Help and Support

“We certainly anticipate that we’ll see a greater number of students in the run up to exams. It’s slightly different here at Seaford, because in other schools they might have a wellbeing class in the run-up to exams, whereas here we have an open forum all the time. The academic departments also help prepare students mentally when going through their revision programmes.”

Mark Bernhardt
    Safeguarding, Wellbeing & Resilience

---

 

“We have a school counsellor and the Pink House is manned every day. There’s constant monitoring at all levels, from peers, tutors and other teaching staff, and we have regular pastoral meetings. Classroom teachers are often the first to spot problems, because they tend to see students on a daily basis, so they’re sometimes the first to notice a change in behaviour. When a student is having difficulties, we can see them on a Monday morning and then plan for the week ahead. We’ve had really good, positive feedback from parents and students about that.”

Jo Forman
    Assistant Head (Safeguarding & Resilience) DSL

---

“Students look out for each other as well. There are students who won’t come to us because they feel self-conscious, but their peers might come to us and say their friend is struggling, or even bring a friend to No.46 for support. We have Peer Mentors here in both the Junior and Senior Schools, who are trained externally at the start of the academic year to pick up on warning signs, look after young people, talk to them and then inform us.”

Mark Bernhardt
    Safeguarding, Wellbeing & Resilience

---

“Students can also text or call up if they want to see someone – our contact number is up all around the School – and we can go out to see children in a boarding house or classroom if they find it more comfortable.”

Jo Forman
    Assistant Head (Safeguarding & Resilience) DSL

---

“It’s very important that the students here know they have someone to talk to about any subject and can do so quickly. It doesn’t necessarily even have to be someone from No.46 it can be someone elsewhere who then reports back to us. That can be a very important intervention.”

Mark Bernhardt
    Safeguarding, Wellbeing & Resilience

---

 

“We do use mindfulness techniques, which are implemented through Learning Support. There are three mindfulness practitioners at the school, who all run one-to-one and group sessions. We also offer yoga sessions in the dance studio in the new sports complex. We are constantly looking at new approaches.”

Jo Forman
    Assistant Head (Safeguarding & Resilience) DSL

“That’s a very good question. We’re very lucky at Seaford that we have a very happy community and culture, but we’re very open about the difficulties students face, which can range from someone boarding for the first time having home-sickness to experiencing difficult situations at home.

Social media makes everything worse – in the past, children could make a mistake and it would be forgotten about quickly, but now everyone makes everything very public on social media.”

Mark Bernhardt
    Safeguarding, Wellbeing & Resilience

---

“There’s a lot that’s good about social media and the internet in general, and there are a lot of children who breeze through it all and just aren’t bothered by it. But if children go through a difficult phase, it adds to the pressure.

As a society it’s sometimes compounded at home, because children find it impossible to turn devices off and parents often do as well. Blue-screen digital devices trick the brain into thinking night is day, so the brain doesn’t switch off – it becomes like a drug. We have a policy in the boarding houses to counteract this and we teach sensible use of technology to our students.”

Jo Forman
    Assistant Head (Safeguarding & Resilience) DSL

---

“We see as many boys as girls now. That’s a major breakthrough. It’s a real source of encouragement that boys are as keen to come for support here as girls are.”

Mark Bernhardt
    Safeguarding, Wellbeing & Resilience

---

“A big part is managing to get the students onboard and make them realise they’re not the only one who feels this way. It’s about trust and listening. It’s so important that students trust the person they’re speaking with. Once they get into the swing of coming here for a chat, it becomes normal and any sense of stigma disappears.”

Jo Forman
    Assistant Head (Safeguarding & Resilience) DSL

---