ABSTRACT
This chapter looks at the backdrop to the development of this practical and evidence-based mental health resource for teacher-practitioners or adults involved in supporting children with social, emotional and mental health needs. It outlines the legislative policy shift incorporating a new special educational needs and disabilities framework for working with children and families as the central focus. The chapter outlines the impact of the teacher on the emotional well-being of both children and themselves. It introduces us to the concept of understanding behaviour as communication and how this can be better understood through a child-centred model that reflects 'what the child is telling us'. It provides an overview of the three-step PIPER model –– an emotional well-being Intervention. The PIPER model is both a practical evidence-based tool and awareness-raising resource for teachers, SENCos, teaching assistants, mentors and all adults who work with children and young people who present as worrying and challenging in the school context.
