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.

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Behaviour

Developing Resilience with Emotion Coaching

4 Dec 2018

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      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"
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Mental Health

Whole person Whole school Whole lot of impact

20 Jun 2017

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      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"
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Special Needs

Striking a balance

21 May 2014

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      string(4822) "This DfE report, published by the National Foundation for Educational Research (NFER), identifies the most significant factors affecting the development of five-year-old children across England.It shows that five-year-old children in England achieved similar development to their peers in Estonia – the highest-performing OECD country in the PISA study at age 15 – and greater development than children in the USA.IELS measured development in emergent literacy, emergent numeracy, self-regulation and social-emotional development. In England, a teacher-assessed module on physical development was added. Contextual information on the children, including background characteristics, their home learning environment and experience of early childhood education and care was also collected through parent and teacher questionnaires. In total a nationally representative sample of 2,517 children from 191 schools took part in England.The analysis shows us where there are development gaps, and identifies which groups of children may need additional support.Key Findings:Low birthweight was associated with lower physical and cognitive development, but not social and emotional development Children whose parents had reported them as having low birthweight had statistically significantly lower levels of emergent literacy, emergent numeracy, working memory and physical development at age 5 compared to their peers. The largest development gap was found in physical development – equivalent to approximately nine months, while these children were also three months’ behind in emergent literacy, and four months’ behind in emergent numeracy and working memory. However, low birthweight was not significantly related to development in any of the social-emotional measures in IELS such as trust or emotion identification. Children’s physical development is significantly related to deprivation and gender. Children who were eligible for free school meals were on average eight months’ behind their more affluent peers for physical development. Five-year-old girls were on average nine months’ ahead of boys. Children’s development across different outcomes at five-years-old is highly interrelated. Five-year-old children with greater development in early literacy (including listening comprehension, phonological awareness and vocabulary) are more likely to have similarly strong development in early numeracy. There were also strong correlations between high development in mental flexibility and working memory, while physical development was strongly correlated with prosocial behaviour and Trust.  The fact that there were significant relationships between children’s development in different areas suggests that a whole range of different areas of learning are important for children’s development. Children with English as an additional language can be at risk in certain aspects of their development. Children with English as an additional language were approximately eight months’ behind their peers for emergent literacy and three months’ behind their peers for emergent numeracy. In addition, they were approximately three months’ behind their peers in mental flexibility, working memory and emotion attribution. However, they showed similar development to their peers in inhibition, non-disruptive behaviour and physical development.   Persistence is associated with early development. Children whose teachers rated them as ‘often or always’ persistent at the age of five were more than 12 months’ ahead of their peers rated as ‘rarely or never’ persistent for physical development. These children were also approximately 11 months’ ahead of their peers in emergent literacy, and 8 months’ ahead in emergent numeracy. There are a range of simple activities parents can do to aid their children’s development. The research showed that children who drew or painted at home three or four times a week showed some evidence of better physical development than those that did not, equivalent to five months’ difference. Physical development covers gross motor skills, such as the ability to run and jump, as well as fine motor skills, such as using scissors to cut around a shape or putting on a coat without help. IELS also provides evidence of other simple activities parents can do to aid their children’s development at age 5, including reading to them every day, making sure they have access to children’s books at home, having regular conversations about their feelings, and being involved with their school.Link: International Early Learning and Child Well-Being Study (IELS): National Report for England"
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Leadership

International Early Learning and Child Well-Being Study (IELS): National Report for England

1 Dec 2020

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