José explains the strategies, resources and tools available at West Lea School to address the new and complex challenges that AEER-19 has brought to the well-being and mental health of students and staff. Jose Negrin is the Head of Therapeutic Support at West Lea School, serving students aged 4 to 19 with special educational needs in three locations. My new role as a Therapeutic Support Manager reinforces West Lea’s commitment to mental health and wellness. We plan to provide workshops for welfare and stress management staff so that they not only have the skills they need, but also the skills and experience they need to identify and improve student welfare. Splitting children into “bubbles” has proven useful, especially in West Lia; small groups have made it easier for students to return to school and helped our teachers cope with their return with relative ease. Therefore, a holistic approach to mental well-being combined with appropriate support and services is needed to overcome this situation and promote recovery, especially in educational institutions. For such children, being home is a positive experience, and returning to school requires more support. It has been an incredibly busy time, and the impact of segregation on mental health and wellbeing has been of great importance. We have a family counselor who regularly communicates with parents, reassures them, and guides them to help strengthen and support their well-being outside of the classroom. This goes beyond the fears associated with OVID-19 and helps staff cope with a range of other mental problems and difficult situations. In fact, some children’s fears are caused by stress and pressure of school life – for example, problems with classroom work, relationship problems, bullying, etc. – and often it is related to the stress and pressure of school life. This knowledge then helps us to provide more effective support in the form of school-wide activities. In this context, we have developed a long-term strategy and one of the forms of support for the whole school. If I can give some advice to senior teachers, it is in the current load on the program, schedule, and results that we must focus strongly on well-being. September is one of the hardest months for education; a new school year requires multidimensional planning, and after a six-week break for students, teachers often have to restore order and protocols.