Changes in Children and Young People’s Mental Health Symptoms From March To October 2020

This study highlighted that children with special education needs and/or neurodevelopmental differences and those from lower income household displayed consistently elevated behavioural, emotional and restlessness/ attentional difficulties over the course of the pandemic.

This report from Co-SPACE highlights that for participating primary school aged children mental health difficulties in children increased during the first national lockdown (between March and June 2020), but have decreased since. Over the course of the first national lockdown, behavioural and restless/attentional difficulties increased, while most children were not attending school.

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Leadership Briefing 11.05(125)"
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      string(4861) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.LENEHAN REVIEW INTO CARE OF CHILDRENWITH LEARNING DISABILITIESKeywordsDisabledchildren,learningdisabilities,young people,challengingbehaviour,complex mentalhealth needs,institutionalised,improving livesSummaryThis report by the Council for Disabled Children and commissioned by the Department ofHealth is calling for urgent action at a national level to prevent disabled children and youngpeople with challenging behaviour and complex mental health needs being institutionalised atan early age, at huge cost to the taxpayer and with low ambitions for improving their lives.The review, conducted by Dame Christine Lenehan from the Council for Disabled Children on behalfof the Department of Health, drew evidence from civil servants, clinicians, managers, parents andyoung people.It finds that despite numerous Government initiatives, accelerated since the abuse of people withlearning disabilities was uncovered at Winterbourne View, there is not a clear vision for the treatmentof children with complex needs involving challenging behaviour and a mix of mental health problems,learning disabilities and autism. A lack of ownership or accountability across a fragmented system ofcare is depriving children of their right to an education, and community and family life.The CDC concluded there was no clear vision for the treatment of children with complex needsinvolving challenging behaviour, mental health problems, learning disabilities and autism.It said a lack of accountability across a fragmented care system was depriving these children of theirright to an education and community and family life.Main Points: ■ Better human rights – The right to a childhood, conferred by the United Nations Convention onthe Rights of the Child, must be upheld for disabled children with complex needs and behaviourthat challenges, with these rights recognised by the NHS Constitution, Department of Education,Department for Health and local commissioners. ■ Better understanding – The Review calls on the Department for Education to review provision inSpecial Schools and Colleges for this group of children. DfE has agreed and have commissionedDame Christine Lenehan to conduct this work in 2017. The Department for Health and NHSEngland should also undertake an urgent review of the number of these young people aged 18-25 currently in inpatient provision. ■ A model of care – The Department for Education work with Transforming Care Partnerships, theAssociation of Director’s Services and the Local Government Association to develop an effectivemodel of what care for these children should look like.Week Commencing 30th January 2017https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/585376/Lenehan_Review_Report.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/585376/Lenehan_Review_Report.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Professional responsibility – That every one of these children in an in-patient setting, or at riskof going into one, has a named keyworker from either health or local authority services to helpthe young person and their family navigate the system. Furthermore, the Royal College ofPsychiatrists, the Royal College of Paediatrics and Child Health, the Royal College of GeneralPractitioners and other royal colleges should clarify the responsibility of medical and otherprofessionals for these children, and jointly develop guidance to ensure respective roles arewidely and consistently understood. ■ Alignment of national programmes and local commissioning – The Department of Health,Department for Education, Department for Communities and Local Government and NHSEngland should work together to align initiatives such as Transforming Care, Integrated PersonalCommissioning, Continuing Care and SEND Reforms which apply to this group. ■ Better commissioning of services – Local authorities and Clinical Commissioning Groupsshould commission services for these children in their local areas, that recognise the value ofearly intervention, are based on the needs and concerns of families, and that can respond toemergencies whenever they occur.WEB LINKThe Autism Dividend: Reaping the Rewards of Better Investmenthttp://nationalautismproject.org.uk/wp-content/uploads/2017/01/autism-dividend-report.pdf"
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Leadership

