Training Calendar and Search

As the summer days fade away and the familiar routine of work or school looms, we're all caught in that strange limbo between holiday memories and autumn ambitions. One minute we're planning to revolutionise our entire workflow, the next we're wondering if we still remember our computer password.

Why This Matters 

Let's be honest - we all return from summer with grand plans that would impress even the most ambitious LinkedIn influencer. But without the right approach, we quickly find ourselves overwhelmed and retreating to our tried-and-tested habits (hello, procrastination and the 3pm biscuit ritual). 
 
Setting achievable goals is brilliant for personal growth, but there's a fine line between healthy ambition and setting yourself up for a mid-September meltdown. Just like completing an Ironman shouldn't start with a triathlon but with sensible trainers, success at work doesn't begin with transforming everything overnight. 
 
Fortunately, our very own Laura Drury is here to share her insights on creating achievable goals and establishing a sustainable routine that feels rewarding rather than draining. 
 
What You'll Discover 
 
In this engaging 45-minute session, Laura invites you to explore: 

• The art of setting realistic goals that actually inspire rather than make you want to hide under your desk – ensuring you stay motivated beyond the first week back.
• Practical strategies for breaking down those lofty ambitions into manageable steps – because "become the best team ever" looks suspiciously different when you add actual action points.
• Personal anecdotes and proven techniques for forming healthy habits that make the transition back to work not just bearable but (dare we say it?) enjoyable. Yes, really. 

Perfect For: 

Leaders aiming to foster a positive workplace culture without resorting to motivational posters. Individuals seeking to enhance productivity without sacrificing their will to live.  

Your Takeaways: 

• A realistic approach to goal-setting (no superhero cape required) 
• Simple strategies to maintain momentum when motivation inevitably dips 
• Ways to create habits that stick better than that holiday tan 
• The confidence to approach September with purpose rather than panic 

It's free, and you can secure your spot right now! That's one thing you can tick off immediately - hurrah! 
 
Don't miss this opportunity to kickstart your routine with purpose and clarity. Because let's face it, September is coming whether we're ready or not – might as well tackle it with a smile… and a plan that actually works! 

This training session will take you through the bespoke Gloucestershire ePEP template specific to the age group. We will explain the statutory requirements of the PEP document and look at how to write a good PEP which meets the required standard. We will show you some hints and tips to save you time and answer any questions you may have about the PEP writing process. 

For more details - Training Timetable 2025-2026 | Virtual School (gloucestershire.gov.uk)

or email Courtney.hopson@gloucestershire.gov.uk to book

This training session will take you through the bespoke Gloucestershire ePEP template specific to the age group. We will explain the statutory requirements of the PEP document and look at how to write a good PEP which meets the required standard. We will show you some hints and tips to save you time and answer any questions you may have about the PEP writing process. 

For more details - Training Timetable 2025-2026 | Virtual School (gloucestershire.gov.uk)

This course aims to help professionals understand autism and how this may present in girls.
At the end of this course, participants will:

• Appreciate how autistic girls may present in a different way to autistic boys.
• Understand how as a spectrum autistic presentation can change on a daily basis.
• Understand the challenges of interception.
• Understand how alexithymia can impact autistic girls.
• Know how to support girls with managing energy levels and avoid burnout.
• Consider strategies that may support autistic girls.

THIS IS A VIRTUAL TRAINING SESSION HOSTED ON THE TEAMS PLATFORM. TRAINING CAN BE DONE AROUND ONE SCREEN IF DESIRED, BUT WE WILL STILL REQUIRE ALL CONTACT NAMES AND EMAIL ADDRESSES OF STAFF ATTENDING.

This training session will take you through the bespoke Gloucestershire ePEP template specific to the age group. We will explain the statutory requirements of the PEP document and look at how to write a good PEP which meets the required standard. We will show you some hints and tips to save you time and answer any questions you may have about the PEP writing process. 

For more details - Training Timetable 2025-2026 | Virtual School (gloucestershire.gov.uk)

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

This training session will take you through the bespoke Gloucestershire ePEP template specific to the age group. We will explain the statutory requirements of the PEP document and look at how to write a good PEP which meets the required standard. We will show you some hints and tips to save you time and answer any questions you may have about the PEP writing process. 

