Leadership

Educational And Emotional Health Outcomes In Adolescence Following Maltreatment In Early Childhood

A full and active experience of school has a positive effect on the health and achievements of children who experienced abuse or neglect at an early age, according to this report by the University of Bristol.

Researchers looked at the influence of community factors such as education for children to successfully adapt if they were maltreated before the age of five.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#57175"
  ["title"]=>
  string(18) "Averting  Disaster"
  ["categories"]=>
  array(1) {
    [0]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(48) "https://www.teachingtimes.com/averting-disaster/"
  ["post_date_timestamp"]=>
  int(1549451520)
  ["objectID"]=>
  string(12) "post-57175-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(187) "What can schools do to spot and ward off mental health issues? Dr Margot Sunderland shows how teachers are in the perfect position to offer early interventions."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(466) "... this can prevent students’ emotional pain transitioning into a mental health issue.  Adverse Childhood Experiences Countless research suggests that painful childhood experiences that occur without ‘social buffering’ at the time of occurence have a significant impact on children’s behaviour, attendance and learning outcomes. The Adverse Childhood Experience and Toxic ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(18) "Averting  Disaster"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(17) "Margot Sunderland"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(187) "What can schools do to spot and ward off mental health issues? Dr Margot Sunderland shows how teachers are in the perfect position to offer early interventions."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(5) "early"
        [1]=>
        string(6) "mental"
        [2]=>
        string(6) "health"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(6121) "Counsellor and child in discussionsIn 2017, 98 per cent of teachers and school leaders came into contact with pupils they believed were experiencing mental health problems, according to a National Association of Schoolmasters Union of Women Teachers Teacher’s survey. And with children spending 190 days at school per year, teachers are in a prime position to provide much-needed support to pupils with mild to moderate mental health problems. This is reinforced in the recent (2017)Government Green Paper, Transforming Children and Young People’s Mental Health Provision,which states, ‘There is evidence that appropriately-trained and supported staff such as teachers, school nurses, counsellors, and teaching assistants can achieve results comparable to those achieved by trained therapists in delivering a number of interventions addressing mild to moderate mental health problems such as anxiety, conduct disorder, substance use disorders and post-traumatic stress disorder’. Research also shows that, on average, it takes 10 years for a child to get help for a mental health condition (Centre for Mental Health, Missed Opportunities Report, 2016)—and even then, only half who seek help get better, so teachers play a crucial role in spotting, addressing and mitigating mental health issues early on.But before schools can appropriately tackle poor mental health, it is essential that they take a step back and understand the causes behind ill mental health and the transition from emotional pain, which is experienced by us all, to mental health problems. Emotional pain for children and teenagers may be caused, for example, by their parents separating, an illness or a death in the family, multiple house moves or bullying at school. The impact this can have needs to be understood and normalised by schools. Before discussing mental health conditions, schools should first focus on providing children with a space to talk about painful life experiences and offer appropriate support. The wealth of scientific research on ‘social buffering’ (having someone at the time of the painful life experience, to listen, empathise and understand) shows that this can prevent students’ emotional pain transitioning into a mental health issue.  