Lenehan Review Into Care Of Children With Learning Disabilities

26 Jan 2017

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      string(5720) "This study by Loughborough University aimed to explore the impact of allocating standing desks to every child within a Year 5 primary school classroom over an 8-month period on classroom sitting, physical activity, behaviour-related mental health, musculoskeletal comfort, and markers of cognitive function.Providing a standing desk to every primary school child in a UK classroom can reduce sitting time throughout most of the academic year, according to a new study.Researchers at Loughborough University installed standing desks at a school in Bradford for eight-months to measure the impact they had on children’s sitting habits and classroom behaviour.The children, aged nine-to-10, were in control of whether they sat or stood, and were asked to wear monitors for two weeks before the new desks were in place, and again at four months and eight months after the desks had been installed.The monitors measured sitting time as well as moving from sitting to standing.After eight months, the children had reduced their sitting time by an average of 60 min (20%) compared to before the new desks were installed.A similar class in a nearby school was used as a control and did not receive any standing desks. These children’s class time sitting did not change during the studyCompared to the control class, the children who had access to sit-to-stand desks reduced their sitting by approximately 25% at four months and 20% at eight months.The study also looked at changes in behaviour-related mental health, using a questionnaire, completed by the teacher for each student.It found that behaviour-related mental health scores deteriorated after four months of desk exposure, and then further again after eight months.Researchers also explored child and teacher attitudes, experiences, and behaviours towards the desks.They found that the standing desks also had implications for teaching methods; teachers were unable to walk around the class when offering help.Instead, children were asked to come to the front of the class if they needed assistance. The reseachers concluded that the lack of classroom space, due to the stools and chairs blocking walkways, may have contributed to this observed decline in behaviour scores and challenges to teaching practicalities.Conclusions:The findings suggest providing sit–stand desks to every child within a UK primary school classroom can reduce class time sitting throughout most of an academic year. Furthermore, positive changes were observed in standing and sit-to-stand transitions during class time at both follow-ups. This study was located within a deprived setting with a high proportion of ethnic minorities, making the findings more important in relation to reducing health inequalities. The sit–stand desks did not impact negatively on musculoskeletal discomfort, or cognitive function, and were generally well tolerated by pupils and staff. However, there were challenges to teaching practicalities and a gradual decline in behaviour-related mental health was observed. Larger trials, implemented within similar high-priority settings, and using more in-depth qualitative and quantitative measures are needed to better establish whether standing desks using a full desk allocation system are feasible, or effective in UK primary schools. Future full desk allocation studies will, however, depend on the balance between the desired level of standing desk provision (full vs. partial allocation), class size, and available budgets.Key Findings:The present study is the first in the UK to evaluate standing desks within the primary school classroom over the longer-term (>6 months).  Overall, the standing desks influenced positive changes in sitting, standing, and sit-to-stand transitions during class time in the intervention group. The standing desks did not impact negatively on musculoskeletal discomfort; however, qualitative data revealed challenges to teaching practicalities, and there was a gradual decline in behavior-related mental health in the intervention group.  The setting of this study is key; each school was located within a deprived neighborhood with high concentrations of South Asian children that are of higher risk of adverse health outcomes. The intervention group demonstrated substantial reductions in class time sitting at both follow-ups (4 months: −96 min/−32% of wear time, 8 months. Studies using partial desk allocation systems (several standing desks replace a few traditional desks and children are rotated) have observed comparable reductions in sitting to earlier full desk allocation studies despite less intervention exposure. Existing evidence therefore suggests that changes in class time sitting between full desk allocation and partial desk allocation systems are relatively comparable. Consequently, it may be more cost-effective to prioritize partial desk allocation systems, and this should be evaluated in future fully powered full desk allocation and partial desk allocation comparison studies. Reductions in class time sitting at the two follow-ups in the intervention group did not appear to result in a change in sitting behavior after school time. This suggests that compensatory changes after school did not occur and is in line with previous classroom-based standing desk studies. Class observation data showed pupils adopted incorrect postures when standing at the desks (i.e., excessive leaning onto the desk or leaning to one side). There is evidence that a poor standing posture can lead to acute lower back pain, albeit in adults."
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Leadership

