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Effective mental health support: policy and practice in schools

Effective mental health support: policy and practice in schools. Founding partner of the Carnegie Centre of Excellence for Mental Health in Schools Social Enterprise (CIC) set up to bring fresh thinking and approach mental health from the school perspective

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Effective mental health support: policy and practice in schools

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  1. Effective mental health support: policy and practice in schools

  2. Founding partner of the Carnegie Centre of Excellence for Mental Health in Schools • Social Enterprise (CIC) set up to bring fresh thinking and approach mental health from the school perspective • Our vision is to ensure that mental health difficulties do not limit the success of any child. • Bring about change in three main ways: • Transforming the UK’s school mental health system; • Supporting school mental health strategy and implementation; • Designing quality learning and professional development

  3. “Promoting the mental health of all pupils is a vital part of the core business of teachers by creating a supportive school environment that is conducive to learning. Teachers need to be comfortable and confident in promoting and teaching for mental health. Specific, targeted interventions, provided within a whole-school framework, address the needs of the minority of students who require additional support.” Wyn, J., Cahill, H., Holdsworth, R., Rowling, L. & Carson,S., MindMatters: a whole school approach to promoting mental health and wellbeing. Australian and New Zealand Journal of Psychiatry 2000; 34:594–601

  4. Risk and protective factors in schools

  5. Where to start? “The teacher professional development dimension of the program is central to enhancing the role of schools in broad population mental health promotion.” Wyn, J., Cahill, H., Holdsworth, R., Rowling, L. & Carson,S., MindMatters: a whole school approach to promoting mental health and wellbeing. Australian and New Zealand Journal of Psychiatry 2000; 34:594–601 “Prioritise professional development and staff learning.” Weare, K. (2015) What works in promoting social and emotional well-being and responding to mental health problems in schools?: Advice for Schools and Framework Document; NCB. “Staff confidence in own skills when dealing with emotional issues of students should be an entitlement.” Stirling, E. & Emery, H. (2016) A whole school framework for emotional well being and mental health. A self-assessment and improvement tool for school leaders. NCB

  6. Why start with CPD? Stirling, E. & Emery, H. (2016) A whole school framework for emotional well being and mental health. A self-assessment and improvement tool for school leaders. NCB

  7. “This is not our core business” • DfE study found that pupil wellbeing predicted their later academic progression. E.g. pupils with better emotional wellbeing at age seven had a value-added key stage 2 score, equivalent to more than one term’s progress, than pupils with poorer emotional wellbeing • Pupils who are bullied at age 14 have significantly lower GCSE scores at age 16 Public Health England (2014) The link between pupil health and wellbeing and attainment. A briefing for head teachers, governors and staff in education settings

  8. Due diligence: good CPD • Outcomes expected for staff • How will this help pupils • Evidence base for CPD • Evidence of impact / outcomes • Qualifications / experience of trainer • Opportunities to engage in collaborative learning • Opportunities to apply in practice • Level of theory v practice • Challenge participants’ existing beliefs DfE 2016 – School CPD standards

  9. Leadership and strategy • ‘Whole school’ approach – all pupils, staff with additional support for those needing it • Named governor • Named member of SLT • Link to key policies – SEND, safeguarding, behaviour, anti-bullying etc. • Reporting and evaluation mechanisms

  10. Culture and structure • Culture – safe, welcoming, open, inclusive, supportive, challenge is exciting and positive, thriving • Staff, pupil, parent surveys • Mental health on the agenda at meetings • Mental health within the curriculum – teachers confident and comfortable discussing it • Clear, well understood processes for supporting students / staff with mental health difficulties

  11. Support for staff • Staff multiple sources for support re: mental health • Line managers look out for mental health • SLT aware of stressors and works to reduce these • Protocols to support staff wellbeing • Encourage self-care and staff innovation to take ownership of this agenda

  12. Staff CPD • All staff – good understanding • Governor – additional understanding • Mental health lead – school mental health leadership training • Pastoral teams / support staff – focused training • New teachers – ensure mental health as part of their ITT

  13. Pupil support • Pupils listened to with concerns followed up • Clear process for concerns with trends analysed across the school • Multiple opportunities for pupil support – peers, drop in, workshops etc. • Stigma is challenged (discrimination) • Pupil participation, not just voice

  14. Work with parents / carers • Ensure school is a welcoming, open and inviting place for parents • Support parent’s understanding of mental health • Involve parents as much as possible • Ask parents to share their views about maintaining a healthy school environment • Sensitively, yet firmly, challenge any stigma

  15. Working with external agencies • Who exists? What do they do? How do they work? What outcomes do they hope to achieve? • SLA – clarity and reduce risk of things going wrong and what to do if they do • Clear referral processes • Ensure quality assurance – report back

  16. Do it wisely… seek low cost / no cost How can an approach to mental health align to existing processes…? • Safeguarding (concerns, assessment, referrals) • SEND (needs analysis, interventions, evaluations) Synergies often exist: - Mental health training for staff focused on pupil wellbeing found to improve staff job satisfaction

  17. www.leedsbeckett.ac.uk/schoolMH E: schoolMH@leedsbeckett.ac.uk

  18. What does an emotionally healthy school look like?

  19. Look at a section of the Quality Award The E’s relate to the extent that the statement is true: • Exploring • Emerging • Embedding • Embracing • Excelling Use this as a simple scale to evaluate your school. Any comments / reflections?

  20. www.leedsbeckett.ac.uk/schoolMH E: schoolMH@leedsbeckett.ac.uk

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