Adverse Childhood Experiences Countless research suggests that painful childhood experiences that occur without ‘social buffering’ at the time of occurence have a significant impact on children’s behaviour, attendance and learning outcomes. The Adverse Childhood Experience and Toxic Stress: A Public Health Crisis study found that children with three or more adverse childhood experiences (ACEs), such as those mentioned above, were three times more likely to experience academic failure, five times more likely to have attendance problems and six times more likely to have behavioural problems. For those with four or more ACEs, more than 50 per cent were likely to have learning problems and were 32 times more likely to have behaviour problems. For teachers, knowing that early identification of the warning signs that a student’s painful life experience or emotional pain could, if not addressed, become a mental health problem, is critical. Some key signs to keep an eye out for include: marked changes in concentration, losing ability to focus on learning, staring out the window, tiredness and low self-esteem. More concerning signs and symptoms to watch for could include isolation and withdrawal from peers, parents also reporting marked deterioration in several areas of functioning, and indications of serious self-harm or suicidal ideation. In these cases, the pupil should be referred to Child and Adolescent Mental Health Services.     Our results-driven culture and focus on academic outcomes is also adding to widespread mental health problems in schools. Exams are frequently cited as one of the worst stressors facing pupils. In a recent National Education Union survey of teachers (April 2018), 82 per cent said tests and exams had the biggest negative impact on mental health, with exams causing children acute stress, and many pupils breaking down in class due to the pressure or turning to self-harm or suicidal thoughts. Counselling service Childline receives a surge of calls from young people during the SATs and GCSE season, and reported receiving 3,135 calls from young people about tests and exams in 2016/17, an increase of 11 per cent over the previous two years, according to statistics from the National Society for the Prevention of Cruelty to Children. Problems sleeping and eating, school avoidance, panic attacks, self-harm and suicide are increasingly being reported among young people during exam time. Student wellbeing is just as important as academic outcomes, and needs to be treated as such. In fact studies show that paying attention to student wellbeing improves academic outcomes. Until government education authorities, such as the Department for Education, Ofsted and the Regional Schools Commissioners, balance the scales between wellbeing and academic achievement, there will continue to be a mental health problem in schools. The UK should look to other countries that are less testing-focused and follow their lead. Finland, for example, epitomises progressive education policy, with a later introduction to formal schooling (age seven) and no tests in primary schools (pupils are only tested at 18) and was ranked fourth in the world for reading in the last Programme for International Student Assessment (PISA), in 2016. The United Kingdom"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(9) {
        [0]=>
        string(5) "early"
        [1]=>
        string(9) "childhood"
        [2]=>
        string(9) "education"
        [3]=>
        string(8) "outcomes"
        [4]=>
        string(9) "emotional"
        [5]=>
        string(9) "wellbeing"
        [6]=>
        string(6) "mental"
        [7]=>
        string(6) "health"
        [8]=>
        string(6) "social"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(5) {
      [0]=>
      array(4) {
        ["value"]=>
        string(27) "early intervention"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(5) "early"
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(37) "Emotional Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(9) "emotional"
          [1]=>
          string(9) "wellbeing"
        }
      }
      [2]=>
      array(4) {
        ["value"]=>
        string(31) "Mental Health"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(6) "mental"
          [1]=>
          string(6) "health"
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(35) "social background"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(6) "social"
          [1]=>
          string(10) "background"
        }
      }
      [4]=>
      array(4) {
        ["value"]=>
        string(26) "student wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "wellbeing"
        }
      }
    }
  }
}

