Pillar 1 · Hope
Confidence and self-belief
Weekly themes focus on discovering identity, recognising strengths, finding a voice and growing confidence.
Explore HopeFor parents & carers
You know your child. When something feels different, your care is a place to begin.
Seeing your child lose confidence, face bullying, feel different, pull away or struggle to put feelings into words can leave you wondering what to do next. Wanting to help matters, even when you do not have all the answers. The four programme pillars offer a way to explore what kind of support may fit, without choosing a path before you ask a question.
Talk to us about your childYou do not need to have every answer. Noticing, listening and asking are meaningful first steps.
Four pathways to explore
What kind of support might feel right for your child?
Your child’s own hopes and needs matter. These programme outlines can help you begin a conversation together about what they might want to work toward.
Pillar 2 · Help
A steady one-to-one relationship
A proposed 12-week mentoring pathway with time to understand needs, agree goals and review progress. A trusted, consistent person can offer space to talk and encouragement without judgement.
Explore HelpPillar 3 · Healing
Personal growth after difficult experiences
A longer reflective journey about feelings, boundaries, self-compassion, positive relationships and next steps. This is not therapy or clinical treatment.
Explore HealingPillar 4 · Together
Friendships and positive peer relationships
Group themes explore empathy, communication, working through differences and teamwork.
Explore TogetherWhen you know something isn’t right
A change may be quiet, or hard to miss.
You may notice your child becoming quieter, worrying about school, struggling with friendships or finding it hard to explain how they feel. Taking that change seriously does not mean you need to know its cause straight away.
- Becoming more withdrawn or quieter
- Anxiety about attending school
- Bullying or friendship difficulties
- Changes in confidence or behaviour
- Feeling misunderstood, excluded or different
- Difficulty opening up about feelings
- Feeling overwhelmed by school or social expectations
- Not knowing the right person to speak to
A little context, carefully stated
There is no single story behind a number.
These England and England-and-Wales survey findings describe populations and reported experiences; they do not predict what any one young person is going through.
20.3%
of 8–16-year-olds
were identified as having a probable mental disorder in the 2023 survey. ‘Probable’ is a survey classification, not an individual diagnosis.
NHS England official statistics ↗Published 21 Nov 2023 · England · wave-four follow-up, n=2,370
34.9%
experienced in-person bullying behaviours
among children aged 10–15 in the 12 months to March 2023. The survey measures behaviours; ONS notes there is no single legal definition of bullying. Of those who experienced in-person behaviours, 18.3% said they were emotionally affected ‘a lot’.
Office for National Statistics ↗Published 7 Mar 2024 · England & Wales · CSEW
19.1%
experienced online bullying behaviours
among children aged 10–15 in the 12 months to March 2023. Of those experiencing online behaviours, 22.7% said they were emotionally affected ‘a lot’.
Office for National Statistics ↗Published 7 Mar 2024 · England & Wales · CSEW
Waiting-time measures need context
Read the NHS England release ↗25 June 2026 · EnglandNHS England’s 2024–25 release reports times from referral to first and second contact for secondary mental-health, learning-disability and autism services in England. A contact can be direct or indirect, so a single headline figure can hide what is being counted. Local pathways and eligibility may differ.
How a mentor may help
One steady relationship can make room for a young person’s own voice.
If it is suitable, a mentor may become one trusted person outside your child’s immediate circle: someone who listens consistently, helps them notice their strengths and respects the pace that feels right to them.
Time to be heard
A chance to speak with someone who listens carefully and consistently, without rushing to fix everything.
Encouragement without judgement
Room to explore everyday challenges and communicate at a pace that feels manageable.
Their strengths and goals
Support in noticing what matters to them and thinking about what they would like to work toward.
Part of a wider network
A mentor can be another positive adult relationship, not a replacement for parents, school, NHS or specialist support.
What parents can expect
Start with what you have noticed. Explore one step at a time.
- 01
Get in touch
Think about what has prompted your enquiry. Please do not enter sensitive details about your child. This form is not connected to an inbox or backend, and a submission is not sent or stored.
- 02
Have a conversation
Talk about your child’s needs and circumstances at a level that feels appropriate.
- 03
Explore suitability
Discuss whether a proposed mentoring programme could be suitable and what arrangements may be appropriate.
- 04
Agree next steps
Confirm any relevant consent, safeguarding and communication arrangements before anything begins.
A note for urgent situations
This enquiry form is not an emergency service.
If someone’s life is at risk or they cannot be kept safe, call 999 or go to A&E now. In England, urgent mental-health advice is available through NHS 111’s mental-health option. If you are elsewhere in the UK, contact your local urgent health service.
For immediate safeguarding concerns, contact the appropriate professional or local service responsible for the young person’s safety.
NHS: where to get urgent mental-health help ↗You do not have to carry every question alone
Your care matters. You and your child deserve to be heard.
If you would like to explore whether a mentoring conversation could be appropriate, you can start here. Availability is not guaranteed and would need to be discussed.