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Children and young people's mental health - the role of education: Government response to the first joint report of the Education and Health Committees of session 2016-17
- Authors:
- GREAT BRITAIN. Parliament. House of Commons. Education Committee, GREAT BRITAIN. Parliament. House of Commons. Health Committee
- Publisher:
- House of Commons
- Publication year:
- 2017
- Pagination:
- 13
- Place of publication:
- London
Outlines the Government's and Ofted's response to recommendations made in the Education and Health Select Committees inquiry report on the role of education in children and young people’s mental health, which was published on 2 May 2017. The responses cover recommendations in the areas of: Well-being in schools and colleges; Mental health support in education providers; Co-ordination between health and education services; Cuts to school and college based mental health services; and including the risks of social media in PSHE. They include commitments to fund Mental Health First Aid training for teachers in secondary school, trials of what works to support the mental wellbeing of pupils, a pilot of how to set up peer support schemes, and trialling approaches to help schools work closer together with local NHS services to provide dedicated children and young people’s mental health services. The Government also commits to the publication of a children and young people’s mental health green paper in 2017 focusing on improving prevention and access to specialist support. (Edited publisher abstract)
Social and emotional learning: supporting children and young people’s mental health
- Author:
- EARLY INTERVENTION FOUNDATION
- Publisher:
- Early Intervention Foundation
- Publication year:
- 2017
- Pagination:
- 4
- Place of publication:
- London
This briefing sets out the case for an increased emphasis on social and emotional learning in schools, as part of initiatives and support designed to prevent mental health problems among children and young people. Social and emotional skills include self-awareness, self-management, social awareness, relationship skills and self-esteem. It argues that social and emotional skills in childhood are strongly associated with good mental health in adulthood. It also highlights evidence which indicates that engaging in effective social and emotional programmes are associated with significant short- and long-term improvements for children and young people. It concludes by making suggestions on how social and emotional learning could be improved in schools. (Edited publisher abstract)
Peer support and children's and young people's mental health: analysis of call for evidence activities
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 37
- Place of publication:
- London
Summarises responses and presents analysis of the findings to a call for evidence on people’s knowledge and experience of peer support for children and young people’s mental health. This included support available within schools, in community settings and online. The call for evidence comprised a range of workshops, an online call for evidence, a literature review and polls on social media to gain maximum engagement with young people. This report provides an analysis of findings for nine themes: interest in peer support programmes for mental wellbeing; key features of successful peer support programmes; peer support for children and young people’s mental wellbeing; setting up mental wellbeing peer support programmes; training, information and support; recognition and rewards; online support; and access to specialist services. The findings for each of the different data sources: workshops, online surveys, Twitter polls and research review are presented separately for each theme. (Edited publisher abstract)
HeadStart year 1: national qualitative evaluation findings
- Author:
- STAPLEY Emily
- Publisher:
- Anna Freud National Centre for Children and Families
- Publication year:
- 2017
- Pagination:
- 19
- Place of publication:
- London
A summary of learning from the first year of HeadStart, a Big Lottery Funded programme which aims to support children and young people in improving mental wellbeing, reducing the onset of mental health problems, improving engagement in education and reducing engagement in risky behaviour. The document draws on interviews conducted with a sample of staff from each of the six local authority partnership sites across England. The interviews explored challenges encountered in delivering the programme and potential solutions. Challenges identified included working with schools, capacity, avoiding duplication of existing services, working with external providers, identifying children in need of support, measuring impact, and intervention or programme engagement. (Edited publisher abstract)
Children and young people's mental health - the role of education. First joint report of the Education and Health Committees of session 2016-17
- Authors:
- GREAT BRITAIN. Parliament. House of Commons. Education Committee, GREAT BRITAIN. Parliament. House of Commons. Health Committee
- Publisher:
- House of Commons
- Publication year:
- 2017
- Pagination:
- 38
- Place of publication:
- London
This joint inquiry report from the Health and Education Committees finds that education and mental health services need to work closely together to plan the most effective way of improving children and young people’s mental health and well-being. The inquiry considered approaches to improving well-being in schools and colleges, the development of mental health support in education providers, and the impact of social media on the mental wellbeing of children and young people. It heard oral evidence from representatives of both the education and the mental health sectors and also drew on a survey of children and young people and forum with teachers. The Committee support a whole school approach that promotes well-being throughout the school, the curriculum and in staff training and continuing professional development. The recommendations include: strengthening mental health training and continuing professional development for teachers; the development of stronger partnerships between the education sector and mental health services; and for schools and colleges to help children and young people make more informed choices about their use of social media. (Edited publisher abstract)
