Findings of a survey with 2,011 young people with a history of mental health problems, investigating the mental health impact of the Covid-19 pandemic. The findings show that many young people with mental health problems are struggling to cope as they return to secondary school, after months of living through the COVID-19 crisis. The pandemic has put a huge strain on many young people who were already struggling with their mental health, because of traumatic experiences, social isolation, a loss of routine and a breakdown in formal and informal support. The survey highlighted positives for mental health in the initial return to school, such as seeing friends, having a routine, and seeing their teachers. However, many said that the rapid return to academic pressure, after six months away, was having a negative impact. The findings show: 69% of respondents described their mental health as poor now that they are back at school – this has risen from 58% who described their mental health as poor before returning to school; 40% of respondents said that there was no school counsellor available to support students in their school; only 27% had had a one-to-one conversation with a teacher or another member of staff in which they were asked about their wellbeing, by the time they completed the survey; almost a quarter of respondents (23%) said that there was less mental health support in their school than before the pandemic, while only 9% agreed that there was more mental health support.
(Edited publisher abstract)
Findings of a survey with 2,011 young people with a history of mental health problems, investigating the mental health impact of the Covid-19 pandemic. The findings show that many young people with mental health problems are struggling to cope as they return to secondary school, after months of living through the COVID-19 crisis. The pandemic has put a huge strain on many young people who were already struggling with their mental health, because of traumatic experiences, social isolation, a loss of routine and a breakdown in formal and informal support. The survey highlighted positives for mental health in the initial return to school, such as seeing friends, having a routine, and seeing their teachers. However, many said that the rapid return to academic pressure, after six months away, was having a negative impact. The findings show: 69% of respondents described their mental health as poor now that they are back at school – this has risen from 58% who described their mental health as poor before returning to school; 40% of respondents said that there was no school counsellor available to support students in their school; only 27% had had a one-to-one conversation with a teacher or another member of staff in which they were asked about their wellbeing, by the time they completed the survey; almost a quarter of respondents (23%) said that there was less mental health support in their school than before the pandemic, while only 9% agreed that there was more mental health support.
(Edited publisher abstract)
Subject terms:
Covid-19, young people, mental health problems, access to services, schools, education, mental health services;
Outlines the findings of a survey with young people investigating the mental health impact of the Covid-19 pandemic. A total of 2,036 young people with a history of mental health needs took part in the survey between Friday 6th June and Monday 5th July, a period in which the Government announced measures to ease restrictions, including the target for schools to reopen to all students in the Autumn term. The results reveal that 4 in 5 respondents agreed that the coronavirus pandemic had made their mental health worse – this was often related to increased feelings of anxiety, isolation, a loss of coping mechanisms or a loss of motivation. Among more than 1,000 respondents who were accessing mental health support in the three months leading up the crisis nearly 1 in 3 said they were no longer able to access support but still needed it. About 1 in 10 respondents said that their mental health had improved during the crisis – this was often because they felt it was beneficial to be away from the pressures of their normal life (e.g. bullying or academic pressure at school). The report calls on the Government to commit to a recovery plan for children and young people’s mental health, including ring-fenced funding for mental health in schools, colleges and universities; a transition period for schools, colleges and universities in which allowances are made for the effects of trauma or emotional distress; and a long-term cross government strategy on young people’s mental health.
(Edited publisher abstract)
Outlines the findings of a survey with young people investigating the mental health impact of the Covid-19 pandemic. A total of 2,036 young people with a history of mental health needs took part in the survey between Friday 6th June and Monday 5th July, a period in which the Government announced measures to ease restrictions, including the target for schools to reopen to all students in the Autumn term. The results reveal that 4 in 5 respondents agreed that the coronavirus pandemic had made their mental health worse – this was often related to increased feelings of anxiety, isolation, a loss of coping mechanisms or a loss of motivation. Among more than 1,000 respondents who were accessing mental health support in the three months leading up the crisis nearly 1 in 3 said they were no longer able to access support but still needed it. About 1 in 10 respondents said that their mental health had improved during the crisis – this was often because they felt it was beneficial to be away from the pressures of their normal life (e.g. bullying or academic pressure at school). The report calls on the Government to commit to a recovery plan for children and young people’s mental health, including ring-fenced funding for mental health in schools, colleges and universities; a transition period for schools, colleges and universities in which allowances are made for the effects of trauma or emotional distress; and a long-term cross government strategy on young people’s mental health.
