Children’s Services and Adult
Learning Disability Services
Children’s Services and Adult
Author: Casey, 18
Topics mentioned: Panic attacks, coping strategies, school, emotions, thoughts, feelings, behaviours, self-care, empathy, mindfulness
About: Casey shares their journey on how for years, anxiety and panic attacks had a significant impact on their life, education, and mental health.
Hiya, my name is Casey. I am 18 years old, and I spend nearly 85% of my life volunteering. I currently volunteer as a teaching assistant in a primary school and am working towards my level 2 teaching assistant qualification. I also volunteer for different organisations and frequently take part in charity events to help raise money for mental health support for young people in the uk. I am also a qualified lifeguard, swim teacher, and a self-published author of my poetry book Surviving, which highlights my own experiences within education and mental health support as a young person. But getting to where I am today wasn’t easy.
For years, anxiety and panic attacks had a significant impact on my life, my education, and my mental health. I am not sharing this story because I want sympathy. I’m sharing it because somewhere in a classroom, corridor or pastoral office, there is a young person experiencing exactly what I experienced.
If this blog helps one professional understand that student a little better, then sharing my story is worth it. This is a story of pain, panic, and constant misunderstanding through education, but this isn’t just a story, this was my life.
I was around 12 years old when I started experiencing panic attacks. I don’t really remember my first panic attack, but I remember that most of them happened at school. The only other times I experienced them outside of education were when I became overwhelmed by sensory input because of my autism. At the time, I didn’t tell anyone what was happening.
I was a quiet student and feared what might happen if I asked for help. Most of my teachers didn’t know me very well, and I felt embarrassed and confused by what was happening. I always had this thought in my head: if I didn’t understand what was going on myself, how could anyone else understand? Looking back, I wish I had reached out sooner.
But when you’re young and scared, that’s often easier said than done.
By Year 8, teachers had started to notice that something wasn’t quite right. My panic attacks had become more frequent and more intense. Eventually, I reached out for support through the school nurse and drop-in services. At my worst, I was experiencing four or five panic attacks each day, and they would often last up to an hour. Because of this, I spent a lot of my time at school outside the classroom because I simply couldn’t cope with being in lessons. This was obviously detrimental to my education. But instead of teachers working with me and supporting me through my struggles, I was isolated during these attacks and often spent hours sitting outside classrooms, in empty corridors, in the resource’s cupboard of the isolation room, or wherever they could put me. All whilst trying to calm myself as more often than not, there were no members of staff with me.
During this time, I can honestly say that I received more support from passing students and the school cleaners than I ever did from the trained pastoral and senior staff within the school. While a handful of staff genuinely tried their best to help, there were many times when I felt misunderstood, dismissed and even judged by the very people I was supposed to trust. I spent four out of five years of secondary school feeling like this. I suppose when you’re struggling with panic attacks at only 12 years old, being told by the adults around you to “get on with things” or “just breathe” as they walk past, as you’re crying in a corridor, doesn’t exactly help. If anything, it makes you feel even more alone.
And alone is exactly what I felt every day.
Panic attacks affected every part of my education. I missed lessons, struggled to concentrate, and spent so much energy simply trying to get through the school day. Eventually, I had to drop one of my favourite subjects because my panic attacks became so severe and the teacher refused to understand my situation. Not only did that mean I was expected to fail that qualification, but I was now also one GCSE behind most of my classmates.
So, to keep up with my education as best as I could, I spent countless evenings teaching myself the content I had missed. The panic attacks themselves were exhausting and these long nights with extra studying just added to the exhaustion more so. I would go to school, have multiple panic attacks, come home, and then spend hours teaching myself everything I had missed that day. There were times when even the idea of passing my GCSEs felt impossible. And I almost completed quit as many of the teachers and adults around me told me that if I “carried on like this” and continued missing lessons, I would fail my exams.
But I persisted and wanted to prove, not only to those adults and teachers, but also to myself that I deserve an education just as much as any other child. So, when results day arrived, I was more than nervous. I remember feeling sick to my stomach as I opened the brown envelope. To my surprise, I had passed every GCSE that I had taken. I was incredibly proud of myself because I knew how much hard work and determination had gone into achieving these results. Despite the panic attacks, despite the lack of basic support, despite the teachers believing I would fail and despite navigating so much of my education with undiagnosed ADHD, dyslexia and autism, I did it.