Special Needs

Averting Disaster

6 Feb 2019

array(8) {
  ["distinct_key"]=>
  string(10) "post#44518"
  ["title"]=>
  string(43) "Developing Resilience with Emotion Coaching"
  ["categories"]=>
  array(7) {
    [0]=>
    string(9) "Behaviour"
    [1]=>
    string(20) "Behaviour Management"
    [2]=>
    string(19) "Conflict Resolution"
    [3]=>
    string(38) "Emotional and Behavioural Difficulties"
    [4]=>
    string(13) "Mental Health"
    [5]=>
    string(13) "Special Needs"
    [6]=>
    string(9) "Wellbeing"
  }
  ["url"]=>
  string(51) "https://www.teachingtimes.com/developingresilience/"
  ["post_date_timestamp"]=>
  int(1543936868)
  ["objectID"]=>
  string(12) "post-44518-5"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(280) "Helping children understand and reframe difficult emotions can go a long way to building resilience and countering unwanted behaviours. Janet Rose and Louise Gilbert share a powerful technique for helping both young people and adults improve their emotional intelligence."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(360) "... 2017). Gus, L., Rose, J., Gilbert, L. and Kilby, R. (2017). The introduction of Emotion Coaching as a whole school approach in a primary specialist social emotional and mental health setting: Positive outcomes for all. The Open Family Studies Journal, 9(3): 95-110. Gus et al. (2017). Rose, J ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(43) "Developing Resilience with Emotion Coaching"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Janet Rose"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(14) "Louise Gilbert"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(280) "Helping children understand and reframe difficult emotions can go a long way to building resilience and countering unwanted behaviours. Janet Rose and Louise Gilbert share a powerful technique for helping both young people and adults improve their emotional intelligence."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(9) "emotional"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(2359) "Development, 22: 444-466.Ellis, B.H., Alisic, E., Reiss, A., Dishion, T., & Fisher, P.A. (2014). Emotion regulation among preschoolers on a continuum of risk: The role of maternal emotion coaching. Journal of Child and Family Studies, 23: 965-974.Rose, J., Gilbert, L., McGuire-Snieckus, R. (2015). Emotion Coaching: A strategy for promoting behavioural self-regulation in children and young people in schools: A pilot study, European Journal of Social and Behavioural Sciences, 13: 1766-1790.Rose et al. (2015). Rose et al. (2015).Gilbert (2018).Gottman et al. (1997). Gilbert (2018). Gilbert (2018).Rose, J., McGuire-Snieckus, R., Wood, F., & Vatmanides, O. (2016a). Impact Evaluation of the Attachment Aware Schools Project for B&NES Virtual School: Phase 1 Pilot Study. Bath: Institute for Education: Bath Spa University.Rose et al. (2017). Gus, L., Rose, J., Gilbert, L. and Kilby, R. (2017). The introduction of Emotion Coaching as a whole school approach in a primary specialist social emotional and mental health setting: Positive outcomes for all. The Open Family Studies Journal, 9(3): 95-110. Gus et al. (2017). Rose, J., Temple, S., McGuire-Snieckus, R., Wood, F., Vatmanides, O., & Parker, R. (2016b). Somerset Emotion Coaching project evaluation report. Bath: Institute for Education: Bath Spa University; Digby, R., West, E., Temple, S., McGuire-Snieckus, R., Vatmanides, O., Davey, A., Richardson, S., Rose, J., & Parker, R. (2017). Somerset Emotion Coaching Project Evaluation Report: Phase Two. Institute for Education: Bath Spa UniversityDigby et al. (2017); Rose et al. (2016b). Landry, S.H., Smith, K.E., Swank, P.R., Assel, M.A., & Vellet, S. (2001). Does early responsive parenting have a special importance for children’s development or is consistency across early childhood necessary? Developmental Psychology, 37(3): 387-403.Gottman et al. (1997); Jones, S., & Bouffard, S. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4): 1-22.Oatley, K., & Johnson-Laird, P. (2014). Cognitive approaches to emotions. Trends in Cognitive Sciences, 18(3): 134-140, p. 138.Gilbert (2018)."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(8) {
        [0]=>
        string(5) "early"
        [1]=>
        string(9) "childhood"
        [2]=>
        string(9) "education"
        [3]=>
        string(8) "outcomes"
        [4]=>
        string(9) "emotional"
        [5]=>
        string(6) "mental"
        [6]=>
        string(6) "health"
        [7]=>
        string(6) "social"
      }
    }
    ["categories"]=>
    array(7) {
      [0]=>
      array(3) {
        ["value"]=>
        string(9) "Behaviour"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "Behaviour Management"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(19) "Conflict Resolution"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(47) "Emotional and Behavioural Difficulties"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "emotional"
        }
      }
      [4]=>
      array(4) {
        ["value"]=>
        string(31) "Mental Health"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(6) "mental"
          [1]=>
          string(6) "health"
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(4) {
        ["value"]=>
        string(18) "Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "wellbeing"
        }
      }
    }
    ["tags"]=>
    array(8) {
      [0]=>
      array(3) {
        ["value"]=>
        string(24) "Attachment Aware Schools"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(9) "Behaviour"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(4) {
        ["value"]=>
        string(27) "early intervention"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(5) "early"
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(37) "Emotional Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(9) "emotional"
          [1]=>
          string(9) "wellbeing"
        }
      }
      [4]=>
      array(4) {
        ["value"]=>
        string(31) "Mental Health"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(6) "mental"
          [1]=>
          string(6) "health"
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(10) "Resilience"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(3) "SEN"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(4) "SpLD"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Behaviour