Impacts of a Standing Desk Intervention Within an English Primary School Classroom

16 Nov 2020

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      string(360) "... life contexts – then we needed to take account of the various subsystems within which children developed. For instance, if we were studying children’s classroom behaviour or mental health, we may wish to analyse their peer group interactions (the micro system) and their family’s economic and social context (mesosystem ..."
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      string(5609) "Enquiry as the bedrock of the school system How can research be integrated into the lives of teachers and leaders as part of the structures and cultures of the school? Research-engaged schools promote enquiry stances by teachers as an integral part of their ongoing professional development. Such schools encourage the use of published research and other school evidence; they are outward looking and connect to the research community. This engagement occurs through interconnections from the macro to the micro level of the school ecosystem and ultimately affects the lives of young learners. In this article we will explore the dimensions and elements of what we mean by the school ecosystem and how we see research engaged professional learning as a fundamental part of this. Ecosystems and levelsThe concept of the school as an ecosystem has been influenced by Urie Bronfenbrenner’s (1992) ecosystems model used in developmental psychology. Bronfenbrenner suggested that in order to study children in a way that led to high “ecological validity”,  – i.e. applying to real life contexts – then we needed to take account of the various subsystems within which children developed. For instance, if we were studying children’s classroom behaviour or mental health, we may wish to analyse their peer group interactions (the micro system) and their family’s economic and social context (mesosystem).  In addition, if the child misses school or otherwise gets into difficulties adapting to school life, policies to do with truancy or exclusion may have an impact on how he or she is subsequently punished or supported by the school (the exosystem).  In turn, cultural and societal beliefs about school and family life (the macrosystem) influence the exo, meso and microsystems by shaping the way that schools are valued, funded, organized and evaluated. The developmental rate of the changes at each level – e.g. the child’s physical, cognitive and emotional development (the chronosystem) could also be studied in relation to their transition through school years, or alongside curriculum reforms. Bronfenbrenner believed that by studying children in such a way we avoid over simplifying the causal links that lead to various outcomes in their lives; we also consciously connect the values and beliefs of society to the eventual impact they have at the micro-level. This model has much potential when applied to a school system. Here the institution or organisational level is in sharpest focus (meso-level) and we are challenged to think about the nature of influence of political values on the types of schools we have; the working environments they create for staff and children; and the ways that schools work together to meet the aims of the education system. Ultimately, these higher-level elements of the ecosystem will have an effect on the micro systems that most impact on children’s lives, shaping the way that teachers and other adults educate them.  Box 1, below, outlines how such a model can be applied to the school system and later sections in this article focus on how such an ecosystem can be enhanced or enriched through research engagement. Box 1. Ecosystem levels as applied to the school systemThe macrosystem: This consists of the overarching beliefs and values in society that affect the school system, such as belief that parents should be able to choose their children’s schools and that school’s need to be measured, ranked and held accountable for ‘outcomes’.The exosystem: This is the concrete manifestation of the macrosystem. This might include government policies to increase school autonomy and the use of school inspections and the publication of school league tables. This level is also sometimes used to describe the indirect environment, for instance networks or other organisations that connect to the school. The mesosystem: This is the interaction between elements of the microsystem with the immediate environment, specifically the ‘workings’ of a school as an organization or institution. This could include a school policy to set up professional learning communities or in the use of data to inform decisions by school leaders. The microsystem: This is the immediate educational environment of the child, especially the child as ‘learner’ in the classroom, their relationships with teachers, peers, parents and other staff. The above levels may influence the methods by which children are taught and assessed, placed into ability groups and so on. The chronosystem: The pace of change or development at each and any sub level of the ecosystem. For instance, a child’s cognitive maturation can be studied alongside transitions from the primary phase to the secondary phase of education. Attempts to improve or change teaching practice can be contrasted or set within the context of often rapid policy changes introduced by new governments, eager to force through reforms to the school system. Some key issuesThis ecosystems framing addresses three key issues that we consider essential to the study of research-engaged schools: First, the need to connect all school change ultimately to its intended educational impact on children, and by corollary to society; second, to ensure that elements of the system – especially at the individual school level – are not viewed in isolation; and third, to see system change as both interconnected and working in patterns of multi-directional cause and effect. The first issue addresses the need"
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Professional Development