For the first time in years, I had proof that I was more than the struggles that people saw. I was more than the panic attacks I had suffered. I was capable. And as I walked away from the school and staff that had caused me so much heartbreak and loneliness, I finally felt free.
Throughout my journey, I met some incredible professionals who genuinely helped me, and I will always be grateful for the support they gave me.
However, I also experienced many situations that taught me what doesn’t help. If I could give one piece of advice to professionals supporting young people experiencing panic attacks, it would be to remember that we need people, not perfection. Be human. Kindness, understanding and genuine care can make a bigger difference than you might realise. When a young person is panicking, their brain is often overwhelmed, so keep your language short and simple. Listen to what they are telling you and believe them. Arguing about whether they are anxious, or dismissing their feelings, doesn’t make the anxiety disappear. Take the time to understand their experience rather than making assumptions about what they need.
One of the biggest lessons I learned is that not every young person experiencing a panic attack wants the same thing. Sometimes we need support, sometimes we need a break, and sometimes we just need someone to sit quietly with us until the moment passes. Rather than automatically sending us home or deciding what is best for us, ask what would help. Give us space when we need it, but don’t leave us feeling abandoned. Don’t pre-judge, don’t guess, and don’t assume. Instead, listen, ask questions, and show compassion. You may never fully understand what a young person is going through but simply making them feel heard can make all the difference. Majority of the time they just need a safe space to ground themselves. They are not broken and they do not need or want you to fix them. Most importantly, remember that your words matter. Comments, both spoken and written, that may seem small or insignificant to an adult can stay with a young person for years. Every student is carrying experiences, fears and struggles that you may know nothing about. This point means more to me than any other because I have experienced the lasting impact that words can have.
After I left school, I submitted a Subject Access Request and received copies of emails exchanged between staff members. In those emails, words such as “attention-seeking” and “manipulating” were used to describe me. There were even suggestions that I was “targeting new staff members” simply because I was sharing my struggles and expressing concerns about the support I was receiving. Years later, I still carry the weight of some of those words. While staff may have viewed them as internal discussions or passing comments, they became part of how I understood my experience at school. They reinforced the feeling that I wasn’t being listened to, understood, or believed. So, if you take anything from my experience, let it be this: be careful with the words you choose. The language you use about a young person, whether it is spoken to them, written about them, or shared with colleagues, matters. During some of the most vulnerable moments of their lives, your words can either help a young person feel understood or leave wounds that last long after they leave your classroom.
Many young people don’t ask for help. In my experience, the signs are often there long before the words are. A young person who is struggling may begin to show changes in their behaviour, becoming quieter than usual, withdrawing from activities they once enjoyed, or appearing more irritable and frustrated than normal. There can also be physical signs, such as trembling, shaking, stimming behaviours, repetitive movements, scratching their arms, looking pale, or constantly appearing tired and exhausted. Socially, they may start spending less time with friends, isolating themselves from others, or experiencing noticeable changes in their friendship groups.
Struggles with mental health can also affect a young person’s education. They may find it harder to concentrate in lessons, begin falling behind with their work, experience increased anxiety around exams, or have reduced attendance at school. Changes in self-care can sometimes be another indicator, including neglecting personal hygiene, changes in eating habits, or significant fluctuations in weight.
Some young people may go to great lengths to hide the fact that they are struggling. This is often because they are worried about getting into trouble, being judged, being told to stop certain behaviours, or being forced to speak to a professional before they feel ready. As a result, they may develop ways of concealing their distress from the adults around them. For example, some young people may wear jumpers or long sleeves throughout the year, even during warmer weather. While there can be many innocent reasons for this, it can sometimes be an attempt to hide signs of emotional distress, including self-injury. It is important not to jump to conclusions or make assumptions, but changes like these can be an opportunity for a gentle, non-judgemental conversation. Many young people who engage in self-injury do not do so because they want attention. In fact, many go to significant lengths to keep it hidden. That is why it is so important for professionals to approach concerns with curiosity, compassion and understanding rather than judgement. Sometimes, simply noticing that a young person may be struggling and giving them the opportunity to talk can make a meaningful difference.