For more details - Training Timetable 2025-2026 | Virtual School (gloucestershire.gov.uk)

This training session is being delivered by Keith Bates, the popular presenter from our previous webinar on dysregulated behaviour.

In schools, we have all seen an almost exponential rise in the expectations and demands from parents and families in the last few years. This has led to a landscape often characterised by tension and conflict with some families.
In this webinar designed for all school and college staff that interact with families, we will cover:
• A context to this developing challenge and understanding why families sometimes react as they do.
• Outlining key principles and approaches which can stop situations escalating and the pitfalls to avoid.
• How to organise meetings and prepare conversations through understanding the power of verbal and non
verbal communication.

By developing the skills through these approaches, we can restore and build more constructive relationships with even some of our most tricky families. 

THIS IS A VIRTUAL TRAINING SESSION HOSTED ON THE TEAMS PLATFORM. TRAINING CAN BE DONE AROUND ONE SCREEN IF DESIRED, BUT WE WILL STILL REQUIRE ALL CONTACT NAMES AND EMAIL ADDRESSES OF STAFF ATTENDING.
Please contact courtney.hopson@gloucestershire.gov.uk to book onto this Virtual School Training opportunity

It’s nearly the spookiest season of the year – and for some, menopause can feel just as mysterious and a bit… well, terrifying. Especially if you’ve been tasked with improving your workplace’s menopause support and don’t know where to start. Or you’re personally navigating the joys of perimenopause and wondering how to get your workplace to do better. At Laughology, we’ve been talking about menopause long before it became a corporate buzzword.

Our work includes:

• Menopause awareness sessions for whole teams
• Menopause champion training
• Support for organisations creating policies, charters, or just better practice – minus the jargon

And in every single session, we hear something brilliant – practical advice, clever ideas and touching (and sometimes hilarious) stories that deserve a wider audience.

So, in this free, 45-minute webinar, we’re sharing them with you.

Join our brilliant Laughologist and menopause expert, Sarah Creegan, for your chance to hear what’s really working in organisations – and what you might want to steal, tweak or try yourself.

What You'll Discover

During the session, we’ll explore:

• Simple language swaps and conversation starters that help managers and colleagues talk about menopause with confidence – creating a workplace where people feel seen, heard and supported, not silenced or sidelined.
• Practical, real-life support ideas that go beyond desk fans – so your team knows what meaningful help actually looks like and your people feel genuinely cared for, not just accommodated.
• Tips on embedding menopause-friendly practices that last beyond awareness week – avoiding tick-box culture and building long-term change that actually sticks.

Perfect For:

Managers, HR leads, and menopause champions who want to support people properly or anyone going through menopause who wants practical support—and a workplace that truly understands.

Your Takeaways:

• Practical ways to make menopause conversations easier (and less cringey)
• Creative ideas for support that go beyond policies and peppermint tea
• Insights into what actually helps – straight from real stories and lived experience
• A boost of confidence to drive positive change with humour and compassion

So, whether you're leading menopause strategy or just starting the conversation, this session is packed with real talk, practical ideas and a few unexpected laughs.

Join us for honest insights and easy wins you can take straight back to your workplace.Book your FREE spot now – and bring your sandwich! Desk fan, optional. GSOH, essential.

All humans have three core needs: to feel safe, to belong, and to matter. When met, these needs support brain development in childhood and overall well-being in life.

Since the brain takes 25 years to mature, young people rely on adults for security and belonging, which build resilience.

However, in times of turmoil, adult well-being suffers, leaving young people vulnerable to fear-based issues like anxiety, self-harm, and antisocial behaviour. These struggles can lead to mental health diagnoses or involvement in the criminal justice system, often starting with school exclusion and a cycle of shame.

To break this cycle, adults must create safe structures that foster resilience, transform pain, and help young people feel valued. This course explores how connectedness and co-regulation support recovery from trauma, enhancing our ability to meet fundamental human needs and build community resilience.

Course Content:

• The brain’s need for connection and care
• Stress regulation as an attachment need
• Reintegrative vs. disintegrative shame
• Community resilience for attachment and recovery
• Social thinning and collective trauma
• Five to Thrive: Fostering connectedness
• Mending Hurts: Sustaining relationships and healing
• Trauma recovery discussion checklist for everyday recovery

Please contact Courtney Hopson at Courtney.Hopson@gloucestershire.gov.uk to book onto this Virtual School Training Opportunity.

