Book Review: "Mental Health and Wellbeing in Primary Education"

By William Gomes

"Mental Health and Wellbeing in Primary Education" is a comprehensive, practical guide for primary school educators on supporting students' mental health and fostering wellbeing. Written by a consultant psychiatrist, primary teacher, and clinical psychologist, it offers strategies grounded in both educational practice and clinical expertise. The book covers mental health conditions, whole-school approaches, emotional regulation, transitions, and more.

Key Strengths

One of the book's greatest assets is its extensive practical strategies and resources. Each chapter includes relatable case examples, action plans, lesson ideas, and photocopiable resources that educators can implement immediately. For example, Chapter 4 on wellbeing provides a template for students to identify "My Wellbeing Wings" - things that boost or drain their wellbeing (p.280). Chapter 16 on daily transitions offers an in-depth guide to utilising visual timetables to reduce anxiety (p.241). These ready-to-use resources are invaluable for busy teachers.

The authors also strike an effective balance between being comprehensive and digestible. They cover a wide range of topics including anxiety, low mood, anger, attachment difficulties, autism, ADHD, gender identity and eating disorders. However, the information is broken into clear, focused chapters that allow readers to access what's most relevant to them. Summaries and "thinking about" boxes consolidate key points. This structure makes the wealth of expert guidance very accessible.

Another strength is the holistic, whole-school approach advocated throughout the book. The authors emphasise that supporting mental health is "everyone's job" (p.12) and requires engagement from leadership, teachers, parents and students themselves. Chapter 3 details how to shape school culture, policies, behavior management, assessment and staff attitudes to put wellbeing first. Specific strategies are provided, such as introducing a "no shouting policy" (p.53), providing safe spaces (p.59) and appointing mental health leads and governors (p.68-69). This systems-level guidance is vital for creating sustainable change.

The book also excels in its nuanced, compassionate approach to students' needs. The authors continually reinforce the message that "every child is unique" (p.9) and a one-size-fits-all approach will not work. They guide teachers to really know and connect with each student, with tools like the "Things that make me feel..." worksheet to uncover triggers (p.285). Importantly, they acknowledge the intense demands on teachers and include a welcome chapter on staff wellbeing. Throughout, the tone is realistic, empathetic and solution-focused.

Potential Limitations

The book is aimed primarily at primary teachers in the UK school context, with reference to entities like Ofsted, EHCPs and CAMHS. Some international readers may need to seek out additional information on their local systems and terminology.

The authors are also clear that the book is "not intended to inform teaching staff about different learning difficulties, such as dyslexia, dyspraxia or sensory processing impairments, nor physical health conditions" (p. 25). Schools looking for guidance in these areas will need to consult additional resources.

While the book touches on issues of diversity such as poverty and gender, some readers may wish for more in-depth exploration of how mental health intersects with culture, race, religion or sexuality. Teachers working with specific populations may need to supplement this general guidance with culturally-responsive approaches.

Conclusion Overall, "Mental Health and Wellbeing in Primary Education" is an immensely valuable resource for primary educators. It condenses a remarkable breadth and depth of expertise into an engaging, pragmatic guide. By integrating educational and clinical perspectives, it empowers teachers with the knowledge and tools to support their students' wellbeing.

Any primary school teacher or leader would benefit from having a copy of this book and referring to it often. It has the potential to not only enhance teachers' classroom practice, but to help drive a whole-school cultural shift where mental health is truly at the heart of learning. As the authors urge, looking after our children's mental health "cannot be seen as 'someone else's job'" (p.12) - this book is an accessible, yet profound, invitation for all educators to take on this vital responsibility. Highly recommended.

William Gomes, a British-Bangladeshi anti-racism campaigner, advocate for the rights of displaced people, and a contributor to various publications. He can be reached at [email protected]. Follow him on Facebook at https://www.facebook.com/williamnicholasgomes and on X at https://x.com/Wnicholasgomes.

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Laura Meek