Making research engagement part of the life force of the school

13 Feb 2019

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      string(5898) "whole-school approach to mental health, staff need to reflect on their practice and underlying attitudes. This can be a contentious issue and although many come to see that punitive approaches do not work, they are still very much in force in schools, if only subconsciously. This chart from James McTaggart (@JamesEdPsych) can help schools to reframe their thinking.Being a communicative schoolIf schools sign up to a policy where there are no detentions, where physical interventions are to be kept to a minimum, and fixed-term exclusions are used only as a last resort for a tiny minority of cases, they will need an alternative.  Increasing empathy in the classroom may be the solution to reducing school exclusions. If schools are going to make a difference to young people’s mental health, then everything is up for review: the language used, policies, behaviour management approaches and even the school day. Innovating Minds has worked with Young People’s Academy, where attendance was a key issue for the school. They found research that showed that Circadian rhythms are better in teenagers if they do not have too early a start, so now the school day starts later.Moving away from a punitive model of behaviour management towards a more therapeutic and empathetic one is an approach we, at Innovating Minds, have been promoting to educational professionals across the country. The work we do within the education sector has a strong evidence basis, as demonstrated by contemporary research from Stanford University, which reveals that school exclusion decreased by as much as 50 per cent when teachers adopted a more empathetic mindset towards their students’ behaviour.21By encouraging educators to reframe their perception of behaviour that is challenging through a compassionate lens, researchers found that pupils reported higher levels of respect for their teachers, which increased school connectedness, reduced disaffection and subsequent exclusions.22 Research shows clear links between ill mental health, student behaviour, school exclusions and projected life outcomes. Our experiences show that early psychological intervention in schools is imperative. Not only can it improve the emotional wellbeing of young people by reducing challenging behaviour and school exclusions, it may also provide school staff with a more constructive learning environment, increased job gratification and reduced burnout.Innovating Minds http://www.innovatingmindscic.com/ delivers bespoke therapeutic interventions, training and consultation to help individuals to access education, training and employment. Clinical Psychologists work from an early intervention approach within educational and community settings to create mentally healthy environments that have a sustainable impact.Dr Asha Patel studied psychology and criminology at Keele University before training as a Clinical Psychologist. She was the youngest on her doctorate course and worked in hospitals, prisons and secure mental health units before setting up her own award-winning community interest company Innovating Minds, which provides accessible psychological support to help young people with emotional and mental health problems in education, training or employment.Sal McKeown is a writer and freelance journalist focusing on disability, education and technology. A former teacher and lecturer in further education and for the Open University and Workers’ Educational Association, she is now a member of The Good Schools Guide’s special needs team and a judge for the Bett and Education Resources awards.NotesChildren’s Society (2008). The Good Childhood Inquiry: Health research evidence. London: Children’s Society.Association of School & College Leaders, & National Children’s Bureau (2016). Keeping young people in mind – Findings from a survey of schools across England. London: Association of School & College Leaders & National Children’s Bureau.Loeber, R., Farrington, D. P., Stouthamer-Loeber, M., & Van Kammen, W. B. (1998). Antisocial behaviour and mental health problems: Explanatory factors in childhood and adolescence. New York: Psychology Press, pp. 185-268.Unicef, The Body Shop International & The Secretariat for the United Nations Secretary-General (2006). Behind closed doors: The impact of domestic violence on children. New York: Unicef.McAndrew, S., Warne, T., Fallon, D., and Moran, P. (2011). Young, gifted and caring: A project narrative of young carers, their mental health, and getting them involved in education, research and practice. International Journal of Mental Health Nursing, 21(1): 12-19. https://www.ncbi.nlm.nih.gov/pubmed/21819510World Health Organization, (2018). Gaming Disorder. http://www.who.int/features/qa/gaming-disorder/en/ Arseneault, L., Bowes, L., & Shakoor, S. (2010). Bullying victimization in youths and mental health problems: Much ado about nothing? Psychological Medicine, 40(5):717-729. Department for Education (2017). Supporting mental health in schools and colleges. London: Department for Education. Department of Health & Social Care and Department for Education, (2018). Government response to the consultation on transforming children and young people’s mental health provision: A green paper and next steps. London: Department of Health & Social Care and Department for Education.BBC School Report (2017). BBC School Report—11–16 year-olds mental health survey. London: COMRES.Dray, J., Bowman, J., Wolfenden, L., Campbell, E.,"
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Emotional and Behavioural Difficulties

