Noticing early signals in schools

Teachers see what others miss

Teachers spend more time with students than almost any other adult outside the family. That puts them in the best position to notice when something has changed. Early support makes a real difference, and it often starts with a teacher who noticed.

What to look for

The most useful signal is change. Compare a student with how they usually are, over a period of weeks rather than a single day.

• Pulling away from friends or activities they used to enjoy
• A drop in schoolwork, concentration or attendance
• Seeming unusually tired, irritable, tearful or flat
• Frequent headaches, stomach aches or visits to the sick room
• Changes in eating, or in how they look after themselves
• Talking about feeling hopeless, worthless or like a burden

One sign on its own may mean very little. Several signs together, or a sign that persists, are worth acting on.

How to respond

Notice and note. Write down what you have seen and when, factually and without labels.

Talk privately. Choose a calm moment. Try: "I've noticed you seem quieter lately. How are things going?" Listen more than you speak. You do not need to fix anything.

Refer. Share your observations with the school counsellor or psychologist, following your school's procedure. Your role is to notice and connect, not to diagnose or treat.

Follow up. Check in with the student again. Knowing an adult noticed and cared matters.

Confidentiality and parents

Be honest with students about what you can keep private. If you are worried about their safety, you cannot promise secrecy, and it helps to say so kindly. Your school's policy will set out when and how parents are involved.

When it cannot wait

If a student talks about self-harm or suicide, or you believe they are at immediate risk, act the same day. Do not leave them alone. Inform your school's designated safeguarding lead or counsellor straight away and follow your school's emergency procedure.