yn rhoi cefnogaeth i athrawon wella eu dealltwriaeth o drallod a phroblemau emosiynol ac iechyd meddwl yn ystod plentyndod, a lleihau'r pwysau ar athrawon sy'n poeni am eu disgyblion drwy ddatblygu eu sgiliau i gydnabod problemau lefel isel a delio â hwy o fewn eu galluyn sicrhau, pan fydd problemau yn codi sydd y tu allan i gymhwysedd a sgiliau'r athro, bod cyswllt, ymgynghoriaeth a chyngor arbenigol ar gael er mwyn i'r person ifanc gael ei gyfeirio at wasanaethau mwy addas megis CAMHS neu'r Gwasanaethau Cymorth Iechyd Meddwl Gofal Sylfaenol Lleol, ac er mwyn cefnogi'r athro a'r ysgol i ddarparu ar gyfer anghenion addysgol y person ifancyn sicrhau bod systemau ar waith er mwyn rhannu gwybodaeth briodol rhwng CAMHS ac ysgolion, y cytunir ar drefniadau gofal a rennir ar gyfer y bobl ifanc hynny sydd angen cefnogaeth fwy dwys, a bod trefniadau ar gael i uwchgyfeiro/isgyfeirio yn ôl anghenion y person ifanc.Bydd y fenter, a fydd yn gweithredu fel rhaglen beilot i ddechrau, yn dechrau erbyn diwedd 2017 ac yn para am ddwy flwyddyn academaidd gyfan, gan ddod i ben yn haf 2020. Bydd y canlyniadau yn cael eu gwerthuso ac yn ystyried amrywiaeth eang o fesurau o safbwynt yr athrawon a'r disgyblion.
support for teachers to better understand childhood distress, emotional and mental health problems, and reduce stress experienced by teachers concerned about their pupils, by up-skilling them to recognise and deal with low level problems within their competenceensuring that when issues are identified that are outside teachers’ competence and skills, that specialist liaison, consultancy and advice is available to enable the young person to be directed to more appropriate services such as CAMHS or Local Primary Mental Health Support Services, and to support the teacher and school in providing for the young person’s educational needsensuring systems are in place to share appropriate information between CAMHS and schools, shared care arrangements are agreed for those young people requiring more intensive support, and that arrangements are in place to escalate/de-escalate as the young person’s needs dictate.Initially operating as a pilot programme, the initiative will commence by the end of 2017 and cover two full academic years, concluding in the summer of 2020. The results will be evaluated, and take into account a broad range of measures from the perspective of both teachers and pupils.