Daily educators are confronted with children who self-abuse through self-harm behaviours, eating disorders, drug or alcohol abuse or observe incidents that involve social isolation, for example racial abuse. Educators are also aware of cases of bullying and aggression that reaches extremes and they witness the harm inflicted on children through a range of violent acts. The importance of promoting emotional well-being therefore is central to developing security and self-confidence. This requires practitioners to be aware of, and responsive to, the importance of personal and social well-being, encouraging children to understand their own feelings, beliefs and values within home, school and community environments. This book has developed out of the authors research and work as psychiatrists and psychologists, researchers and counsellors and was inspired by collaborative research for DfES on Emotional Health and Wellbeing for all in Secondary Schools. This book aims to share and disseminate some of this good practice. In this book, the authors have tried to emphasize interventions that are evidence based. The following chapters are included: (1.1) Introduction; (1.2) The Stigma of Mental Health Difficulties; (1.3) Why Should Schools be Involved?; (1.4) Schools in a Social Setting; (1.5) Why Intervene at Whole-School Level?; (1.6) Where to Start in Matching an Intervention to your School; (2.1) Creating a School Community; (2.2) Disaffected Young People; (2.3) Violent Behaviours; (2.4) Bullying Behaviours; (2.5) Sexual Health; (2.6) Alcohol, Drugs and Substance Abuse; (2.7) The Socially Isolated/Children in the Asperger's/Autistic Spectrum; (2.8) Helping Children Deal with Loss; (2.9) Eating Problems; (2.10) Deliberate Self-Harm; (2.11) Attention Deficit Hyperactivity Disorder; (2.12) Accessing Outside Help; (3.1) Predicting the Difficulties; and (3.2) Review and Evaluation. An index is also included.