Mental Health and Well-being Policy

Info

Status: pending-signoff · Version: 05.26 · Last reviewed: 2026-05-21 · Next review: 2027-05-21 Owner: Designated Safeguarding Lead · Approved by: Proprietor + Governing Body

1. Purpose and statement

The Haven is a specialist online education provision for neurodivergent young people, many of whom have experienced significant distress in mainstream education. Mental health and well-being are not an add-on; they are foundational to learning, safeguarding and identity. This policy sets out our approach to supporting learner and staff well-being.

The Haven recognises that mental health exists on a continuum, that neurodivergent young people are at higher risk of mental health difficulties, and that much of this risk is rooted in environmental fit rather than individual deficit. Our response is therefore environmental as well as supportive.

2. Scope

This policy applies to all learners at The Haven, their families, and all staff and volunteers. It applies to all interactions across our online sessions, mentoring, family communication, and professional training delivered by The Haven.

3. Principles

• Neurodivergence is an identity, not a disorder. Distress is not assumed to be intrinsic to neurodivergence; we look at the environment first.
• Masking causes harm. We design our provision to reduce the need to mask.
• Demand sensitivity is taken seriously. Pressure and forced compliance are not tools of education at The Haven.
• Self-advocacy is taught and respected. Learners are supported to recognise and name their needs.
• Family well-being matters. Parents and carers are supported alongside their young person.
• Staff well-being is part of the system. We do not expect staff to provide neuro-affirming care from a depleted place.

4. What this looks like in practice

4.1 In sessions

• Cameras and microphones are never compulsory.
• Learners can step away from sessions without explanation.
• Sensory needs are accommodated as a default, not a concession.
• Educators check in on well-being briefly and consistently.
• Pace, demand level, and content are adjustable in real time.

4.2 In the wider pathway

• Every learner has a mentor — a key trusted adult — included as standard.
• Neurodiversity University sessions support positive neurodivergent identity.
• Preparing for Adulthood sessions address well-being skills explicitly.
• The Back to Balance programme provides a low-demand re-entry route for those in burnout.
• Family communication with the mentor and key educators provides ongoing support.

5. Identifying concerns

Staff are trained to notice and respond to changes that may indicate a deterioration in mental health, including:

• Significant changes in engagement, communication or attendance.
• Expressions of hopelessness, worthlessness, or detachment from the future.
• Disclosures of self-harm, suicidal thoughts, or disordered eating.
• Signs of escalating distress in or around sessions.
• Concerns raised by parents, carers, or peers. Concerns are recorded and shared with the Designated Safeguarding Lead in line with our Safeguarding and Child Protection Policy. Action is taken in proportion to risk and in partnership with families where appropriate.

6. Responding to mental health concerns

Where a concern is identified, the response is tailored to the young person. Possible actions include:

• Conversation between mentor and learner with explicit permission.
• Conversation with family, agreed with the young person where possible.
• Adjustment to the learning plan, pace, or session pattern.
• Referral to or liaison with external services (GP, CAMHS, paediatrician, counsellor, Local Authority team).
• Safety planning, conducted by trained staff with the young person and family.
• In urgent situations, signposting to or contact with emergency services in line with safeguarding procedure. The Haven does not provide clinical mental health treatment. We work in partnership with statutory and specialist services and provide information about appropriate sources of support.

7. Self-harm and suicidal ideation

Disclosures of self-harm or suicidal ideation are always taken seriously and never dismissed. Response follows the Safeguarding and Child Protection Policy. The DSL leads the response. Staff do not investigate; they listen, record, and escalate. Information is shared on a need-to-know basis to protect the young person.

Where a young person discloses thoughts of suicide or active self-harm, the DSL convenes a response that may involve the family, the GP, the Local Authority (where the young person is known), and emergency services as required. A safety plan is developed in partnership where the young person is safe to engage in this work.

8. Eating difficulties

The Haven recognises that eating difficulties — including but not limited to ARFID and anorexia — are over-represented in the neurodivergent population, particularly among autistic girls and gender-diverse young people. Where disclosed or observed, eating difficulties are responded to with care and without judgement, in partnership with families and specialist services. Staff are trained not to provide diet or weight-related advice.

9. Bereavement, trauma and life events

Significant life events — bereavement, parental separation, illness in the family, change of housing, and others — affect learning. Staff respond to these contextually. Adjustments to expectations and pace are made compassionately and without bureaucracy. Where ongoing support is needed, signposting to specialist services is provided.

10. Staff well-being

The Haven’s staff are neurodivergent. Their well-being is essential to the safety and quality of the provision. Well-being is supported through:

• Reflective supervision — regular, not just performance-driven.
• Reasonable workload management.
• Permission to set sensory and demand boundaries in their own work.
• Clear escalation routes for safeguarding distress.
• Access to external support where required.

11. Family support

Families of learners at The Haven also experience high levels of stress, often from years of system failure before joining us. Families have access to:

• Direct contact with their young person’s mentor and key educators.
• Scheduled reviews at agreed intervals.
• Signposting to specialist family support services where appropriate.
• The published parent and family guidance set on our policy site, including the Digital Age of Consent guide.

12. Information sharing

Information about a young person’s mental health is shared only where necessary to protect them or where consent is given. Information sharing follows the Data Protection Policy and Safeguarding and Child Protection Policy.

13. Related documents

• Safeguarding and Child Protection Policy
• Relational Behaviour and Regulation Policy
• Re-Integration Policy
• RSHE Policy
• Online Safety Policy
• Data Protection Policy
• Staff Conduct and Whistleblowing policies

14. Review

This policy is reviewed annually by the Head / DSL and approved by the Board of Governors. It will be reviewed sooner where statutory guidance changes or where operational learning requires.

Document version	1.0
Date issued	May 2026
Next review	May 2027
Document owner	Head / Designated Safeguarding Lead
Approved by	Board of Governors