(Edited publisher abstract)
Subject terms:
Covid-19, access to services, child and adolescent mental health services, mental health services, mental health problems, social isolation, surveys, user views;
Sets out the results of a survey with more than 1,850 parents and carers, in which respondents expressed worries about the long-term impact of COVID-19 on their children’s mental health, and described the challenges they face in finding support. The results show that: most respondents were concerned about the long-term impact of the coronavirus on their child’s mental health; mental health, education and safety are among top concerns for parents and carers; many respondents do not know where to turn for support for their child’s mental health; a quarter of respondents whose children had been receiving mental health support in the run-up to the crisis said that their child was no longer accessing it; respondents believe that music, TV, family time and video calls have helped children to cope; parents and carers need more support; many parents and carers expressed concerns about supporting their child’s schooling.
(Edited publisher abstract)
Sets out the results of a survey with more than 1,850 parents and carers, in which respondents expressed worries about the long-term impact of COVID-19 on their children’s mental health, and described the challenges they face in finding support. The results show that: most respondents were concerned about the long-term impact of the coronavirus on their child’s mental health; mental health, education and safety are among top concerns for parents and carers; many respondents do not know where to turn for support for their child’s mental health; a quarter of respondents whose children had been receiving mental health support in the run-up to the crisis said that their child was no longer accessing it; respondents believe that music, TV, family time and video calls have helped children to cope; parents and carers need more support; many parents and carers expressed concerns about supporting their child’s schooling.
(Edited publisher abstract)
Subject terms:
Covid-19, mental health, user views, wellbeing, children, young people, parents, surveys;
The findings from a survey into the mental health impact of the Covid-19 coronavirus on young people with mental health needs. The survey found that the coronavirus and the public health measures designed to prevent its spread are affecting many young people with a history of mental health problems. The findings cover: the impact of the pandemic on young people's mental health, the impact on young people's ability access to support, and the coping strategies young people use. A total of 2,111 young people participated in the survey, which was carried out between 20 March 2020 (the day that schools closed to most children) and 25 March 2020 (when there had been a further tightening of restrictions). The findings suggest there is likely to be an increased level of need among young people who were already accessing mental health services and those who are experiencing anxiety for the first time as a result of the pandemic. It highlights the role families, carers and teachers can play and makes recommendations for Government.
(Edited publisher abstract)
The findings from a survey into the mental health impact of the Covid-19 coronavirus on young people with mental health needs. The survey found that the coronavirus and the public health measures designed to prevent its spread are affecting many young people with a history of mental health problems. The findings cover: the impact of the pandemic on young people's mental health, the impact on young people's ability access to support, and the coping strategies young people use. A total of 2,111 young people participated in the survey, which was carried out between 20 March 2020 (the day that schools closed to most children) and 25 March 2020 (when there had been a further tightening of restrictions). The findings suggest there is likely to be an increased level of need among young people who were already accessing mental health services and those who are experiencing anxiety for the first time as a result of the pandemic. It highlights the role families, carers and teachers can play and makes recommendations for Government.
(Edited publisher abstract)
Subject terms:
surveys, young people, mental health problems, infectious diseases, user views, access to services, mental health services, child and adolescent mental health services, social isolation, Covid-19;
Sets out insights from students about the proposals set out in the Children and Young People`s Mental Health Green Paper. The consultation engaged 55 students including: 18 students in the London Borough of Barnet, aged 16 to 18, 17 students in St Helens, aged 11 to 16 and 20 students aged 14 to 17 in Loughborough. The core proposals in the green paper are: all schools and colleges will be incentivised and supported to identify and train a Designated Senior Lead for Mental Health; Mental Health Support Teams will be set up to locally address the needs of children and young people with mild to moderate mental health issues; piloting reduced waiting times for NHS services for those children and young people who need specialist help. Headline findings from the student sessions are: students are broadly in favour of the core three proposals but felt that overall there needed to be an additional focus around causes of ill mental health; students believe they have the right to be, and want to be, involved in the implementation of all the proposals; students believe there is an important role for peer support both within schools and potentially within the new mental health support teams, as part of a cohesive support offer; students want the pilot to focus particularly on two measures of success – the number of young people receiving support and the quality of referrals; students believe educational attainment should not be prioritised as a measure within the pilots as they feel there is already a lot of pressure on this within schools; while students raised an awareness that implementing the proposals would take time and needed to be done well, they also highlighted that improvements are needed urgently now and were concerned about the long time frames set out.