Developing Resilience with Emotion Coaching

4 Dec 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#43680"
  ["title"]=>
  string(45) "Whole person Whole school Whole lot of impact"
  ["categories"]=>
  array(4) {
    [0]=>
    string(13) "Mental Health"
    [1]=>
    string(10) "Resilience"
    [2]=>
    string(13) "Special Needs"
    [3]=>
    string(9) "Wellbeing"
  }
  ["url"]=>
  string(63) "https://www.teachingtimes.com/ecj61-whole-person-school-impact/"
  ["post_date_timestamp"]=>
  int(1497962010)
  ["objectID"]=>
  string(12) "post-43680-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(133) "Jennifer Shearman and Bea Stevenson write on developing a strategy for emotional health, resilience and well-being."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(441) "... Outcomes’, Review of Educational Research, Vol.79, No.1. pp491 – 525.Jubilee Centre for Character and Virtues, http://www.jubileecentre.ac.uk/National Institute for Health Care and Excellence, (2015).Social and Emotional Wellbeing in Primary Education (NICE pathways). Public Health England, (2015). ‘Promoting Children and Young People’s Emotional ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(45) "Whole person Whole school Whole lot of impact"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Bea Stevenson"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(133) "Jennifer Shearman and Bea Stevenson write on developing a strategy for emotional health, resilience and well-being."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(9) "emotional"
        [1]=>
        string(6) "health"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5077) "answers.  We know that there is no perfect measure of key strengths.  If there was, it would be part of every government’s manifesto, every education minister’s targets, every setting’s Ofsted framework.  It would be used as a carrot for potential researchers and a stick to beat schools that didn’t quite ‘measure up’. In our report we will outline why measuring the positive attributes that are demonstrated in a broad range of children, in a systematic way, and over time, will highlight gaps that exist and more importantly will show why the work of our partners is making a positive impact.We believe that everyone can, and will, improve.  We know that there is a positive correlation between development of these key strengths and achievement.  We know that investing time and resources in developing and improving key strengths will improve educational attainment.  We also know that children from poor families are more likely to benefit from early years, in-school and beyond-school programmes. We want to directly celebrate instances of improvement and also highlight where improvement is not happening.  Only then can we dig deeper into whether the problem is one of access to interventions, or their effectiveness.Highlighting action does not in itself mean better outcomes for children.  We all know that.  But as a working group we are feeling more confident that we have the bedrock in place and are close to committing to a set of measures to which we will hold ourselves accountable.  After that, our effectiveness will be for all to judge.(The Fair Education Alliance (FEA)  established in 2012, is a national coalition, with representation from the education, business and the charities sector, united in closing the achievement gap between rich and poor.  Its 10-year mission is to identify and define the gap, and to see a measurable reduction in all measures by 2022 through campaigning, raising awareness and direct intervention.  In order to change this, the FEA has identified five ambitious Impact Goals).  Impact Goal Three Working Group Members: CCCU, Family Links, Allen & Overy, Barnardo’s, Debate Mate, ESU, Football Beyond Borders, Girlguiding, Hackney Pirates, NCB, Nurture Group Network, ReachOut, Right to Succeed, RSA, Step Up to Serve, UBS and Whizz KidzJessica Tanner is Research Coordinator at Family Links, a national charity dedicated to the emotional health of children, families and schools.Jennifer Shearman is Senior Lecturer at Canterbury Christ Church University. Bea Stevenson is Head of Social and Emotional Learning for Family Links.ReferencesBanerjee, R., Weare, K. and Farr, W. (2014), Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment. Br Educ Res J, 40: 718-742Canterbury Christ Church University, www.canterbury.ac.ukChapman, C., Muijs, D. and MacAllister, J. (2011). A Study of the Impact of Federation on Student Outcomes. Nottingham: National College.Dweck, Carol S.. (2008) Mindset: The new psychology of success New York : Ballantine BooksEducation Endowment Foundation, https://educationendowmentfoundation.org.uk/Egalite, A. J., Mills, J. N. and Green, J. P. (2015). ‘The Softer Side of Learning: Measuring students’ non-cognitive skills’, Improving Schools, pp. 9th June 2016. doi: 10.1177/1365480215616313.Fair Education Alliance, www.faireducation.org.ukFamily Links, www.familylinks.org.ukGoodman, A., Joshi, H., Nasim, B. & Tyler, C. (2015) Social and emotional skills in childhood and their long-term effects on adult life: A review for the Early Intervention FoundationJennings, P.A. & Greenberg, M.T. (2009). ‘The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes’, Review of Educational Research, Vol.79, No.1. pp491 – 525.Jubilee Centre for Character and Virtues, http://www.jubileecentre.ac.uk/National Institute for Health Care and Excellence, (2015).Social and Emotional Wellbeing in Primary Education (NICE pathways). Public Health England, (2015). ‘Promoting Children and Young People’s Emotional Health and Wellbeing: A Whole School Approach’. Reach Out, www.reachoutuk.orgRicker, S. (2014). The Skillset more than 3/4 of employers want  Available at: http://advice.careerbuilder.com/ [Accessed 28th July, 2016]Weare, K. (2015). What works in promoting social and emotional wellbeing and responding to mental health problems in schools? National Children’s Bureau: Partnership for mental health and wellbeing in schools.Whatif Learning, www.whatiflearning.co.uk"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(9) {
        [0]=>
        string(5) "early"
        [1]=>
        string(9) "childhood"
        [2]=>
        string(9) "education"
        [3]=>
        string(8) "outcomes"
        [4]=>
        string(9) "emotional"
        [5]=>
        string(9) "wellbeing"
        [6]=>
        string(6) "mental"
        [7]=>
        string(6) "health"
        [8]=>
        string(6) "social"
      }
    }
    ["categories"]=>
    array(4) {
      [0]=>
      array(4) {
        ["value"]=>
        string(31) "Mental Health"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(6) "mental"
          [1]=>
          string(6) "health"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(10) "Resilience"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(18) "Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "wellbeing"
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(4) {
        ["value"]=>
        string(37) "Emotional Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(9) "emotional"
          [1]=>
          string(9) "wellbeing"
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(32) "Fair Education Alliance"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "education"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(25) "Implementation Strategies"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(8) "Pedagogy"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Mental Health

