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Learning about Children's Mental Health through Film
  • Films for Parents / CarersThis is the Nip in the Bud Films for Parents / Carers post type
        • Child Mental Health Conditions

        • AnxietyAnxiety disorders are one of the most common mental health problems identified in children. Estimates of the rates of prevalence vary greatly from 8% to 27% lifetime prevalence by age 18. Chronic anxiety disorders are associated with increased risk of other serious mental health problems in later life. Therefore, early identification and treatment is key. Watch our information and real life experience films below or view and download our fact sheet and supporting presentation.
        • Depression
        • OCD
        • PTSD
        • Eating Disorders
        • Neurodivergent Conditions

        • ADHD
        • Autism
        • Conduct Disorders/ODD
        • Wellbeing

        • Self-Harm
        • Emotional Wellbeing
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  • Films for Teachers / ProfessionalsThis is the Nip in the Bud Films for Teachers / Professionals post type
        • Child Mental Health Conditions

        • AnxietyIt is becoming increasingly common that children and young people in your school or classroom may be diagnosed with anxiety. Symptoms of anxiety in children vary, but it’s important that you are able to understand and recognise how this might affect learning in a classroom environment. It’s normal for everyone to feel anxious from time to time – it’s a normal response to stress. However, some young people may experience uncontrollable levels of anxiety that are excessive in relation to what’s happening around them –can therefore struggle with their day-to-day tasks and schoolwork. Common worries can become overwhelming for children and young people with anxiety leading to them becoming quite distressed. If this does happen there are a few ways in which you can respond to try and calm the situation. Some signs and symptoms to look out for include tears when entering school, being withdrawn from their peers, concentration difficulties, fidgeting, changes in appetite, and irritability. Download our factsheet for more information on what to look for if you suspect a child or young person in your class is suffering from anxiety. Getting the conversation going can be a good starting point – for example, planning lessons themed around…
        • DepressionDepression is a common yet serious mood disorder that involves a persistence of deep sadness, hopelessness, and numbness. Someone experiencing depressing may feel a constant melancholy that prevents them from enjoying their everyday life. Children and young people especially can feel alone and misunderstood which often stops them from expressing how they feel to people close to them. This isolation can lead to suicidal feelings, self-harm and, in a worst-case scenario, suicide. Parents and teachers are often the first to identify the symptoms of depression in children and young people. Some key symptoms of depression include excessive and persistent worry, moodiness, over or undereating, and self-harm. Some symptoms manifest in physical ways that are a little easier to spot as a teacher during school time such as frequent aches and pains, not wanting to play, either complete isolation or clinginess, and uncharacteristic irritability and anger. There are many risk factors at school that can lead a child to develop depression. As a teacher, you should be on the lookout for children experiencing bullying, social isolation, a lack of self-confidence, and an inability to keep up with schoolwork, among other factors. Children particularly vulnerable to depression are ones who experience abuse,…
        • OCDObsessive compulsive disorder (OCD) is a mental health condition that involves repetitive, intrusive, and impulsive thoughts and images entering the mind, causing intense anxiety. As a result of this anxiety, the child or young person engages in compulsive or repetitive behaviours designed to ease their anxiety. They then obsessively repeat these behaviours to rid themselves of the anxiety, causing detriment to their daily life. Early signs of OCD can include excessive worrying and feeling a strong sense of responsibility over yourself and others. A child or young person will ask for constant reassurance about whether their homework is correct or whether they are doing something right or being a good student as they no longer trust their own judgement. As a teacher, these are early signs you can look out for which can inform how you approach the child going forward. Stress at school and bullying are key factors which exacerbate the development of OCD – the more overwhelmed a child feels, the more they give into their compulsive, repetitive behaviours to ease their anxiety. As a teacher, it is your duty to make sure the classroom is a safe space for all, keeping an eye on students who seem…
        • PTSDPTSD or post-traumatic stress disorder can be triggered in children and young people when they experience a particularly horrifying or scarring event. The cause can be as varied as a car crash or sexual assault. A child can develop PTSD if they are involved in this event, witnessed it, or even heard about it second-hand. It can be difficult to identify PTSD in children and young people, as they are reluctant to talk about the trauma they experienced as a way to protect themselves. However, there are some tell-tale signs of PTSD that you can look out for in your students. Children with PTSD will often have trouble concentrating and may even fall asleep during school time due to the lack of sleep they’re having at home, making learning much harder. A sudden plummet in grades is also a red flag – in such cases, it is important to check up on the student rather than reprimand them, which can cause further harm. PTSD also causes many children or young people to become highly irritable and angry due to the intense emotions they’re experiencing, often making them see other people as a threat. In this case, it is important to…
        • Eating DisordersAn eating disorder develops when a child’s and young person’s emotional well-being gets tangled up with their eating habits – for example, if their self-esteem is dependent on how much they eat or don’t eat. Eating disorders are most common in teenagers between the ages of 13 to 17 and they can manifest in a multitude of ways. Anorexia nervosa is a serious mental illness where a person has an intense fear of gaining weight, often accompanied by body dysmorphia – a distorted view of one’s body. This fear leads them to eat very little or nothing at all, leading to severe and potentially life-threatening weight loss. Bulimia nervosa is a serious mental illness that stems from being shamed about consuming large amounts of food, and your weight. A person will binge eat as much food as they can in a short space of time – this is often out of their control. They will then purge – making themselves throw up all the food they have eaten to avoid putting on weight from the binge. This leads to severe and potentially life-threatening weight loss. Binge eating is a serious mental illness which, similarly to Bulimia, involves consuming large amounts…
        • Neurodivergent Conditions