(Edited publisher abstract)
Sets out insights from students about the proposals set out in the Children and Young People`s Mental Health Green Paper. The consultation engaged 55 students including: 18 students in the London Borough of Barnet, aged 16 to 18, 17 students in St Helens, aged 11 to 16 and 20 students aged 14 to 17 in Loughborough. The core proposals in the green paper are: all schools and colleges will be incentivised and supported to identify and train a Designated Senior Lead for Mental Health; Mental Health Support Teams will be set up to locally address the needs of children and young people with mild to moderate mental health issues; piloting reduced waiting times for NHS services for those children and young people who need specialist help. Headline findings from the student sessions are: students are broadly in favour of the core three proposals but felt that overall there needed to be an additional focus around causes of ill mental health; students believe they have the right to be, and want to be, involved in the implementation of all the proposals; students believe there is an important role for peer support both within schools and potentially within the new mental health support teams, as part of a cohesive support offer; students want the pilot to focus particularly on two measures of success – the number of young people receiving support and the quality of referrals; students believe educational attainment should not be prioritised as a measure within the pilots as they feel there is already a lot of pressure on this within schools; while students raised an awareness that implementing the proposals would take time and needed to be done well, they also highlighted that improvements are needed urgently now and were concerned about the long time frames set out.
(Edited publisher abstract)
Subject terms:
user views, mental health problems, mental health services, schools, further education, waiting lists, access to services, children, young people;
Summarises key findings from two surveys which show that young people, and parents of children young people with mental health problems, face a number of barriers to finding the right support for their mental health The report draws on a survey with more than 2,700 young people who have looked for support for their mental health and more than 1,600 parents whose children have looked for support. The analysis found that 66 percent of young people and 84 per cent of parents had found it difficult to get the support they needed. Young people and parents reported barriers at every stage in their search for help, including problems getting help from school or college and problems getting help from their GP. Of those young people who had received support from Child and Adolescent Mental Health Services (CAMHS), many experienced delays.
(Edited publisher abstract)
Summarises key findings from two surveys which show that young people, and parents of children young people with mental health problems, face a number of barriers to finding the right support for their mental health The report draws on a survey with more than 2,700 young people who have looked for support for their mental health and more than 1,600 parents whose children have looked for support. The analysis found that 66 percent of young people and 84 per cent of parents had found it difficult to get the support they needed. Young people and parents reported barriers at every stage in their search for help, including problems getting help from school or college and problems getting help from their GP. Of those young people who had received support from Child and Adolescent Mental Health Services (CAMHS), many experienced delays.
(Edited publisher abstract)
Subject terms:
children, young people, parents, surveys, mental health problems, access to services, child and adolescent mental health services, user views;
This collection of essays by 47 leading academics, commissioners and health professionals have been complied by YoungMinds to demonstrate how adversity and traumatic experiences such as maltreatment, violence and coercion, prejudice, family adversity, or bereavement can affect the mental health and wellbeing of young people. The essays cover understanding adversity, trauma and resilience
(Edited publisher abstract)
This collection of essays by 47 leading academics, commissioners and health professionals have been complied by YoungMinds to demonstrate how adversity and traumatic experiences such as maltreatment, violence and coercion, prejudice, family adversity, or bereavement can affect the mental health and wellbeing of young people. The essays cover understanding adversity, trauma and resilience; addressing adversity and providing trauma-informed care; and discuss examples of emerging good practice. It argues that young people displaying difficult behaviour due to trauma are too often misunderstood by the services that should support them, stopping them from getting the help they need. It calls for all professionals who work with children to be given training about the effects of trauma on behaviour and clear guidance about how to ask about traumatic experiences. It also calls for local health commissioners to introduce trauma-informed models of care, so that services give effective support.
(Edited publisher abstract)
Subject terms:
young people, children, mental health problems, traumas, resilience, wellbeing, good practice, case studies, child development, commissioning, mental health care;
This evidence review explores the ways in which children and young people’s interactions with the digital world are influenced by, and impact upon, their social and emotional wellbeing. It also seeks to examine young people’s support needs, to identify any areas where new or additional resources might be beneficial, and highlight any potential research gaps. Specifically, the review looks at what it is known about young people’s internet use, what risks are encountered by young people online, who is vulnerable online and in which contexts, what are the consequences of engaging in risky online activities, and what may help to build young people resilience online. In the final chapter, the report draws together the key messages from the research, and consider what actions might be needed. The report concludes that there is an important distinction to be made between the psychological ill effects of ‘excessive’ internet use, and those incurred as a direct consequence of abuse or exploitation online; whether through cyberbullying, sexual exploitation or subtler forms of psychological pressure. The review points towards the need for a greater range of developmentally appropriate resources to foster children and young people’s resilience, across the diverse range of digital media and platforms that they use. The meaningful participation of children and young people in design and development of such tools is a high priority.