This full day course is open to all professionals who work with KS2 primary or secondary age young people in Gloucestershire, including teachers, senior leaders, pastoral managers, tutors, learning support workers and parent support advisors.

These courses are facilitated by Satveer Nijjar BSc (Hons) Psychology, a motivated and inspirational speaker.

Topics covered include:

• defining self-harm
• statistics on self-harm
• what leads to self-harm in young people
• what the functions of self-harm are for the young person
• myths and language use in relation to self-harm
• risk in relation to self-harm
• supporting someone who self-harms, including practical strategies

9.00am Registration     9.30am Start of Training

Exploring the importance of school attendance for children in care, and how to improve it.

School attendance is a key factor in young people achieving their full potential both in school and beyond. With attendance declining nationally for all, including our more vulnerable children and young people in care, how can we tackle this growing crisis?
Join this multi-agency Virtual School training morning to hear key messages, information, and practical strategies. 

KEY NOTE SPEAKERS
Dr Melissa Parry - Educational Psychology Service
Andrea Jordan - Education Inclusion Lead

FOLLOWED BY WORKSHOPS

• School moves
• Data and trends
• Attendance regulations
• Barriers to school attendance
• Strategies to promote attendance
• Why is school important?

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

With young men often linked in the media to reports of violence and youth crime, including gangs and other types of exploitation, this workshop explores the culture of masculinity that young men are growing up in — including music and online harm. It examines friendship groups, risky behaviours, and gangs, along with reasons why some are more vulnerable.

The workshop challenges myths about loyalty, honour, and power to raise awareness about the emotional, physical, and social risks of gang life, as well as the potential legal consequences of toxic masculinity and violence.

Learning Outcomes

• Explore the culture of ‘toxic masculinity’
• Understand who is more vulnerable to grooming and exploitation
• Consider what a ‘gang’ is and reasons for joining
• Understand links to violence and organised crime
• Know potential indicators of grooming and exploitation by gangs
• Know where to go for more information and support.

This is a virtual training session hosted on the Teams platform. Training can be done around one screen if desired, but we will still require all contact names and email addresses of staff attending.

A three hour course which will enable participants to gain a wider understanding, for themselves and others, of some issues surrounding mental health and how they might support the young people they work with. This is a rare opportunity for colleagues working with young people to improve their knowledge, understanding and skills at identifying and supporting young people with mental health problems. 

Wellbeing is all about our holistic health, including the physical and emotional. When we have good levels of wellbeing we feel that life is in balance and that we can generally cope well. We feel motivated and engaged, we’re resilient and able to deal effectively with daily troubles, as well as ’bounce back’ from life’s challenges.

Good staff wellbeing in schools  is essential for cultivating a mentally healthy school/college, for retaining and motivating staff and for promoting pupil wellbeing and attainment.

As educational  staff juggle a multitude of different tasks and demands, it is important that everyone is given the right emotional and practical support so that they can, in turn, support their pupils.

In addition to having a positive impact on colleagues, children and young people, staff wellbeing can improve performance and job satisfaction, which can lead to reduced staff turnover. It can also help to reduce absence (both short and long term), increase productivity and promote staff engagement.

Delegates attending this workshop will be able to:

•             Explore what impacts on their own wellbeing

•             Recognize when they might be struggling

•             Practice some strategies for coping

•             Become more familiar with 10 keys to happier living

•             Develop their own wellbeing plan

The session will include a presentation as well a being interactive with a chance to discuss common concerns with fellow professionals and pick up some tips.

Mental health challenges among pupils are increasingly common, affecting their wellbeing, academic progress, and relationships. This course equips educators and school staff with the knowledge and practical tools to recognise signs of mental health difficulties, provide effective support, and foster a positive, inclusive learning environment. Through engaging discussions, case studies, and interactive activities, participants will gain a deeper understanding of mental health and their vital role in supporting pupils' emotional resilience.

By the end of this course, participants will be able to:
1. Recognise the Signs of Mental Health Difficulties – Identify key indicators of common mental health challenges and understand how these may present in a school setting.
2. Implement Practical Support Strategies – Apply evidence-based approaches to creating a safe and supportive environment that encourages pupils to seek help and develop coping strategies.
3. Prioritise Self-Care in Supporting Pupils – Reflect on the emotional impact of supporting young people with mental health challenges and implement self-care strategies to maintain personal well-being while providing effective support.

