Student Article Series

The Role of AHPs in Supporting Mental Health in Schools

In recent years, mental health challenges among children and adolescents in the UK have grown significantly. According to NHS data, one in six children aged 5-16 likely has a mental health problem, underscoring the importance of early intervention. Allied Health Professionals (AHPs) play a vital role in addressing these needs within schools, fostering a supportive environment where young people can thrive.

The Growing Need for Mental Health Support in Schools

Schools serve as a central hub for a child’s development, making them an ideal setting to address mental health concerns. Students face numerous challenges, from academic pressures to social difficulties, which can adversely affect their overall well-being. #

The increasing prevalence of anxiety, depression, and behavioural disorders among UK children highlights the urgency for robust mental health support. Unfortunately, resources in schools often fall short of meeting demand. This is where AHPs step in, offering specialised interventions and tailored support to empower students and address these gaps.

 

Key Contributions of AHPs

AHPs bring a unique set of skills and expertise to the school environment. Speech and Language Therapists (SLTs) are invaluable in supporting children with communication difficulties, helping them express emotions and interact socially. By addressing speech disorders, SLTs enhance students’ self-confidence and enable them to articulate their feelings more effectively.

Occupational Therapists (OTs) focus on equipping students with skills for everyday life. For example, they assist students with sensory processing disorders in managing overwhelming stimuli within school settings. OTs also promote self-regulation techniques and coping strategies to handle anxiety and stress, ensuring children feel more in control of their environments.

Building on this foundational role, James Ireland (Leeds and York Partnership NHS Foundation Trust), an occupational therapy apprentice, shared valuable insights during a recent discussion. He highlighted the crucial role of OTs in supporting young individuals who have disengaged from education due to factors such as bullying, stress, or trauma. According to James, OTs collaborate with education teams to facilitate school or college reintegration, ensuring these individuals maintain access to education while receiving necessary mental health support. This process not only aids recovery but also fosters trust, independence, and personal growth.

James emphasised that while OTs primarily manage risk and provide support in hospital settings, much of their work revolves around transitioning individuals back into “normal life” through community-based interventions. For instance, OTs enable young people to re-engage with education and social environments in ways that promote mental well-being, underscoring the holistic and rehabilitative approach AHPs adopt in mental health care.

Educational Psychologists specialise in identifying and addressing mental health needs through assessments and counselling. Their work fosters resilience and emotional intelligence, helping students navigate challenges and build healthier relationships. Together, these professionals form a critical network of support for young learners.

Dietitians also play a relevant role in supporting mental health within schools. Poor nutrition has been linked to behavioural and emotional challenges, and dietitians work to ensure students receive balanced diets that support cognitive function and mood stability. They collaborate with school staff to develop meal plans and educate students and parents on the importance of proper nutrition for mental well-being. For instance, dietitians may assist students with specific dietary needs or conditions such as eating disorders, ensuring their nutritional requirements are met in a supportive way.

Multi professional Collaboration in Action

In the UK, collaboration among AHPs and school staff, such as teachers and counsellors, is a cornerstone of student support. The NHS Mental Health Support Teams (MHSTs) initiative aims to bring mental health services closer to schools. For instance, a speech therapist may work alongside an occupational therapist to support a child with autism, addressing both communication and sensory needs. Psychologists often collaborate with teachers to design classroom strategies that reduce anxiety triggers and foster inclusivity.

This integrated approach ensures every aspect of a child’s well-being is considered, resulting in a positive and supportive learning environment.

AHPs collaborative efforts with teachers and parents address immediate challenges while laying the foundation for long-term well-being

Case Study: A Collaborative Success Story

Sarah, a 10-year-old student in the UK, faced significant challenges with anxiety and communication. She struggled to participate in class discussions and often withdrew during group activities. Her anxiety led to sensory overload in noisy environments, further isolating her from peers.

To support Sarah, a team of AHPs, including an SLT and an OT, collaborated with her teachers to develop a personalised support plan. The SLT focused on enhancing Sarah’s confidence in expressing herself, while the OT introduced sensory breaks to help her manage stress. The dietitian also worked with Sarah’s family to ensure her diet supported her mental health. As a result, Sarah became more engaged in classroom activities, developed stronger peer relationships, and significantly improved her academic performance and social skills.

 

Challenges Faced by AHPs

Despite their invaluable contributions, AHPs often encounter several challenges in the UK. Limited funding and staff shortages, exacerbated by rising demand for services, frequently hinder their availability in schools. Many schools and parents remain unaware of the benefits AHPs can provide, resulting in underutilisation of their expertise. Furthermore, the high workload associated with addressing mental health needs often leads to burnout among professionals. Addressing these challenges requires systemic changes to better support AHPs in their roles.

 

The Path Forward

To maximise the impact of AHPs in UK schools, several steps must be taken. Increased investment through NHS funding and education budgets is essential to meet the growing demand for AHP services. Awareness campaigns targeting parents, teachers, and policymakers can shed light on the critical role AHPs play in supporting mental health. Additionally, promoting diversity within AHP roles ensures professionals can better connect with and support varied student populations.

Programs such as the NHS Long Term Plan and the expansion of Mental Health Support Teams in schools represent promising steps forward. These initiatives aim to provide timely and effective mental health interventions, ensuring that no child is left behind.

 

Conclusion

AHPs are at the forefront of supporting mental health in schools, providing essential interventions that enable children to succeed both academically and socially. Their collaborative efforts with teachers and parents address immediate challenges while laying the foundation for long-term well-being. As society increasingly prioritises mental health, the role of AHPs will remain critical in shaping brighter futures for the next generation in the UK.

Art Therapist

Art therapy is used to explore issues such as emotional issues or learning disabilities.

Dietitian

Dietitian's diagnose, assess and treat dietary as well as nutritional issues by promoting health awareness.

Dramatherapist

Dramatherapy uses role play, movement and storytelling as a medium for psychological therapy.

Music Therapist

Music is used creatively to help service users to address social, emotional or physical difficulties

Occupational Therapist

OT'a assess and treat individuals struggling with their daily routines due to mental and physical health conditions.

Speech and Language Therapist

Speech and Language Therapists provide support with speech, language, voice, communication, eating, 
drinking and swallowing. 

Article written by Maryam Eslamipour, Student Dietitian at Teesside University. 

References:
  • NHS Digital (n.d.) mental health of children and young people in England. Available at: https://digital.nhs.uk.
  • YoungMinds (n.d.) Children and young people’s mental health statistics. Available at: https://www.youngminds.org.uk.
  • NHS England (2019) NHS Long Term Plan. Available at: https://www.longtermplan.nhs.uk.
  • Department for Education (DfE) (2015) SEND Code of Practice: 0 to 25 years. Available at: https://www.gov.uk/government/organisations/department-for-education.
  • Public Health England (PHE) (n.d.) Children’s mental health. Available at: https://www.gov.uk/government/organisations/public-health-england.
  • Royal College of Speech and Language Therapists (RCSLT) (n.d.) Speech and language therapy and mental health. Available at: https://www.rcslt.org.
  • Royal College of Occupational Therapists (RCOT) (n.d.) Occupational therapy and children’s mental health. Available at: https://www.rcot.co.uk.
  • British Dietetic Association (BDA) (n.d.) The role of dietitians in mental health. Available at: https://www.bda.uk.com.
  • Mental Health Foundation (n.d.) Statistics on children and young people’s mental health. Available at: https://www.mentalhealth.org.uk.