Mental health support and advice
Mental Health Support Teams (MHSTs) work in schools and colleges to support children, young people and those who care for them with their emotional wellbeing and mental health.
MHSTs are working across schools in Hull and East Riding to provide early intervention for mild to moderate mental health needs. The teams can support with mental health difficulties such as anxiety and depression. They’re integrated within schools and colleges, working directly alongside students and teaching staff.
Thorpepark Academy have a Mental Health Support Team (MHST). They have been working in our school to support children, young people, parents/carers, and education staff for many years. Their team is made up of qualified practitioners, including Education Mental Health Practitioners (EMHPs) and Senior Practitioners.
The EMHPs work directly within the school offering a range of interventions and will work with you to determine the best course of action for your child if they need some support. This might include:
- 1:1 support and interventions
- Group work and sessions
- Whole School Approach
- Assemblies
- Workshops for parents
- Parent-led CBT
- Training for teachers
The practitioners can also support children and young people to access other services in the city if they feel it would be more appropriate for their needs.
To access support for your child, speak to your school’s welfare team or another appropriate member of staff.
Opportunities to attend parent workshops
If you are interested in any of the following workshops, please speak to a member of welfare team.
| Date | Workshop |
|---|---|
| Tuesday 1st October 2024 | Behaviour as communication |
| Tuesday 14th January 2025 | Routines |
| Tuesday 29th April 2025 | Anxiety |
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Pupil mentors support younger pupils and those new to the school.”
“Children in the early years get off to a good start.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils love the ‘Thorpepark 50’.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“There is a truly inclusive ethos.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils understand how to keep their minds and bodies healthy.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Leaders know the pupils, their families and the community very well.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Pupils thrive at Thorpepark Academy.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Leaders prioritise pupils’ well-being.”
“Pupils are well prepared for secondary education.”
“Pupil ambassadors check on other pupils’ well-being.”
“Parents work in partnership with leaders and staff.”
“Pupils learn the importance of contributing to their community.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils learn about people and places from their local area in all subjects.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils are motivated to learn.”