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

This course enables participants to reflect in a safe space, on their experiences of supporting vulnerable children and young people through transitions. We will look at what worked to reduce the overwhelm and reduce the stress, and what can cause it to be more challenging. We will look at different types of
transitions that children and young people may face, for example transition from year six to year seven, transition from mainstream to specialist setting, transition into a new house.
Participants will benefit from content around attachment, trauma and relationships, transitions (what they are and how they affect us.) We will look at resilience and vulnerability and how they both negatively or positively impact upon the affect of transitions on our brains and nervous systems. We will then look at different examples of transitions and practical examples of what can support those transitions and what buffers against the potential negative impacts of those transitions. We will look at case studies and stories of hope, and support participants in being able to use the knowledge, understanding and skills explored to apply to real life scenarios. 

Course content:

• Attachment, trauma and relationships.
• What are transitions and how do they affect us.
• Resilience and Vulnerability and how that can impact transitions.
• Examples of transitions and practical examples of what can help.
• Case studies and stories of hope. 
• Applying knowledge, understanding and skills to real life scenarios.
• Reflection and Q&A opportunity.

Wellbeing is all about our holistic health, including the physical and emotional. When we have good levels of wellbeing we feel that life is in balance and that we can generally cope well. We feel motivated and engaged, we’re resilient and able to deal effectively with daily troubles, as well as ’bounce back’ from life’s challenges.

Good staff wellbeing in schools  is essential for cultivating a mentally healthy school/college, for retaining and motivating staff and for promoting pupil wellbeing and attainment.

As educational  staff juggle a multitude of different tasks and demands, it is important that everyone is given the right emotional and practical support so that they can, in turn, support their pupils.

In addition to having a positive impact on colleagues, children and young people, staff wellbeing can improve performance and job satisfaction, which can lead to reduced staff turnover. It can also help to reduce absence (both short and long term), increase productivity and promote staff engagement.

Delegates attending this workshop will be able to:

•             Explore what impacts on their own wellbeing

•             Recognize when they might be struggling

•             Practice some strategies for coping

•             Become more familiar with 10 keys to happier living

•             Develop their own wellbeing plan

The session will include a presentation as well a being interactive with a chance to discuss common concerns with fellow professionals and pick up some tips.

Children who have experience trauma in the early development stages of lifemay have missed out on key movement experiences. Therefore, this may lead to
developmental delays in any of the seven senses but particularly the vestibular, proprioception and tactile systems. Furthermore, these are the building blocks
of the central nervous system. Moreover, without a well developed central nervous system children find it harder to interact and understand the world around them.

This course will cover:

• What is sensory processing
• Typical development of sensory processing
• The Vestibular system
• The Proprioceptive system
• Tactile senses
• The signs of difficulties with sensory processing
• How you can help to develop the vestibular and proprioception systems
• How you can help develop tactile senses
• Practical ideas including what can be included in a sensory box

This is a virtual training session hosted on the Teams platform. Training can be done around one screen if desired, but we will still require all contact names and email addresses of staff attending.

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

Gloucestershire Healthy Living and Learning have been offered a unique opportunity to invite secondary teachers and lecturers to visit Gloucester Crown Court whilst it is in session. This will provide educational professionals with a unique insight into the English Criminal Justice system, support and inform the teaching of The Law, PSHE and Citizenship. As you know our ‘Getting Court’ scheme has been offering this opportunity for students for many years. Judge Lawrie is very keen to offer teachers the same chance! There will be an opportunity for teachers to ask questions of Judge Lawrie during the morning.

Message to all teachers from Judge Lawrie:

“Getting Court has now been running for 10 years. Different schools attend Gloucester Crown Court each month and learn about the rule of law and how the Criminal Justice System works. They watch real cases and see real defendants being sentenced. Sometimes they observe a jury returning with a verdict.

What has become very clear is that teachers who themselves attend know very little about how the Criminal Justice System works and those who have attended have found the morning both interesting and rewarding. I am passionate about explaining to all-comers how the system works, how it affects everyday life, its strengths and weaknesses and the type of people who find themselves in the dock.

Please come along to Court. I think you will find it personally interesting, and it will give you information to help keep young people informed about our judicial system”.

Places are limited and will be allocated on a first-come first-served basis, initially at one place per school/college. If you would like to attend this event at Gloucester Crown Court then please select 'Book Now' and complete the form. 

