Positive Mental Health and Well-being in School Reopening
Considering positive mental health, physical, economic, and emotional well-being of families, children, and young people in school reopening is crucial. Proactive strategies, upskilling teachers, integrating social and emotional skills in lessons, and adopting contextual safeguarding approaches are essential. Risks like economic pressures, child abuse, and domestic violence need to be addressed. Pupil well-being, particularly for vulnerable groups, must be prioritized to ensure a smooth transition back to school. Pressure cooker families facing challenges during remote learning emphasize the need for support mechanisms.
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Presentation Transcript
TO WHAT EXTENT WILL POSITIVE MENTAL HEALTH, PHYSICAL, ECONOMIC AND EMOTIONAL WELL-BEING OF FAMILIES, C&YP BE CONSIDERED IN THE REOPENING OF SCHOOLS? EDUCATION DELIVERY IN A CHANGING LANDSCAPE
Key Messages and Themes Positive mental health and wellbeing should be seen to be everyone s business with all practitioners viewing it as part of their work for all C&YP and their families and for one another There is No short-term fix Proactive rather than reactive strategies Time given to upskill teachers and support staff Social and emotional skills should be an integral part of lessons Adopt a contextual safeguarding approach via cross sectorial working
Risk aversion, economic pressures, confidence and trust, domestic violence and child abuse. C&YP in households falling below threshold of low income and deprivation 1.5 million in 18/19 projected to rise to 5.2m in 2022. Challenges perceived, arising and identified Huge inequality in educational opportunity - Evidence already showing most disadvantaged slipping back by at least 3 months Are C&YP in a Hokey Cokey world i.e. in/out shake it all about
Pupil Wellbeing Positive Mental Health and Emotional Well Being Heightened Risks for particular groups Individual children and young people who have: - found the long period at home hard to manage - difficulties with home learning lack of materials, technology, environs - missed the routine of schools, friends, support in school - stressed and strained home environment/relationships Pressure cooker families - the dread of going to school - the happier at home - do not want school to return to normal The re-engaged - the hidden victims
Pressure Cooker Families Two examples amongst so many Before covid, my three children and I had structure. We would wake up in the morning, they would go to school and do their thing and I would do mine. We had joy. It s been hard my son is seven and autistic. His routine has been cut away and he has become aggressive. The younger ones copy. I m normally calm but its been chaos. It s the financial impact, trying to keep everyone fed and occupied in a tiny flat. Kids crying. I m told I m a wonderful mum, but I was snapping and shouting. I started to buy rum every day to flood out my emotions and I m not a drinker. I felt I d become horrible
Pupil Wellbeing Positive Mental Health and Emotional Well Being Potential and Heightened Risks and Consequences Child Welfare within the family - incidences of emotional and physical abuse increased. Police, NGOs, Charities and A&E have seen considerable increase but schools far less than normal. Overall level of activity greater Ability to reach children in need of support Hidden victims access to home has become more difficult Those who make safeguarding disclosures once back in school are social care resources sufficient Domestic abuse and violence reporting has increased affect on C&YP are resources sufficient to cope Will non-attendance/school avoidance increase? Will year 10 and 11 dropout rates increase, and NEET rise again significantly? Will parents be fined? Will exclusion be first course of action?
Pupil Wellbeing Positive Mental Health and Emotional Well Being Risk mitigation Bereavements counselling and support for both pupils and staff Those who have had increased/new caring responsibilities shielding/isolation identification, communication and support Emotionally Based School Avoidance identify, sensitively engage, early assistance Falling Behind avoiding identification tailored packages of support Support outside the home charities, LA, Health provision on a cross sectoral basis Early Help offer for schools including therapeutic audits Governor/GB MH Toolkit
Restoring A stable environment (Re)integration and re-engagement, safe, well planned and carefully managed packages Access to learning flexible, staged and blended approach Importance of communication with C&YP, parents, staff and communities The need for multi-agency working and contextual safeguarding Parent and Carer Support Prepare the school community Flexibility and new ways of working Every school assigned a child mental health counsellor Alternatives such as adopting restorative practices around consequences Social and emotional skills to become an integral part of lessons
Well Being of the whole school and wider community Not a one size fits all approach diversity and cultural challenges, levels of vulnerability especially around SEND, level of interaction staff to C&YP & families Bespoke and continuing risk assessment to build confidence and structure Changed routines will be necessary but link to resilience building and parental collaboration Schools being actively welcoming i.e. reconnecting with families Encourage parents to raise concerns and allow them to suggest ideas Communicate regularly with all staff, parents and the C&YP Not a top down approach but seeing all staff as part of the rebuilding. Governors and Governing Boards acting conduits and sounding boards given their legal duties Multi agency support
Pupil Wellbeing Positive Mental Health and Emotional Well Being Final Thoughts Will Government policy and guidance provide clarity of purpose Budgets NHS, Local Government, Schools, Charities, NGOs all under considerable pressure will they be adjusted to meet growing demand? Is there sufficient resource and services to address the need? - NHS - Therapeutic Care, Speech and Language, physio, CAMHS thresholds, MSTs, - Local Government Social Care, Public health, SEND Services, Youth Service - Schools staffing, curricula development, - Alternative Provision A programme of investment in services for vulnerable children up to 18 and their parents