        • ADHDADHD, or Attention Deficit and Hyperactivity Disorder, presents itself in many ways which can sometimes make it difficult for teachers to spot the signs. It is characterised by difficulties in the areas of attention, level of activity and impulse control. ADHD is a recognised developmental disorder which can affect many areas of a child’s life – including in a learning environment. It is common for ADHD to be misdiagnosed in girls, as the symptoms of ADHD present differently to that of boys, and aren’t as commonly shared. One of the most important things you can do as a teacher for a student with ADHD is to learn and understand how they are feeling, and how they see the world around them. Sometimes for students with ADHD it may feel like nobody understands them. In this video, we go through our tips for teachers who have a child in their class who has Attention Deficit Hyperactivity Disorder (ADHD). Also, view our Practical Tips for Teachers in the Classroom below .
        • Autism
        • Conduct Disorders/ODDODD, or oppositional defiant disorder, is diagnosed in children and young people that are persistently and repetitively antisocial, disobedient, have frequent tantrums, can not listen to authority, and purposely harm others. Conduct disorders are the most common disorders in children and are more frequent in boys, with 7% of boys and 3% of girls meeting the criteria for conduct disorders. It is normal for children and young people to be defiant towards authority to some degree, but if a particular student stands out from the others in your class and is perpetually defiant, violent and resentful towards others, this can develop into ODD. A child or young person with ODD will often engage in a range of violent and destructive behaviours such as fighting, temper tantrums, arguing with adults and peers, and lying and blaming others for their behaviour. In some extreme cases, the child or young person may engage in being cruel to animals and starting fires. As a teacher, it can be difficult to know how to handle a student with ODD in a way that ensures they make the most of their learning and helps their behaviours and social relationships. However, there are things you can do…
        • Wellbeing

        • Self-HarmSelf-harm in children and young people happens when a person experiences an overwhelming flood of emotions such as guilt, shame, anger, hate, and a lack of control. This leads them to inflict deliberate harm upon themselves as a way to relieve the flood of emotions they are experiencing and punish themselves for feeling them in the first place. This can take the form of cutting themselves with sharp objects, over-eating or under-eating, pulling their hair out, burning themselves, and misusing intoxicants such as alcohol and drugs. Distress and overwhelming emotions often manifest during school time, and as a teacher it is important to have an awareness that school can be a trigger for students struggling with self-harming tendencies. Create a safe and open space for all students by letting your students know you are always here to support and hear them out whenever they need it. Common signs of self-harm include cuts, burns, and hair-pulling – these are easier to spot as they are often visible on the student’s body. However, young people can be very good at hiding their scars under long jumpers and trousers. If a student is adamant about keeping their jumper on even during hot temperatures,…
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Blog / Autism

Autism

Child opening draw in classroom
12th November 2020

What is neurodiversity?

Have you heard of neurodiversity? It’s a concept that aims to recognise and celebrate neurological differences in the same way as other variations in humans. For example, some people are…

Person sat at home looking into the distance
16th September 2020

Growing up with Autism – Talia’s story

From a young age, Talia had a feeling that she was different. She felt alienated, especially at school, and found it difficult to fit in. Growing up, Talia  was continually…

Summer Baker talking to camera
14th April 2020

Autism in Children

Why is it important to be able to recognise the signs of Autism in children? First and foremost, it can help parents, teachers and carers review and adapt the way…

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  • Films for Parents / Carers
    • ADHD
    • Anxiety
    • Autism
    • Conduct Disorders/ODD
    • Coronavirus
    • Depression
    • Depression
    • Eating Disorders
    • OCD
    • PTSD
    • Self-Harm
    • Families Under Pressure
    • Real Life Experience
  • Films for Teachers / Professionals
    • ADHD
    • Anxiety
    • Autism
    • Conduct Disorders/ODD
    • Coronavirus
    • Depression
    • Eating Disorders
    • Emotional Wellbeing
    • OCD
    • PTSD
    • Real Life Experience
    • Self-Harm
  • Where to Get Help
  • All Fact Sheets
  • About Us
  • Blog
  • Contact
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