The aim of this course is to help adults supporting children/young people (CYP) to better understand self-harm in CYP by defining the term, reflecting on current research, and considering some of the functions that self-harm might serve. The session is designed to explore the ways educational professionals can support CYP who self-harm and to offer some strategies and guidance.
At the end of this course, participants will be able to:

• Understand the term ‘self-harm’ or ‘self-injury’,
• Consider some of the research related to self-harm,
• Identify risk factors and vulnerable groups,
• Explore some of the causes and functions associated with self-harm,
• Consider the role of educational professionals in supporting CYP who
  experience self-harm ,
• and Understand how professionals are able to support CYP who self-harm. 

Wellbeing is all about our holistic health, including the physical and emotional. When we have good levels of wellbeing we feel that life is in balance and that we can generally cope well. We feel motivated and engaged, we’re resilient and able to deal effectively with daily troubles, as well as ’bounce back’ from life’s challenges.

Good staff wellbeing in schools  is essential for cultivating a mentally healthy school/college, for retaining and motivating staff and for promoting pupil wellbeing and attainment.

As educational  staff juggle a multitude of different tasks and demands, it is important that everyone is given the right emotional and practical support so that they can, in turn, support their pupils.

In addition to having a positive impact on colleagues, children and young people, staff wellbeing can improve performance and job satisfaction, which can lead to reduced staff turnover. It can also help to reduce absence (both short and long term), increase productivity and promote staff engagement.

Delegates attending this workshop will be able to:

•             Explore what impacts on their own wellbeing

•             Recognize when they might be struggling

•             Practice some strategies for coping

•             Become more familiar with 10 keys to happier living

•             Develop their own wellbeing plan

The session will include a presentation as well a being interactive with a chance to discuss common concerns with fellow professionals and pick up some tips.

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

Secondary Trauma and Workplace Stress have the potential to be occupational inevitabilities of working in the helping profession. The latest research however, is suggesting that this does not necessarily need to be so. There are tools and strategies embedded in the latest physiological and psychological research that are helping us to understand how to keep ourselves well within the helping professions, in order to continue to do our best for the people we serve. It is both our own personal responsibility to understand our own nervous system and tools for regulation as well as being an organisational responsibility, ensuring that policies and processes are in place that support the work force and avoid the risks of secondary trauma and workplace stress.
In this training, we will look at:
• What do we mean by secondary trauma and who is most at risk?
• When does positive stress tip into toxic stress?
• The well-trodden path from overwhelm to burnout.
• How stress presents a safeguarding risk.
• Being aware of emotional contagion and the importance of workplace culture.
• Why doughnuts in the staffroom are nice, but not the solution.
• The autonomic nervous system in relation to secondary trauma and stress.
• Understanding our own unique nervous system needs.
• Understanding the stress cycle and research informed strategies for completing it.
• Individual actions we can take to help ourselves.
• Organisational and leadership considerations.
This training will provide you with a platform to build upon. Knowledge and noticing are important first steps. You will leave this training with research informed strategies and resource ideas that will support you to protect yourself and others against the risks of secondary trauma and workplace stress.

This full day course is open to all professionals who work with KS2 primary or secondary age young people in Gloucestershire, including teachers, senior leaders, pastoral managers, tutors, learning support workers and parent support advisors.

These courses are facilitated by Satveer Nijjar BSc (Hons) Psychology, a motivated and inspirational speaker.

Topics covered include:

• defining self-harm
• statistics on self-harm
• what leads to self-harm in young people
• what the functions of self-harm are for the young person
• myths and language use in relation to self-harm
• risk in relation to self-harm
• supporting someone who self-harms, including practical strategies

9.00am Registration     9.30am Start of Training

By the end of this session, attendees will develop a deeper understanding of how behaviour communicates underlying needs and emotions, and how to respond through a relational, trauma-informed lens. Participants will explore the importance of connection, trust, and emotional safety in supporting behaviour, and gain practical strategies to foster reflective, inclusive practice.

At the end of this course, participants will:

• Understand Behaviour as Communication
• Explore the Principles of Relational Approaches
• Reflect on Adult Role and Emotional Regulation
• Apply Trauma- and Attachment-Informed Practice
• Develop Practical Strategies

This full day course is open to all professionals who work with KS2 primary or secondary age young people in Gloucestershire, including teachers, senior leaders, pastoral managers, tutors, learning support workers and parent support advisors.

