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Talking about emotional well being in schools

Talking about emotional well being in schools is a product from the BOND consortium. BOND (Better Outcomes New Delivery) was a DfE funded project to increase the capacity of the voluntary and community sector (VCS) to deliver early intervention youth mental health (November 2011 – January 2014).

In recognition of the crucial part played by schools in promoting the well being of children and young people, this tool was created as a way of initiating conversations that would by-pass the usual issues of language and instead focus on simple, actionable ways of exploring mental health and emotional well being that can be shared by all professionals.

While there is an evidence base for the association between mental health and school attendance, attainment and behavior, the tool encourages non-mental health professionals, including schools staff, to use the evidence of their own eyes and ears, by triangulating what they know.

Talking about emotional well being in schools is available as

• Asetofflashcards• PowerPoint presentation• Keynote presentation (for Mac)

A resource for conversation.

For schools, with voluntary and community organisations.Developed as part of the BOND pilot in Knowsley, Sefton and Liverpool.

Created byYvonne AndersonJane CaseSimone McCaskillMonique CollierJeni PageLisa Williams

Published November 2013(Print version, January 2014)

(c) Crown Copyright 2013

TofindoutmoreabouttheBONDprogrammeandawealthofotherresourcesforschools, commissioners and voluntary and community organisations, visit www.youngminds.org.uk/bond

Talking about emotional well being in schools

It’snotourjobtoidentifyandfixinternalproblems, or home life issues for pupils

We don’t have the skills, knowledge or expertise to help

We are not experts and we could make things worse

Making external services like CAMHS easier to access is what is needed

What is mental health anyway?

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…what about mental health?

Different languageDifferent languageSAME ISSUES?

Children with emotional

and behavioural difficulties,special

needs

EDUCATION

Children...

VCS

Children at risk, in need,

vulnerable

SOCIAL WORK

Children with mental

health problems, illness,

disorderHEALTH

• There is stigma attached to the word “mental”

• Mental health is seen in a negative light

• Mental health services are viewed as highly specialised,

medical/clinicalanddifficulttoaccess

Re-frame Mental HealthRe-frame Mental Health

BENEFIT FROM IMPROVED OUTCOMES IN

How many pupils do you know who wouldHow many pupils do you know who would

• Behaviour• Attainment• Relationships with family and adults• Relationships with friends and peers• Safety and security• Emotional wellbeing ??

Triangulate

Domestic violence

Trauma Poor school results

Trauma Poor school results

Refugee/Asylum Seeker

Trauma Poor school results

Young carer

Trauma Poor school results

Bereavement

Trauma Poor school results

Neglect and

Abuse

Trauma Poor school results

Chronic Disabling

Illness

Children who:

• suffer extreme stress

• have been traumatised

• experience the loss of close family member/s

Re-frame Mental HealthRe-frame Mental Health

Are more likely to:• Underachieve (ATTAINMENT)• Withdraw (ATTENDANCE)• Act out (BEHAVIOUR)

What worksBUILDING RESILIENCEWhat works

• Help with:- basics (safety, transport, play, housing)- learning (mentors, getting organised, life skills, highlighting achievements, raising aspiration through planning)- coping (problem solving, calming down, fostering interests, understanding boundaries, laughing, being brave)

• Belonging (one adult who can hold the child in mind)• Sense of self (instilling hope, building empathy and responsibility,

fostering talent)

What worksSUPPORTING PARENTSWhat works

Home environment and parenting have the greatest impact on children’s outcomes across many domains, especially during primary school. The nature of the interaction between parents and child is more important than structural factors such as income and parental education in predicting wellbeing

Margo & Sodha (2007)Parenting support interventions - a range of outcomes including;• Improved child emotional and behavioural adjustment in children under

the age of 3• Improved behaviour and prevention in high-risk children aged 2–11• Improvedsymptomsofattention-deficithyperactivitydisorder• Reduced antisocial behaviour

Royal College of Psychiatrists (2010

• Effective in improving social behaviour and emotional difficulties

• Some evidence in relation to improved concentration and attendance

• Less evidence of impact on disadvantaged groups• Quality issues - counsellor training, supervision and links to

other services is essential• Most effective in secondary school

Growing evidence base

COUNSELLING IN SCHOOLWhat worksWhat works