help. This can reduce the risk of the issue becoming more serious. Support staff often spot things that others might miss, as they may work closely with pupils in a one‑to‑one or small group situation.

Building Positive Relationships

Children and young people are more likely to show how they feel when they trust the adults around them. Support staff play a big part in building positive, safe relationships. A smile, a kind word, or consistent behaviour from staff can help children feel safe enough to express themselves.

When trust is present, pupils may open up about feeling anxious, sad, or stressed. Support staff can pick up on what is said and how it is said. They can also notice non‑verbal signs such as silence, lack of eye contact, or body language showing discomfort.

Observing Behavioural Changes

Support staff are in a prime position to notice shifts in behaviour. Small changes can be early indicators of mental health concerns. These may include:

• Becoming withdrawn or quieter than usual
• Showing signs of anger or frustration over small matters
• Struggling to concentrate in lessons
• Increased restlessness or fidgeting
• Avoiding friends or group activities
• Regular refusal to take part in normal school routines

It is helpful for staff to note when behaviours happen and how often they appear. A one‑off bad day does not always mean there is a mental health problem. Patterns over time can be more telling.

Recognising Physical Signs

Mental health concerns in children do not always show only in emotions or actions. They can also lead to physical symptoms, such as:

• Frequent headaches or stomach aches without a clear medical cause
• Tiredness or falling asleep in class
• Noticeable weight gain or loss
• Poor personal hygiene or sudden neglect of appearance
• Visible signs of self‑harm such as cuts or burns

Support staff should record any patterns or recurring symptoms. This helps to give a full picture to teachers, pastoral teams, or mental health leads.

Identifying Emotional Indicators

Emotions play a key role in mental health recognition. Support staff should be alert to signs of sadness, low mood, excessive worry, or mood swings. They may observe:

• Crying more easily or often
• Unexplained irritability
• Talking negatively about themselves
• Expressing feelings of hopelessness
• Showing fear or panic without clear cause

It is helpful for staff to listen closely to the language pupils use about themselves and others. Sometimes the words reflect deeper emotional struggles.

Recognising Signs in Different Age Groups

Signs of mental health concerns can vary depending on age.

For younger children, signs may include:

• Reverting to earlier behaviours like thumb‑sucking or bedwetting
• Unexplained clinginess to adults
• Sudden fears about everyday situations
• Trouble separating from parents or carers

For older children and teenagers, signs may include:

• Withdrawal from family and friends
• Changes in sleeping patterns
• Experimentation with alcohol or drugs
• Dropping grades or loss of interest in schoolwork
• Talking about death or suicide

Knowing these age differences helps support staff to be more accurate when raising concerns.

Working Within Boundaries

Support staff are not mental health professionals. Their role is not to diagnose but to observe, record, and report their observations to the relevant staff. Working within these boundaries keeps children safe.

When concerns arise, the correct process is to follow the school’s safeguarding and pastoral care procedures. This usually means speaking to the class teacher, pastoral lead, or designated safeguarding lead (DSL).

Recording Concerns

Accurate recording is an important responsibility. Support staff should:

• Write down exactly what has been seen or heard, using clear and factual language
• Avoid personal opinions or assumptions
• Note the date, time, and place of the incident or behaviour
• Keep any written records secure and only share them with authorised staff

Good recording supports further action and ensures nothing important is missed if more than one member of staff notices signs.

Effective Communication with Colleagues

Sharing concerns with colleagues is a key part of the role. Some signs may seem small, but when combined with feedback from other staff, a bigger picture can form.

Support staff should:

• Speak to the class teacher or mental health lead if they are worried about a pupil
• Use agreed reporting channels to pass on notes and observations
• Attend relevant meetings about pupil wellbeing when requested
• Respect confidentiality at all times

By communicating well, support staff contribute to a coordinated response that supports the child’s needs.

Understanding Possible Triggers

Mental health concerns can have many different triggers. Support staff may notice patterns linked to certain events, people, or subjects. Triggers might include:

• Bullying in person or online
• Family conflict or separation
• Bereavement or loss
• Academic pressure or exam stress
• Illness or disability in the family
• Social isolation

Recognising these triggers can help staff understand the possible cause of changes in behaviour, though it is not their role to make conclusions without professional input.

Using Professional Curiosity

Professional curiosity means being respectfully inquisitive about changes in behaviour, mood, or presentation. Support staff can ask gentle, open questions such as:

• “I’ve noticed you are a bit quieter than usual today. Are you feeling ok?”
• “You seem upset. Do you want to talk?”

The purpose is to open the door to conversation without forcing the child to share. If a pupil chooses to open up, staff should listen carefully and offer reassurance. They should then follow school procedure for passing on this information.

Maintaining Confidentiality

Support staff must protect the privacy of children and young people. Confidentiality means not sharing information about a child with others who do not have the right to know. There are some exceptions if there is a risk of harm, in which case safeguarding procedures must be followed.

Breaking trust by gossiping about a child’s struggles can damage relationships and stop the child seeking help in future. Confidential handling of information builds trust and keeps pupils safe.

Attending Relevant Training

Training helps support staff feel confident in recognising mental health concerns. Topics may include:

• Spotting early warning signs of anxiety and depression
• Understanding self‑harm and suicidal ideation
• Behaviour management and emotional regulation strategies
• Mental health first aid in schools
• Supporting children with trauma histories

Keeping skills up to date allows support staff to remain alert and effective in their role.

Being Aware of Cultural and Individual Differences

Culture, family values, and life experience can affect how mental health issues present. Support staff should be mindful that what appears as withdrawn behaviour in one child may be normal in another. This sensitivity helps staff to avoid misinterpretation and to approach children respectfully.

Working with External Professionals

When concerns are raised and referred to professionals such as school counsellors, psychologists, or external agencies, support staff may be asked to provide information. They should give clear, factual accounts of their observations. This helps the professionals assess the child’s needs accurately.

Self-Care for Support Staff

Recognising and supporting mental health concerns can be emotionally demanding. Support staff should think about their own wellbeing to avoid burnout. Talking to line managers, accessing staff wellbeing services, and having peer support can help maintain resilience.

Final Thoughts

Support staff are a vital part of the early warning system for mental health concerns in children and young people. Their daily contact with pupils means they are well placed to notice the small but significant changes that may suggest deeper issues. By observing carefully, recording accurately, and following reporting procedures they help safeguard emotional wellbeing.

Acting with empathy, professionalism, and consistency gives children the confidence to speak up when they are struggling. This role is not about diagnosing or providing therapy but about noticing signs, taking them seriously, and passing the concern to the right person. When done well, this early recognition can lead to timely help, reduce distress, and support children in achieving their best both academically and emotionally.