These courses are facilitated by Satveer Nijjar BSc (Hons) Psychology, a motivated and inspirational speaker.

Topics covered include:

• defining self-harm
• statistics on self-harm
• what leads to self-harm in young people
• what the functions of self-harm are for the young person
• myths and language use in relation to self-harm
• risk in relation to self-harm
• supporting someone who self-harms, including practical strategies

9.00am Registration     9.30am Start of Training

How can schools not only support young people in recovering from trauma but also help them grow and thrive? This interactive 90-minute webinar explores trauma-informed strategies that foster resilience and post-traumatic growth in students. We will examine the impact of trauma on learning, behaviour, and emotional regulation and discuss how to create a psychologically safe school culture that promotes healing and self-efficacy.
Learning Outcomes:

• Understand Trauma and Learning: Recognise how trauma affects brain development, behaviour, and engagement in the classroom.
• Develop Trauma-Informed Approaches: Learn practical strategies to create psychologically safe learning environments that support emotional regulation and student wellbeing.
• Foster Resilience and Post-Traumatic Growth: Explore how to help students develop new strengths, a sense of purpose, and a positive self-identity in the aftermath of adversity.

A three hour course which will enable participants to gain a wider understanding, for themselves and others, of some issues surrounding mental health and how they might support the young people they work with. This is a rare opportunity for colleagues working with young people to improve their knowledge, understanding and skills at identifying and supporting young people with mental health problems. 

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

A three hour course which will enable participants to gain a wider understanding, for themselves and others, of some issues surrounding mental health and how they might support the young people they work with. This is a rare opportunity for colleagues working with young people to improve their knowledge, understanding and skills at identifying and supporting young people with mental health problems. 

Compassion is innate, but constant emotional demands can lead to fatigue. Many school staff experience this exhaustion due to the relentless need for compassion in their work. This trauma-laden environment increases vulnerability to secondary trauma. Supporting traumatised children and parents requires absorbing their stress, relying on resilience to process it. However, when overwhelmed, our own threat response can be triggered, leading to trauma. This course provides a safe space for reflection, helping participants identify compassion fatigue, understand strategies for prevention and recovery, and recognize that resilience strengthens with each recovery.
The training promotes staff wellbeing, covering attachment, trauma, and resilience. Participants will reflect on experiences, explore case studies, and create action plans for recovery. Reflective practice and its benefits will be a key focus.
Course Content:

• Navigating complex work environments
• Core needs for wellbeing
• Neuroscience of trauma and secondary stress
• Signs of trauma and recovery
• Building individual and community resilience
• Creating nurturing environments
• The role of diversity in resilience

Mental Health e-learning ‘Train the Trainer’ Course

This has been designed in conjunction with CYPS and is an incredibly accessible tool.

Course Aims

To help all primary and secondary school staff to understand the more common mental health problems children and young people may face.

To recognise the signs and symptoms of mental health problems

To guide a child or young person towards the right support

To help children and young people cope and manage their lives.

This course is for:

All primary and secondary school staff wishing to develop their knowledge and skills around Mental Health. It is intended that after receiving training, delegates will then ask questions on how to then deliver the package themselves. All participants will need a laptop or tablet and internet access to complete the session, which lasts 90 minutes.

If you would like the trainer to come in to school to deliver this FREE training, to arrange a date please email us with your name, school name, phone number and possible dates to ghll@Gloucestershire.gov.uk

Gloucestershire Constabulary are excited to offer a comprehensive presentation designed specifically for parents, providing them with the tools and insights to keep their children safe online.The session lasts approximately 1hr 15 minutes and contains topics such as:

•  Understanding Online Risks – Identify the various 
  dangers your children may encounter online, including 
  cyberbullying, predators and harmful content.
• Social Media and Apps safety – Learn best practices for 
  social media and applications. How to configure privacy 
  settings and protect your child’s information.
• Parental Control Tools – Explore tools and settings to 
  monitor and control your child’s online activities.
• Encouraging Open Communications – Gain tips on 
  fostering honest conversations about internet use and 
  creating a supportive environment.
•  

The presentation is of course free of charge and can be presented at any time of the schools choosing, preferably whenever will encourage the best turnout of parents.