Whole person Whole school Whole lot of impact

20 Jun 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#41543"
  ["title"]=>
  string(18) "Striking a balance"
  ["categories"]=>
  array(1) {
    [0]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(49) "https://www.teachingtimes.com/striking-a-balance/"
  ["post_date_timestamp"]=>
  int(1400675765)
  ["objectID"]=>
  string(12) "post-41543-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(359) "Mental health services for children have never been a priority, particularly in schools. Now, despite a growth in interest in wellbeing, they are languishing further behind as the cuts bite in. Paula Lavis, from the Children and Young People’s Mental Health Coalition, looks at the problems, the evidence and ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(412) "... al. (2005). Mental health of children and young people in Great Britain 2004, London: Palgrave. See3. Morrison & Vorhaus (2012) The impact of pupil behaviour and wellbeing on educational outcomes, London: Department for Education.4. Richards, M. et al. (2009) Childhood mental health and life chances in post-war Britain, London ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(18) "Striking a balance"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(370) "Mental health services for children have never been a priority, particularly in schools. Now, despite a growth in interest in wellbeing, they are languishing further behind as the cuts bite in. Paula Lavis, from the Children and Young People’s Mental Health Coalition, looks at the problems, the evidence and best practice."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(9) "wellbeing"
        [1]=>
        string(6) "mental"
        [2]=>
        string(6) "health"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5984) "time and it will be anotheryear or so before we have any good data.We know that there are considerable pressures onbudgets and this is particularly the case for local authorities.YoungMinds issued a Freedom of Information (FoI) requestthat asked local authorities about their CAMHS budget. Theyfound that two thirds of respondents had reduced theirCAMHS budget since 2010, and some had made significantcuts to their budget. This is important, as local authoritiesare likely to fund or contribute to early intervention services. More recently, it has beenannounced that there will be further cuts to mental health services of 20 per cent. Childand adolescent mental health services have been historically underfunded, and theselarge cuts can only have a detrimental impact on provision.nnnhttp://www.cypmhc.org.uk/resources/overlooked_and_forgotten_full_report/http://www.cypmhc.org.uk/resources/overlooked_and_forgotten_full_report/https://www.gov.uk/government/publications/chief-medical-officers-annual-report-2012-our-children-deserve-better-prevention-payshttps://www.gov.uk/government/publications/chief-medical-officers-annual-report-2012-our-children-deserve-better-prevention-paysVol 4.3 n www.teachingtimes.comSafeguarding/Mental health and wellbeingEvery Child Journal76Anecdotally there seems to have been an increase in the number of young peoplebeing referred to CAMHS.6 There has been a 68 per cent increase in the number of youngpeople being admitted to hospital due to self-harming.7 As a result of these pressures, itseems that many services are amending their referral criteria. This is likely to result in onlythe most ill children or those who are self-harming or at a high risk for suicide being seen.There is a crisis surrounding inpatient provision for young people. There have beenrecent cases across the country where young people have been admitted to inpatientunits miles from their homes because of a lack of local beds. Data from the Health andSocial Care Information Centre has found that so far this year, there has been an increasein the number of young people under 18 being admitted to adult psychiatric