anxiety and anger), sensory processing difficulties, foetal alcohol syndrome and coping with transitions and change. This can impact on their behaviour and education. 55. Designated teachers are not expected to be mental health experts; however, they have an important role in ensuring they and other school staff can identify signs of potential issues and understand where the school can draw on specialist services, such as CAMHS and educational psychologists. In addition, many schools have an officer responsible for making links with mental health services16, with whom designated teachers can work closely. Where such an officer is available, 14 Social, emotional and mental health is one of the four broad areas of children’s SEN identified in Special Educational Needs and Disability Code of Practice 0 – 25 years (see Paragraph 5.32) 15 The mental processes enabling us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. (Harvard University Centre on the Developing Child) 16 We know that in some schools, the SENCO or designated teacher also carries out this role 26 designated teachers should work with them, and the VSH to ensure that they, and other school staff, have the skills to: • identify signs of potential mental health issues, and know how to access further assessment and support where necessary, making full use of the SENCO and local authority support team where applicable; and • understand the impact trauma, attachment disorder17and other mental health issues can have on looked-after and previously looked-after children and their ability to engage in learning. It is also important that the designated teacher, officer with responsibility for links with mental health services, where the school has one, and other school staff are a