“Developing wellbeing, attendance and attainment for students”

Mental health difficulties in children can affect their overall wellbeing in both the immediate and long-term. Persistent mental health problems may lead to pupils having significantly greater difficulties in learning than the majority of children the same age. A recent government survey suggests that; disproportionately large numbers of pupils with conduct or emotional disorders fall behind in their overall education and attainment, and will also continue to be missing from school and/or increase their exclusions.

Evidence has shown that an effective approach to promoting positive behaviour, social development and self-esteem in schools; is to combine positive classroom management techniques, with one to one and small group sessions to help identify coping strategies for young people.

In 2016, over 5000 young people told the mental health charity Young Minds, that their top two concerns were school stress and access to help in school.

With all this in mind, and knowing that schools are the frontline service for young people; The Bloom Project works within school communities to deliver programmes of support that utilise therapeutic, systemic and measurable approaches. Our interventions are designed to meet the needs of your student body and can be implemented on a one to one or small group basis.

What we offer:

  • Targeted attendance interventions to increase parental responsibility
  • Managing self-harm in the immediate and long-term
  • Stress management for anxious students and school refusers
  • Developing healthy relationships
  • Coping in class (emotional and behavioural regulation)
  • Anger management strategies
  • Study booster sessions (anxiety management techniques and exam stress management)
  • Staff stress management
  • Systemic parenting groups to address multiple behavioural factors
  • Bespoke interventions developed to fit student need


“Increasing Staff Retention and Resilience”

The most effective CPD programmes are linked to the collective needs of the school, and must develop personal as well as professional growth. Investment in existing teachers and their development is 'crucial', as the Institute of education has said; if we are serious about improving educational outcomes for young people (2012)

In a study produced by the government; teachers interviewed, cited ‘career development’ and ‘the desire for a new challenge’ as the most important factors in moving between schools.

In line with this; The Bloom Project works collaboratively with educational providers to increase staff retention and resilience by developing confidence, knowledge and skill levels across many areas.

What we offer:

  • Managing ASD and Asperger’s in the classroom
  • Managing ADHD in the classroom
  • Understanding and working with attachment disorders
  • Improving behaviour in the classroom
  • Dealing with grief in school
  • Engaging “hard to reach” parents
  • Building behaviour management skills of support staff
  • Staff stress management sessions
  • Bespoke interventions developed to fit staff and school need
  • Customized plans to address OFSTED outcomes


“Staff Stress Management”

We offer stress management sessions with a difference. Our programmes are nurturing and holistic, whilst also giving staff the science of stress and a toolkit of long-term stress management techniques. We can help staff understand their reactions to stress, provide them with ways to combat the symptoms of stress, help them to recognise the early warning signs of stress and develop strategies for looking after themselves effectively.

Staff who nurture themselves and look after their well-being are more focused, well-intentioned and emotive practitioners who are able to remain motivated in stressful environments.