It’s important to remember that none of these signs automatically mean a young person is experiencing mental health difficulties. However, when several of these changes appear together, they may indicate that something is going on beneath the surface. Often, the most important thing an adult can do is notice the change, start a conversation, and let that young person know that someone is paying attention and cares.
Looking back, panic attacks took a lot from me. They took time, confidence, opportunities, education, and memories that should have been simpler than they were. But they didn’t take everything. In fact, it gave me something that I will forever be grateful for, and that is my passion to make a difference in this world for others who struggle like I did.
Despite all the challenges I faced, I passed my GCSEs, discovered my passion for supporting young people with SEN and mental health struggles, completed multiple qualifications and got to take part in many different volunteer roles and projects. My experiences in secondary schools will forever be part of my story, but it is no longer the whole story. And I get to spend every day of the rest of my life turning the pain I felt in the past, into purpose for a better future.
So please, if you’re reading this and struggling yourself, please know that things can improve. Progress isn’t always quick, and it isn’t always straightforward, but difficult days do not define your future. Mine certainly didn’t define mine.
And if you’re a professional working with young people, I hope this article encourages you to look beyond behaviour and ask what might be happening beneath the surface. And if you’re a young person who sees yourself in parts of my story, please know that you are not alone.
Author: Young person, 13
Topics mentioned: anxiety, worry, coping strategies
About: Young person shares her MHST journey and the coping strategies that help her when she is anxious and worried.
I heard about MHSTs from a teacher. I wasn’t attending school or had to be pushed into school. I was very anxious after the holidays. I had previous support from CAMHS, but they only told me what to do, they didn’t tell how to do it.
My initial experience with Andrea was very good. She knew how to help me from the start. This made me feel better and feel safe. I had a good relationship with Andrea, we sometimes had chats about holidays and Christmas not all serious stuff. I always saw Andrea. She helped me defeat the bad things of how I was feeling and brought out the good things for me. We did sheet activities, talked and I answered her questions, and we did tasks together. I enjoyed meeting her face-to-face because it was easier to talk. Andrea taught me box breathing. Triangle worked better for me, and I have been using it, even today.
A highlight for me was learning about types of worries and how I can control these to make me better.
I enjoyed working with Andrea. I have come a long way since September. I would tell someone starting their journey that it is really good and can have really good outcomes for you.
Author: Parent
Topics mentioned: anxiety disorder, CBT, panic attacks, coping strategies
About: Young person’s mum shares how the MHST helped her daughter get back to school, the Parent-led CBT Course and her biggest highlight in her daughter’s mental health recovery journey so
far.
I first heard about the MHSTs from the school’s Safeguarding Lead. My daughter has anxiety disorder and was experiencing a relapse after the summer break which was affecting her school attendance.
Prior to being introduced to the MHST I had received support from CAMHS, mainly in the form of medication. We had never been offered any form of CBT before.
I first began the Parent-led CBT course and then alongside this, Andrea started working with my daughter. I felt very positive that CBT could be something that could really work for my child after many years of struggling.
Andrea rang me and sent me texts to check in on me and my child and to arrange my child’s appointment for that week. I knew she was available if I needed any help or had any questions.
Since starting her journey with MHSTs my daughter has come such a long way. She can attend school without panic attacks, she doesn’t message me constantly when I am at work, she is much more content and settled. She also seems to have matured and has a better understanding of herself
and how she feels.
The biggest learning point for me was that CBT is such an important part of recovery from anxiety. I so wish we’d have had access to this when she was younger. You do have to keep practicing the coping strategies even when things are good, so you are ready for any blip that may come.
The highlight for me was the first time I spent an hour away from my daughter without her contacting me, she was safe and happy, and I had an hour out with a friend. I never thought that day would come. My other big highlight was when she went out with a friend, something she would never been able to do before.
I would recommend the MHSTs to anyone who’s child is struggling. You need to go into with an open mind and positive attitude. Sometimes the simplest thing works, and you are just not expecting it.
Andrea turned my child’s life around and helped the school to know how to handle any blips. My child feels safer, happier, and more confident in and out of school and I am really proud of the way she worked so hard and got these results. I want to say a massive thank you to Andrea and the MHSTs.
This is such a vital service, filling a massive gap in mental health provision for young people.
