The School Mental Wealth System
Behind the Marks brings early recognition, preparation and support into one school-wide approach. Start with a manageable plan that strengthens the care already in place.
Mental wealth means having the capacity, relationships and support to learn, connect and navigate pressure. Better marks can matter. So do belonging, confidence, safety and the ability to ask for help.
This is a school support system. Clinical assessment and treatment remain with appropriately qualified practitioners.
What the first school plan can include
Start with structured fact-finding, stakeholder input and an 8×6 wellbeing conversation where appropriate. Agree the school’s top two or three priorities.
A practical priority map, key stakeholder roles and a starting point for the first term.
Exams, report cards, transitions and family change can place people under pressure. We call these Red Sea Moments: difficult crossings that deserve preparation.
Red Sea Journals and guidance for learners, parents, teachers and administrators, selected for the agreed plan.
Use existing school events, waiting areas and approved parent channels to invite reflection and point towards practical action.
Park & Reflect prompts and a repeated communication rhythm. A Mental Wealth Walkway can bring relevant expertise into an existing school event.
Develop a Green Badge pilot: visible, trained non-clinical first contacts who can listen, notice concerns and signpost appropriately.
Training, role definitions and escalation arrangements sit alongside existing pastoral and safeguarding systems. First contacts do not diagnose or replace clinicians.
Match agreed priorities to relevant WE Alliance pathways, reinforce the work through the term and review what is being used.
Provider availability, eligibility and any costs are checked. School-level review uses appropriate aggregate information, not private clinical details.
The exact combination, sequencing and responsibilities are agreed with each school. These components are not all automatically included at the same scale.
A shared effort, with clear responsibilities
Name the priorities, identify a school contact and approve the plan. We work with your existing calendar, communication and support structures.
Register your school’s interestReview scope, responsibilities, safeguarding arrangements and any expenditure. Use the school brief to support the decision.
Register your school’s interestHelp connect the programme to parent needs and approved communication channels. Your role is engagement and coordination, not managing clinical cases.
Register your school’s interestBring what you are noticing, help shape practical routines and understand the agreed escalation route. Green Badge participation is defined and trained.
Register your school’s interestThe first commitment
We begin by understanding your school, not by asking you to approve a full programme from a webpage.
Before you decide
It works alongside them. Your school keeps responsibility for safeguarding and approves pupil-facing activity, communication and referral arrangements. Clinical care remains with appropriately qualified practitioners.
We use mental wealth to describe the capacity to learn, connect, make decisions and navigate everyday pressure. It includes mental health, relationships and practical support. A learner’s worth is never reduced to academic performance.
Register interest in the Founding 50 waitlist and identify up to three school priorities. The next step is a fact-finding conversation with the appropriate school and parent representatives. Joining does not reserve a place, approve a programme or commit you to payment.
The scope is agreed after fact-finding. The WE Alliance model supports school access through participating experts and sponsorship. This does not mean that every assessment, training session, material or specialist service is free. Any applicable fees, responsibilities and external-provider charges must be confirmed before you commit.
The first plan uses existing school events, communication channels and pastoral structures. A named school contact and agreed staff participation are still needed. The starting scope is matched to the school’s capacity; reducing avoidable burden is an aim, not a promise of zero work.
No. It is a structured conversation about eight daily behaviours and six dimensions of wellbeing. It helps identify priorities for discussion. It is not presented as a validated clinical diagnostic test and does not replace professional assessment.
The first cohort is being shaped around school priorities and delivery capacity. Relevant providers, availability, eligibility, safeguarding arrangements and costs are confirmed for each school plan. This site does not offer immediate matching or guaranteed access to every specialist.
Founding 50 school cohort
Bring your top two or three pressure points. Together, we can shape a practical place to begin.
Interest first. Fact-finding next.
No payment or programme commitment at this stage.