This is My Place: Ideas for Children's Mental Health Week 2026

As we approach Children's Mental Health Week 2026 (9-15 February), the theme 'This is My Place' offers a powerful opportunity for schools to reflect on culture and connection. For Senior Mental Health Leads and pastoral staff, this theme goes far beyond the physical classroom environment. It speaks to the fundamental human need for belonging—the feeling that "I fit here, I am valued here, and I am safe here" (Allen et al., 2018; Waters & Loton, 2019).

Research in Positive Psychology consistently demonstrates that a strong sense of school belonging is a protective factor for youth mental health. It acts as a buffer against stress, supports better attendance, and is intrinsically linked to academic motivation (Allen et al., 2018; Waters & Loton, 2019).

However, fostering this sense of connection requires more than just assemblies and posters. It requires a strategic, whole-school approach that actively builds positive relationships (Slaten et al., 2016). Here are practical, evidence-based ideas to help you cultivate peer-to-peer belonging in your school for 2026.

1. Shift the Focus to 'Psychological Safety'

Before a student can say "This is my place," they must feel psychologically safe. In Positive Education, this means creating an environment where students feel comfortable taking risks, expressing their thoughts, and being their authentic selves without fear of judgment (Owens & Waters, 2020).

Practical Tip:
Audit your communal spaces. Do students have areas where they can decompress and connect positively outside of structured lessons? Consider establishing "quiet zones" or "wellbeing hubs" during break times. These spaces signal to students that their emotional needs are recognised and validated by the school leadership, reinforcing their sense of place within the institution (Waters & Loton, 2019).

2. Leverage the Power of Student Voice

Self-Determination Theory (Deci & Ryan, 2008) suggests that autonomy is a key component of wellbeing. When students feel they have a voice in how their school operates, their sense of ownership and belonging increases significantly. 'This is My Place' shouldn't be a slogan told to students; it should be a statement they define themselves.

Practical Tip:
Run 'Belonging Focus Groups' in the lead-up to Children's Mental Health Week. Ask students specifically: What makes you feel like you belong here? What makes you feel like an outsider? Use this feedback to co-produce your activities for the week. When students see their feedback turned into action, they transition from passive recipients of education to active citizens of their school community (Allen et al., 2018).

3. Prioritise Peer-to-Peer Support

Perhaps the most effective way to build belonging is through peer relationships. Students often turn to their friends first when they are struggling( Allen et al., 2018; Slaten et al., 2016). By formalising and supporting these natural interactions, you can create a safety net of support that permeates the entire school culture.

Training students to lead wellbeing initiatives is a highly effective, evidence-based strategy. Programmes like the Wellbeing Ambassadors Programme empower young people to become the architects of their own school culture.

Why Student-Led Wellbeing Works

• Relatability: Peers speak the same language. A message about mental health is often received more openly when it comes from a fellow student rather than a teacher (Slaten et al., 2016) .
• Reducing Stigma: When student leaders openly discuss wellbeing strategies, it normalises the conversation, making it safe for others to seek help (Worth-it CIC, 2021).
• Building Competence: The students trained as Ambassadors develop crucial skills in listening, empathy, and leadership, boosting their own wellbeing while supporting others (Worth-it CIC, 2021).

Practical Tip:
Launch a recruitment drive for Wellbeing Ambassadors to coincide with the 'This is My Place' theme. Position the role as a way for students to actively shape the school environment. Training a cohort of students to look out for their peers, spot signs of loneliness, and champion positive coping strategies is a sustainable way to embed belonging into the fabric of daily school life.

4. Celebrate Micro-Moments of Connection

Belonging isn't built in a day; it is built in hundreds of small moments. Positive Psychology highlights the importance of 'high-quality connections'—brief interactions that leave both parties feeling energised and valued (Owens & Waters, 2020).

Practical Tip:

Encourage both staff and students to perform random acts of kindness. Small, thoughtful actions can create powerful moments of connection and make individuals feel seen and valued. This could be as simple as leaving a positive note on a peer's desk, offering to help someone carry their books, or giving a genuine compliment. These small gestures accumulate over time, building a school-wide culture of care and belonging (Waters & Loton, 2019) .

5. Make Belonging Visible

Finally, ensure that the diverse identities within your school are visually represented. 'This is My Place' means everyone's place.

Practical Tip:
Create a collaborative art installation or a "Wall of Belonging" where every student contributes a piece that represents who they are. This tangible representation of the community serves as a daily reminder that the school is a collective of unique individuals who, together, create a shared 'place' (Place2Be, 2026).

Next Steps: Deepen Your Strategy

Cultivating a genuine sense of belonging is a strategic process that takes time and expert insight. If you are looking for fresh ideas to reduce school absence and improve student engagement through belonging, we invite you to join us for a deeper dive.

Join our Free Webinar: Cultivating School Belonging
Date: 22nd January 2026 4-5pm

In this session, we will explore:

• The latest research on school belonging and its impact on attendance.
• How to align your strategy with the Children's Mental Health Week 2026 theme.
• Practical steps to implement the Wellbeing Ambassadors Programme in your setting.

Reserve your free place on the webinar here

Train your own Students to Cultivate Belonging

To find out more about our approach to supporting student belonging by training your team of wellbeing ambassadors, explore our resources and programs today. Download our free Wellbeing Ambassadors Cheat Sheet for practical guidance, or visit our Wellbeing Ambassadors Programme page to discover how we can help your school foster a culture of positive mental health and connection.

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Learn more about the Wellbeing Ambassadors Programme here

References

Allen, K. A., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: a meta-analysis. Educational Psychology Review, 30, 1–34. https://doi.org/10.1007/s10648-016-9389-8

Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185. https://doi.org/10.1037/a0012801

Owens, R. L., & Waters, L. (2020). What does positive psychology tell us about early intervention and prevention with children and adolescents? A review of positive psychological interventions with young people. The Journal of Positive Psychology, 15(5), 588–597. https://doi.org/10.1080/17439760.2020.1789706

Place2Be. (2026). Secondary schools pack: Children’s Mental Health Week 2026. https://www.childrensmentalhealthweek.org.uk/

Slaten, C. D., Ferguson, J. K., Allen, K. A., Brodrick, D. V., & Waters, L. (2016). School belonging: Student, teacher, and school perspectives. In S. Roffey (Ed.), Positive relationships: Evidence based practice across the world (pp. 116–131). Springer.

Waters, L., & Loton, D. (2019). SEARCH: A meta-framework and review of the field of positive education. International Journal of Applied Positive Psychology, 4, 1–46. https://doi.org/10.1007/s41042-019-00017-4

Worth-it CIC. (2021). Wellbeing Ambassadors Impact Report. Worth-it Positive Education CIC.