Embracing Empathy

6 Feb 2019

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It argues that thiscontributes to the achievement gap between children.The Early Intervention Foundation also suggests that early language difficulties can predict problemswith mental health and behaviour, as well as reading and comprehension. It argues that this meansthat language should be considered as a primary indicator of child wellbeing in the same way asvaccination, obesity and mental health. ■ Studies suggest that 5–8% of all children in England and Wales are likely to have languagedifficulties. ■ Children from socially disadvantaged families are more than twice as likely to be diagnosed with alanguage problem. ■ Disparities in child language capabilities are recognisable in the second year of life and are clearlyhaving an impact by the time children enter school. ■ Language skills play a key role in children’s school attainment and employment opportunities. ■ A number of charitable organisations have highlighted the impact of early language skills onchildren’s later literacy and school achievement. ■ Policy-makers are also interested in language development from the perspective of children’slonger-term life chances and social mobility. ■ Well-supported arguments exist for prioritising early language development as a primary childwellbeing indicator.Main Points: ■ Early language acquisition impacts on all aspects of young children’s non-physical development.It contributes to their ability to manage emotions and communicate feelings, to establish andmaintain relationships, to think symbolically, and to learn to read and write. While the majority ofyoung children acquire language effortlessly, a significant minority do not. ■ The UK prevalence rate for early language difficulties is between 5% and 8% of all children,and over 20% for those growing up in low-income households. The high prevalence amongdisadvantaged children is thought to contribute to the achievement gap that exists by the timeWeek Commencing 9th October 2017http://www.eif.org.uk/wp-content/uploads/2017/09/language-child-wellbeing-indicator_Sep2017.pdfhttp://www.eif.org.uk/wp-content/uploads/2017/09/language-child-wellbeing-indicator_Sep2017.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.children enter school and continues until they leave. ■ It is well known that language difficulties predict problems in literacy and reading comprehension,but less well known that they may be indicative of problems in children’s behaviour and mentalhealth as well. The evidence shows that children with poor vocabulary skills at age 5 are morelikely to have reading difficulties as an adult, more likely to have mental health problems, andmore likely to be unemployed. ■ Because language and communication skills are so essential for school education andachievement, and future employment prospects, allowing less well-off children to fall behind intheir language development risks undermining their life chances and perpetuating a cycle ofdisadvantage and poverty. ■ To ensure children with language development problems do not fall through the cracks, EIF iscalling for early language development to be prioritised as a child wellbeing indicator, so that itmust be treated as a public health issue, like vaccination, obesity and mental health. This changewould make it clear that language development problems have serious consequences andrequire additional support, even when they are not the result of acute or clinical disorders.Recommendations: ■ Improving monitoring of language development in the preschool years ■ Further research on the impact of children language development on an individual’s life course ■ More robust evaluation of interventions aimed at children’s language development ■ The adoption of a common criteria and terminology for measuring and identifying languagedifficulties ■ A better understanding of the relationship between oral language skills and literacy in theeducation context ■ Greater clarity from local authorities and schools regarding the offer they are making to parents ofchildren with speech, language and communication needs.WEB LINKLanguage As A Child Wellbeing Indicatorhttp://www.eif.org.uk/wp-content/uploads/2017/09/language-child-wellbeing-indicator_Sep2017.pdf"
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Leadership

Language As A Child Wellbeing Indicator

4 Oct 2017