ARC - Chair Update - October 2026

ARC Chairs Comment - October 2026

In the week after we reflected upon World Mental Health Day, it is important to not only look at the issues but also raise awareness of potential solutions and support that is available or emerging.

“The scale of the problem is stark. The decline in children and young people’s mental health is one of the biggest challenges of our time”

Future Minds: mid-term report card - Centre for Mental Health

This report warns that waiting times for children and young people’s mental health services in England are continuing to rise. It estimates that on current trends, more than 1.1 million could be referred for support but not have received treatment between now and the next General Election. The document is advocating for a “triple-lock” on funding for children and young people’s mental health, and the introduction and enforcement of waiting-time standards.

It seems that this is impacting on how individual needs can be understood and met contributing to the ‘hot potato’ issues of suspensions & exclusions, attendance and the academic progress of our young people.

This ‘challenge’ is driven by factors including social media, financial insecurity, increased uncertainty about the future, poorer sleep, and reduced feelings of connection and belonging.

In response, the government has said that greater support will be available in schools, colleges, and communities with a focus on earlier intervention, reducing long waits, and ensuring support is available before and without a diagnosis.

See the government press release here. 

A key partner of ARC, Dr Lisa Cherry OBE has signposted members and readers to a number of free resources

Anxious Generation

School Exclusion and Alternative Provision

There are further free resources from the NSPCC here 

An evaluation undertaken by Oxford Brookes University here has highlighted encouraging findings from the first phase of Emotional Me, one of the signposted training partner, KCA’s emotional health and wellbeing programme being piloted in Wiltshire schools.

The link between neurodivergence and trauma and is featured in research by Durham University on their Triple A project, which was then rolled out to schools across England here. 

Furthermore, the DfE has published SEND training materials for schools and post-16 settings in the first phase of a £200 million teacher training offer to support the reforms set out in its white paper earlier this year.

There will be further resources published in January and April 2027 and “fully funded training courses will then follow in the autumn term, available to teachers, leaders and support staff across the country.” The materials are available here:

SEND and inclusion training materials for mainstream schools

SEND and inclusion training materials for post-16 settings

There is also very encouraging news from the Relationally Safe Schools work ARC is working in partnership with the London VRU, Virtual Schools and increasingly MAT’s and schools as outlined in this report. 

There continues to be a healthy focus on ‘enrichment’ with the DfE here outlining a strategically aligned enrichment offer that is well rounded, well-communicated that celebrates participation and achievement, is accessible and engaging, works in partnership and is continually improving. This, once fully established, can be an important element of a successful and inclusive school.

An essential ingredient of this is around a cultural entitlement offered by the Arts and Sport. ARC has long advocated for an enhanced learning programme and supports the

Arts & Minds campaign call to the Government around funding for the Arts. Please take time to act upon their letter here 

Another key piece of the jigsaw is around the academic learning offer. The Cambridge OCR research here shows that existing vocational and technical qualifications for 14 to 16 year-olds are greatly valued by educators, students, and parents. There seems to be however, an inertia in the wider adoption of these qualifications due to “structural and reputational barriers.”

It is encouraging to see the government has announced here to replace Technical Awards with new Vocational GCSEs. They will be available in some subjects “from as early as September 2029.”

The government announcement also includes the launch of a ‘National Mission on Work Experience’. This is “a call to arms to employers to provide an additional 200,000 work experience placements to ensure all young people have vital exposure to the workplace between 14 and 16.”

In considering the needs and preferred learning styles of many learners the plans for “a greater emphasis on practical skills and assessments in practical GCSE subjects such as PE, drama, design and technology, food and nutrition, music and computing to properly recognise the value of these skills and further support students to succeed beyond the classroom” are encouraging.

I was delighted to attend the National Association of Pastoral Care in Education (NAPCE) annual conference and awards evening. It always uplifting to be amongst so many highly skilled and dedicated professionals. It was particularly pleasing to see two ARC Learning Hubs, Addey & Stanhope and Woodlands, being shortlisted for the Pastoral School of the Year – with the latter winning the title. Congratulations to the school team, all the others that were shortlisted and nominated for these awards. The awards for next year open on October 20th here 

I am very much looking forward to seeing the national winners of the ARC Timpson Awards being presented at our annual conference. This is very much nearly sold out and promises to provide an energetic and engaging platform of speakers. A couple of weeks earlier there is a smaller event – Inclusion Strategy Symposium – at Ed City, London on Friday 6th November. This provides a great ‘learning lab’ for leaders and practitioners to discuss, reflect and refine on their inclusion strategy.

A new ARC support group has been introduced to provide advice and guidance around Developing Relationship/Relational Policies. The group are requesting any school who would like to share their current policy or any ‘lessons learnt’ on their journey to get in touch (andrew@the-arc.org.uk)

Finally, I welcome our new Trustees to the ARC ‘family’ – Damian Matthews, Jan Shapiro, Kulvarn Atwal and Emma Thomas – greatly enriching our Board.

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