Transforming children and young people's mental health provision: a Green Paper
- Authors:
- GREAT BRITAIN. Department of Health, GREAT BRITAIN. Department for Education
- Publishers:
- Great Britain. Department of Health, Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 54
- Place of publication:
- London
This green paper sets out measures to improve mental health support for children and young people. The paper focuses on earlier intervention and prevention, particularly in or linked to schools and colleges. The new proposals include: the creation of new Mental Health Support Teams to provide extra capacity for early intervention and ongoing help; encouraging every school and college to appoint a designated lead for mental health; and the piloting of a new 4-week waiting time for NHS children and young people’s mental health services in selected areas. It also details action across other areas to support their core proposals, including tackling stigma, social medial and internet safety, and support for young adults. The paper also outlines the key evidence used to inform the proposals and actions from 'Future in Mind' already in progress. Appendices include summary findings from an evidence review on the mental health of children and young people and summary findings from a survey of existing support in schools and colleges. The consultation period for the green paper closes at midday on 2 March 2018. (Edited publisher abstract)
Role of school employees' mental health knowledge in interdisciplinary collaborations to support the academic success of students experiencing mental health distress
- Authors:
- FRAUENHOLTZ Susan, MENDENHALL Amy N., MOON Jungrim
- Journal article citation:
- Children and Schools, 39(2), 2017, pp.71-79.
- Publisher:
- Oxford University Press
Children with mental health disorders are at elevated risk of deleterious academic outcomes. The school, acting as a bridge between home and community, is a key site for identification and intervention with children experiencing mental health distress. Yet survey research has indicated that many teachers and other school staff have limited knowledge of children's mental health and are unprepared to support students in distress. Grounded in collaboration theory, the current study extends previous research by conducting focus groups with both school staff and community mental health center professionals to deepen understanding of how school employees’ knowledge of children's mental health influences their ability to recognize and collaboratively support students in distress. Results revealed that many school staff experience challenges in supporting students because of their limited mental health knowledge, particularly in the areas of symptom identification, psychotropic medication, and community mental health services. The identified lack of children's mental health knowledge also contributes to the existence of mental health stigma. In addition, group participants identified training about children's mental health and support from upper-level administration as key needs to increase knowledge and better support students’ emotional and educational well-being. The article concludes with a discussion of the implications and recommendations for school social workers. (Publisher abstract)
Peer support and children and young people's mental health: research review
- Authors:
- COLEMAN Nick, SYKES Wendy, GROOM Carola
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 53
- Place of publication:
- London
A research review summarising evidence on models of peer support to improve children and young people’s mental health, looking at key features and effectiveness of support. The review covers interventions for young people of school age from aged 10 years. The review focuses on interventions for mental health, and also includes peer support for bullying, transitions, wider wellbeing and friendship. It covers UK and international evidence. The main models of peer support identified include: school based one-to-one support, school-based group support, training-based projects, on-line projects, and community-based projects. The quality of evidence was mixed, with a small number of studies including robust evaluations to measure the impact of programmes on participants and a larger number of studies including feedback from participants and self-reported outcomes. The review found positive self-reported outcomes for one-to-one school based projects; evidence indicated mixed or inconclusive impact for group-based school projects; some positive evidence was identified for the effectiveness of online-projects; and limited evidence on the effectiveness of community-based programmes. The review also reports on success factors identified by the projects, these included programme management; more formalised schemes, with structured evaluation and formal training of peer supporters; and the quality of peer supporters. Overall, the review indicates that different schemes have had varied levels of success, but that peer support programmes can potentially result in a range of positive outcomes for young people. (Edited publisher abstract)
Educators' perceptions of youth mental health: implications for training and the promotion of mental health services in schools
- Authors:
- MOON Jungrim, WILLIFORD Anne, MENDENHALL Amy N.
