Student Wellbeing

At KLB School we are doing our very best to help students and parents to get through this difficult time. As part of this support on this page you can access various resources that share advice and tips that students and parents might find useful.

KLB School Wellbeing Padlet

We have put together a padlet for students and parents to use, signposting ways in which young people can access support and highlighting a range of self-help strategies. We hope you find this useful. Please encourage your children to explore the links and contribute to the KLB specific suggestions in the peach tiles.

Made with Padlet

KLB School Wellbeing Padlet

Below are the flyers and leaflets for the TIC+ counselling and tic+chat service.

Support on offer at KLB School

Who can children talk to in school?

Many children will talk to subject teachers, their form tutor, Head of Year and other staff as a matter of course during the school day. Occasionally, some students feel that they would benefit from additional support on a regular basis. These agencies can provide an effective source of support for students, enabling them to function better both in and outside of school, enhancing their resilience and giving them resources to manage any future difficulties. This could come from a variety of people including:

  • Mrs Smyth-Roberts, Mental Health Nurse and Pastoral Support Adviser
  • Mrs Gardner, Welfare and Attendance Officer
  • Lesley Ford, Deputy Welfare Officer
  • Mrs Daniel, Winston’s Wish trained to support students dealing with bereavement
  • Talk in Confidence (TIC) trained sixth formers, whose support includes one to one work with some younger, vulnerable students
  • External agencies including  a Careers Advise and School Nurse
  • Emotional Literacy Support Assistants (ELSAs)

Every pupil in Years 7-11 has a mentor assigned to them. For many pupils, this is their tutor. For others, it could be their Head of Year, Key Stage Pastoral Assistant, a member of Senior Management, a teaching assistant or another member of staff. The mentor is the link person for the individual child. The focus of the mentoring is personal support and encouragement. Pupils complete a self-assessment document to encourage reflection and target areas for development.

Pastoral Support Advisor

Suzie Smyth-Roberts, an experienced Mental Health Nurse, has been working within the school for the past ten years. During this time, she has been providing professional counselling, advice and support to our students and her role extends to working with families. She also liaises and works closely with outside agencies when required. Suzie is able to work with individuals and families within the school or at home. She will listen to your concerns and work with you and your child (children) to resolve any issues that you may have. She also provides workshops on a range of topics to enable parents to develop an understanding of their child’s issues and learn some new strategies that may help. If you are interested in any of these workshops or would like Suzie to contact you please contact reception.


Counselling is provided as part of the pastoral care within the school and represents an immediate, on-site response for those children who need additional expertise. Pupils are able to self-refer or staff at the school could suggest this as an option to a pupil if they feel that they would benefit from the service. Please speak to Miss Khan ( if you would like to explore this option.

Winston’s Wish

We have a member of staff in the school, who is a trained Winston’s Wish Counsellor (helping young people with bereavement). Referrals happen as mentioned above.

Talk in Confidence (TIC)

We have trained sixth form students in basic counselling skills who run a drop-in service every lunchtime. They also offer 1:1 support for students. There is more information about this on our website.

Sixth Form Mentoring

We also offer a mentoring service where some of the TIC students are paired up with a younger pupil and they meet on a regular basis to offer a little extra support to that student.


Members of staff may suggest to a pupil that it may be useful for them to see one of these people. We also operate a self-referral system which is in keeping with supporting adolescent development towards independence. Whilst working in partnership with parents/carers can benefit the counselling relationship, the school policy of commitment to protect counselling confidentiality, sets out definite limits to parental involvement, decisively underpinned by both ethical and legal factors. (The Gillick-competent principle and BACP code of ethics). If you do not wish your child to have access to counselling, please notify Miss Khan in writing.

We also work with a range of other professionals who offer specialist advice depending on a student’s needs. This can be discussed with school so that support can be targeted appropriately..

Social and Emotional Aspects of Learning (SEAL)

All of our Year 7 pupils will be very familiar with SEAL from their primary school. We continue to focus on embedding these skills in every area of our pupils’ lives at school. Good social and emotional skills help pupils to, for example, make friendships, work in teams, solve problems, deal with conflict, manage strong feelings, to be calmer and optimistic, recover from setbacks, compete fairly, and respect others’ rights and value diversity.

The skills are in five groupings: self-awareness, managing feelings, empathy, motivation and social skills. Most weeks, our assemblies focus on SEAL themes such as motivation, reflection, pupil voice, relationships and healthy lifestyles.

Tutor group activities often link to these themes and pupils are encouraged to reflect on how their actions affect others within the school and wider community.

Emotional Literacy Support Assistants (ELSAs)

Three members of the SEND department have undertaken the national ELSA programme, delivered by the LA’s Educational Psychology service, to support children and young people with Social, Emotional and Mental Health (SEMH) needs. Research into Adverse Childhood Experiences or ACEs has shown that stable, nurturing adult-child relationships and environments not only mitigate against exposure to adversity, but also help children and young people to develop the resilience required to flourish as adults. The main aim of the ELSA course is to promote these stable, nurturing adult-child relationships and environments and provide practitioners with the knowledge and skills to be a confident and effective ‘key adult’ for vulnerable children and young people.

  • Curriculum

  • Information