Cambrian Training Company Mental Health Support Map
| Learner & Employer Experience Standard | What the support looks like | What happens next? |
| Learner feels safe, respected and listened to
Employers voice is heard |
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| Early identification of mental health needs | • Mental health discussed during induction and reviews • Changes in behaviour, attendance or engagement noticed and recorded • Learner self‑disclosure handled sensitively |
• Support put in place early • Individual learning plan (ILP) updated • Risk of withdrawal or non‑achievement reduced |
| Clear, personalised support plan in place | • One‑to‑one discussion to agree reasonable adjustments • Support actions recorded (ILP / support plan) • Learner involved in agreeing what will help |
• Learner understands available support • Adjustments reviewed regularly • Support adapts as needs change |
| Reasonable adjustments support progress | • Flexible assessment deadlines where appropriate • Alternative assessment methods if applicable • Adjusted visit times or remote reviews if needed |
• Learner remains engaged and progressing • Achievement maintained without compromising standards • Adjustments reviewed and refined |
| Learner can access specialist support where needed | • Signposting to internal wellbeing services • Referral to external agencies (with consent) • Employer informed where appropriate and agreed |
• Learner receives specialist help • Clear boundaries between education and clinical support • Joint approach where appropriate |
| Employer is part of the support (where appropriate) | • Employer informed (with learner consent) • Reasonable workplace adjustments discussed • Clear communication channels established |
• Workplace becomes more supportive • Reduced work‑related stress • Improved attendance and performance |
| Staff are confident and trained to support mental health | • Staff receive mental health awareness training • Clear internal referral routes • Guidance available for tutors and assessors |
• Consistent learner experience • Staff respond appropriately and confidently • Reduced risk and clearer escalation |
| Progress is monitored and reviewed | • Mental health and wellbeing discussed at reviews • Attendance, progress and engagement monitored • Notes recorded consistently |
• Support remains effective • Emerging issues identified quickly • Evidence available for quality review |
| Learner knows how to raise concerns or ask for help | • Complaints and support processes explained clearly • Learner knows they can ask for help at any time • No stigma attached to support |
• Learner self‑advocacy improves • Reduced crisis situations • Stronger learner voice |
| Positive impact on learner outcomes | • Learner remains on programme • Engagement improves • Learner reports feeling supported |
• Increased achievement and progression • Improved wellbeing • Strong evidence for SAR and inspection |