Author: Trust Comms Team
Topics mentioned: School, CBT, emotions, thoughts, feelings, behaviours, self-care, empathy, problem solving, emotional regulatory skills, mindfulness
About: This case study is based on the experience of one MHST Educational Mental Health Practitioner (EMHP) Trainee when delivering a workshop over the summer called ‘Healthy Body, Healthy Mind’.
Summary
Pupils were selected for this workshop based on previously using the MHST Peer Mentoring Service and having been identified as possibly needing some support with the transition from primary to secondary school.
The workshop is focused on in this case study, at which there were five participants aged 10 and 11 attending to engage in activities that demonstrated the link between having a healthy body and a healthy mind. Reflections were encouraged throughout.
Aims and Objectives
Within the Cognitive Behavioural Therapy (CBT) framework, the group discussed how sometimes our emotions, thoughts, feelings and behaviours are intrinsically linked, the bidirectional nature of the mind and body, concepts surrounding self-care, and how changes to one can positively influence the other.
The EMHP encouraged the young people to think about their responses to different situations, within which a lot of the activities were tailored to foster a greater awareness of their automatic responses, so they could reflect upon healthier ways of coping in the future.
Approach
Utilising a series of group activities, the team was able to demonstrate the many ways in which people can gain a sense of autonomy and control over their emotional wellbeing. When practicing mindfulness techniques and discussing self-care, the EMHPs tackled important topics such as empathy, identifying emotions in others, problem solving and emotional regulatory skills.
Successes and outcomes
The self-care activity provided the opportunity for the practitioners to explore the theory beneath why certain activities make us feel better. It also encouraged the children to reflect upon the different ways they look after themselves. For example, “I teach myself new skills because it encourages my mind to grow and develop” lead to a child sharing that they are teaching themselves Polish, which they had not reflected upon as being potentially beneficial for the mind. The team was then able to discuss the benefits of teaching ourselves new skills for cognitive growth, development and health.
The structure of the activities worked well and provided the children with the appropriate scaffolding to conceptualise more complex ideas throughout the workshop. The children responded well to the activities and reflected on what they had learned and gained from them. They were able to apply what they had learned to different activities, indicating that they had retained ideas and concepts.
Author: Young person, 15
Topics mentioned: anxiety, stress, worry, OCD, negative thoughts, graded exposure, coping strategies.
About: Young person shares her MHST journey and the interventions and copy strategies that helped her overcome her OCD, stress and anxiety.
I first heard about MHSTs through my school after talking to a teacher in the wellbeing team. It all started because my dad wanted me to get some help with my mental health, so I spoke with the wellbeing team at school, and they said they’d find some support for me.
I first started seeing Katie about stress and anxiety and then when she realised I needed support for OCD, instead of leaving she stayed with me (which I liked a lot as she was someone I had grown comfortable around), and someone else saw me too.
The practitioners felt more like friends than helpers, Katie and Megan were super friendly and took a lot of interest in helping me. It was easy to talk to them and at the start of the session we had a catch up and they took interest in how I was feeling. Using the rating sheets was easier than having to describe how I was feeling and helped me talk about my week.
I was feeling anxious about going to school because I was stressed about the workload and fearful of making mistakes and getting things wrong. I started working on thought challenging activities to help me unpick my worries and negative thoughts to understand them better.
When we worked on my OCD, I had to do something called graded exposure which I was reluctant to try at first because I was quite scared. I started to ignore my thoughts for 5 minutes and then I worked up to longer.
They helped teach me different strategies to help cope, such as breathing exercises like square breathing, finger breathing, and how to use a mental health first aid box which helped me think of different things to make me feel better.
I always saw my practitioners face to face which I liked because it helped me make a connection with them. Knowing that they were there to see me and taking their time to talk to me made me feel better.
The simplest thing I learnt that I would use in the future is the STOPP technique – I find this more natural and find myself using it without even knowing I’m doing it and it helps me manage my anxious thoughts.
The highlight for me was the relationships I developed with Katie and Megan. The conversations and laughs we had at the beginning of the sessions helped me feel relaxed and comfortable.
My journey with the MHSTs has helped me a lot and has fixed the problems I have been experiencing. I was struggling with my attendance at school but now feel more confident and my attendance has improved. If you have felt like me, give the support a chance and try it!
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