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The University of Sussex and Health Innovation Kent Surrey Sussex has published a new resource to help school and college governors and trustees improve pupil, student and staff mental health and wellbeing.

Developed by researchers at the University of Sussex in collaboration with Health Innovation Kent Surrey Sussex and supported by the National Institute for Health and Care Research (NIHR) Applied Research Collaboration Kent, Surrey and Sussex (ARC KSSS) the Mental Health in Schools and Colleges: Essential Resource for Governing Boards gives governors and trustees practical tools to help turn wellbeing ambitions into measurable action.

The new guide has been produced in response to an increase in mental health cases in school aged children. In the UK, one in five pupils are persistently absent, one in five children and young people had a probable mental disorder in 2023, and teacher vacancies remain six times higher than pre-pandemic levels.

The guide focuses on the strategic role governing bodies can play in creating healthier, more supportive school and college environments. It is built around the Department for Education's Whole School and College Approach (WSCA), an evidence-based framework that encourages schools to embed wellbeing into leadership, culture, teaching, staff support and engagement with families.

Dr Kathryn Lester, from the University of Sussex, said: "When we looked at how well schools were implementing a whole school approach to mental health, we identified a significant gap in support for governors and trustees, who are often volunteers navigating complex territory without clear guidance. This resource gives them exactly that, with practical tools to move from good intentions around wellbeing to measurable impact."

The resource was developed with governors, for governors, and reflects current government and Ofsted expectations around pupil and staff wellbeing. Among its features is practical guidance to help governing boards ask the right questions about areas such as leadership, staff wellbeing, pupil voice, parental engagement and identifying pupil need.

Becca Randell, Associate Director, Health Innovation Kent Surrey Sussex, said: “Governors and trustees have a crucial role in supporting a whole school and college approach to mental health and wellbeing. This innovative resource gives governing boards practical tools to strengthen their oversight of wellbeing and measure the impact of their efforts, helping to create healthier environments for pupils, students and staff.”

Fiona Collier, Governance Consultancy Team Lead at The National Association of Governance Advisory Services (NAGAS), said: “NAGAS is pleased to have contributed to the development of this valuable resource, which we believe will provide practical support to governing boards in strengthening their understanding of a whole school and college approach to wellbeing. The guide has the potential to be a highly useful tool in supporting informed, strategic oversight in this important area.”

The guide also introduces a free online WSCA Measurement Toolkit, co-developed by the University of Sussex, Health Innovation Kent Surrey Sussex, Sussex Partnership NHS Foundation Trust, the University of Surrey and the Charlie Waller Trust and funded by the National Institute for Health and Care Research (NIHR) Applied Research Collaboration Kent, Surrey and Sussex (ARC KSS). The toolkit enables schools and colleges to measure both how well a whole-school wellbeing approach is being implemented and the outcomes it is achieving.

To help governors get started, the resource outlines four practical steps:

• Get a quick picture of current wellbeing activity by gathering feedback from pupils, staff and families.
• Agree how progress will be measured, including using the WSCA Measurement Toolkit where appropriate.
• Set two or three realistic wellbeing priorities for the year.
• Maintain momentum through regular board updates and dedicated wellbeing leadership.

Emma Hawker, Programme Development Manager at Boards for Education, said: “Governors and trustees play a vital role in championing cultures of wellbeing. By placing wellbeing at the heart of strategic leadership, schools can better support pupils, staff and wider communities, strengthening outcomes and resilience across all settings. Boards for Education are delighted that these materials provide a clear foundation on which boards can build their approach to wellbeing.”

Ahead of schools planning for the academic year 2026-27, the authors hope the guide will help governing boards feel more confident in leading conversations about wellbeing and ensuring it remains a visible, embedded part of school life.