units. Thisis despite the Mental Health Act 2007 stating that young people should not generally beplaced on adult wards.It is not only statutory services that are feeling the strain. Voluntary sector services, whichare well liked and well used by young people, are also under pressure. These services are alsofacing funding cuts and are finding it hard to cope with the volume of demand.8The human and financial costsExperiencing mental health problems in childhood or adolescence has a major impact onthe lives of children and young people and their families. ‘Normal’ life may be put on holdfor a while, as depending on the condition and the severity, recovery can be slow. This canhave a huge impact on a young person, as this is a time when friends and the peer groupare so important and when they are forming their own identity and getting an education.It has also been shown that mental health problems in childhood can result in pooroutcomes in adult life. Mental illness during childhood and adolescence results in UK costsof £11,030 to £59,130 annually per child.9 By comparison, early intervention services areoften low cost and can make such a difference to children and young people’s lives.Over the last ten years, there has been a resurgence of interest in wellbeing and thehappiness and wellbeing movement has brought an increased focus on the importancethat mental health has in our lives. This interest has had a huge impact on everythingfrom social and emotional learning to wider issues such as what we want from theeconomy and the sort of measures we should be putting in place to identify what reallycounts as progress. Years ago, GDP was a sacrosanct measure of progress. Now it isbeing questioned. Questions of social inequality have been given added impetus withthe understanding that the gap between rich and poor creates unhappiness and that isdetrimental to us all, including the rich.Schools and other services have to deal with these questions albeit at a micro level.What are the problems that hinder children? How does their unhappiness impact on theirprogress? How do you promote positive mental health, and how do you tackle problemswhen they arise? Schools are in the front line of these issues and the way that they dealwith them will have a massive impact on children’s life chances.Paula Lavis is Coalition Coordinator Policy and Campaigns at Children and YoungPeople’s Mental Health Coalition.References1. Parry-Langdon, N. (eds) (2008) Three years on: survey of the development and emotional wellbeing of children and young people, London: Office for National Statistics.http://tinyurl.com/qzlwlxm2. Green, H., McGinnity, A., Meltzer, H., et al. (2005). Mental health of children and young people in Great Britain 2004, London: Palgrave. See3. Morrison & Vorhaus (2012) The impact of pupil behaviour and wellbeing on educational outcomes, London: Department for Education.4. Richards, M. et al. (2009) Childhood mental health and life chances in post-war Britain, London: Sainsbury Centre for Mental Health.5. Sabates, R. & Dex, S. (2013), ‘The impact of multiple risk factors on young children’s cognitive and behavioural development’, Children and Society, Online Early6. YoungMinds (2013) CAMHS cuts survey. YoungMinds Magazine, 118, pp. 24-27.7. YoungMinds (2011) 100,000 children and young people could be hospitalised due to self-harm by 2020 warns YoungMinds. London: YoungMinds.8. Youth"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(9) {
        [0]=>
        string(5) "early"
        [1]=>
        string(9) "childhood"
        [2]=>
        string(9) "education"
        [3]=>
        string(8) "outcomes"
        [4]=>
        string(9) "emotional"
        [5]=>
        string(9) "wellbeing"
        [6]=>
        string(6) "mental"
        [7]=>
        string(6) "health"
        [8]=>
        string(6) "social"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Special Needs

Striking a balance

21 May 2014