(Edited publisher abstract)
This evidence review explores the ways in which children and young people’s interactions with the digital world are influenced by, and impact upon, their social and emotional wellbeing. It also seeks to examine young people’s support needs, to identify any areas where new or additional resources might be beneficial, and highlight any potential research gaps. Specifically, the review looks at what it is known about young people’s internet use, what risks are encountered by young people online, who is vulnerable online and in which contexts, what are the consequences of engaging in risky online activities, and what may help to build young people resilience online. In the final chapter, the report draws together the key messages from the research, and consider what actions might be needed. The report concludes that there is an important distinction to be made between the psychological ill effects of ‘excessive’ internet use, and those incurred as a direct consequence of abuse or exploitation online; whether through cyberbullying, sexual exploitation or subtler forms of psychological pressure. The review points towards the need for a greater range of developmentally appropriate resources to foster children and young people’s resilience, across the diverse range of digital media and platforms that they use. The meaningful participation of children and young people in design and development of such tools is a high priority.
(Edited publisher abstract)
Subject terms:
literature reviews, resilience, internet, digital technology, social media, bullying, child sexual exploitation, children, young people, risk, child abuse;
This positioning paper summarises the findings from a review of the evidence on children and young people’s social and emotional wellbeing online and proposes a new approach to protecting children and promoting their digital resilience. It shows that children and young people’s use of the internet and social media has significantly increased over the past decade, leading to an increasing risk of experiencing social, physical, psychological or emotional harm. As a result, children and young people’s mental health is being compromised. The paper suggests that in addition to raising awareness about online risks and increasing online protection, there is a need to support young people to build their own digital skills and resilience, so they can navigate online worlds for themselves. It concludes that to build children’s digital resilience we need to bring together the expertise of industry, schools, the charity sector and Government.
(Edited publisher abstract)
This positioning paper summarises the findings from a review of the evidence on children and young people’s social and emotional wellbeing online and proposes a new approach to protecting children and promoting their digital resilience. It shows that children and young people’s use of the internet and social media has significantly increased over the past decade, leading to an increasing risk of experiencing social, physical, psychological or emotional harm. As a result, children and young people’s mental health is being compromised. The paper suggests that in addition to raising awareness about online risks and increasing online protection, there is a need to support young people to build their own digital skills and resilience, so they can navigate online worlds for themselves. It concludes that to build children’s digital resilience we need to bring together the expertise of industry, schools, the charity sector and Government.
(Edited publisher abstract)
Subject terms:
young people, children, internet, digital technology, social media, child sexual exploitation, child abuse, resilience, risk;
YOUNGMINDS, ROYAL COLLEGE OF PSYCHIATRISTS, CHARLIE WALLER MEMORIAL TRUST
Publisher:
YoungMinds
Publication year:
2016
Pagination:
10
Place of publication:
London
Provides simple guidance to help professionals support young people who are self-harming. Self-harm describes any way in which a young person might harm themselves or put themselves at risk in order to cope with difficult thoughts, feelings or experiences. It affects up to 1 in 5 young people and spans the divides of gender, class, age and ethnicity. The document examines: how to recognise the self-harm warning signs; how to hold the first conversation; what to do when a young person is not ready to talk; what to do when there are concerns about a young person's immediate safety; how to provide practical support; and how to provide support within the context of a whole school approach.
(Edited publisher abstract)
Provides simple guidance to help professionals support young people who are self-harming. Self-harm describes any way in which a young person might harm themselves or put themselves at risk in order to cope with difficult thoughts, feelings or experiences. It affects up to 1 in 5 young people and spans the divides of gender, class, age and ethnicity. The document examines: how to recognise the self-harm warning signs; how to hold the first conversation; what to do when a young person is not ready to talk; what to do when there are concerns about a young person's immediate safety; how to provide practical support; and how to provide support within the context of a whole school approach.
(Edited publisher abstract)
Subject terms:
mental health problems, self-harm, young people, good practice;