- Journal article citation:
- Children and Youth Services Review, 73, 2017, p.384–391.
- Publisher:
- Elsevier
Background: School-based mental health practice holds promise in meeting unmet mental health needs of American children by expanding access to quality mental health care for hard-to-reach populations such as those in rural regions. The purpose of the present study was to address four specific aims: 1) To replicate findings from prior studies regarding educators' perspectives of mental health promotion in school; 2) To extend prior research by examining specific needs for mental health training; 3) To compare the responses between the educators in rural schools and urban schools within the same geographic and political context of a large Midwestern state; and 4) To explore similarities and differences of the educators' perspectives based on participants' roles including administrators, teachers and school mental health providers. Methods: A total of 786 educators including 127 administrators in a large Midwestern state completed a one-time, anonymous online survey. Descriptive analyses were employed to explore the perspectives of educators regarding the current status of mental health promotion in school. Additionally, independent samples t-tests were run to examine the differences in the educators' perspectives based on region (rural vs. urban). Finally, one-way analysis of variance (ANOVA) was used to examine the differences in the educators' perspectives based on participants' roles. Results: Results replicated previous findings, indicating a large percentage of educators reporting a high level of concerns for student mental health needs (93%) and the need for further training in mental health (85%). Mental health disorders, behavior management, and specialised skills such as social skills were identified as the top three areas of need for further training. While no differences were found between educators in urban and rural schools in other topics, significantly more respondents in rural schools (27%) reported that their schools hire mental health professionals as compared to urban schools (13%). The ANOVA results indicated that school-based mental health professionals and administrators are significantly more concerned about students' mental health needs than teachers (p = 0.000). Conclusion: A majority of participants take students' mental health issues seriously and many feel that current resources and training opportunities could be expanded. An area of future research could be exploring current mental health trainings provided to educators and examine how their specific training needs are addressed. An important strategy to decrease mental health care disparity by geographic region may be statewide initiatives to increase the number of mental health professionals in rural areas. The discrepancy in the level of mental health concerns expressed by teachers and administrators may suggest a need for school-wide initiatives to foster shared commitments to promoting students' mental health across various staff roles. (Edited publisher abstract)
Mental health services and schools link pilots: evaluation report. final report
- Authors:
- DAY Laurie, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 118
- Place of publication:
- London
Evaluation report on the effectiveness of a pilot programme to strengthen joint working arrangements between schools and specialist children and young people’s mental health services (CYPMHS) and improve children and young people’s access to mental health support. The pilot covered 22 areas, incorporating 27 CCGs and 255 schools, who were funded to establish named lead contacts within NHS CYPMHS and schools. Lead contacts also participated in two joint planning workshops, involving other professionals from their local CYPMHS network. The report covers the design and setting up of the programme, the development of local models of joint working; lessons learned from the implementation of the workshops and challenges to implementing lead points of contact. The outcomes of the pilot are presented in relation to: knowledge and understanding of individual practitioners, joint professional working and communication, and services and systems transformation. Case-study examples for pilot sites who were successful in securing funding to scale up the programme are also included. Overall, the evaluation found the pilots were successful in strengthening communication and joint working arrangements between schools and NHS CYPMHS. There were improvements to the self-reported outcome measures of: frequency of contact between pilot schools and NHS CYPMHS; understanding of the referral routes to specialist mental health support; and increased awareness of mental health issues among school leads. There were also indications that many schools had used the pilot to complement existing funding and support for mental health and well-being. The report provides critical success factors for establishing effective joint working arrangements between schools and NHS CYPMHS and discusses areas to inform future service development. (Edited publisher abstract)