Leadership

Musicians’ Union Education Report 2018

This report by the Musicians’ Union shows many parts of the UK are at risk of under-representation in the music industry, as lower income families are priced out of music lessons.

The disparity exists despite similar levels of interest from both groups of children and, therefore, the MU is calling on government to review its offering of music education in schools.

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      string(5671) "In 2017, 98% 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 Government Green Paper (2017), Transforming Children and Young People’s Mental Health Provision,2 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”. 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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% 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% 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. 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Behaviour Management

Catching Them Before They Fall

12 Sep 2018

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It must also ensure that changes to fees or loans do not occur midway through astudent’s course. ■ We believe the best model for EU students is to retain a reciprocal open approach with lighttouch controls, such as visa-free access, which would enable preservation of a system closelyresembling freedom of movement. We recommend the Government takes this open approachwith all international students if it is serious in its desire for the UK to remain a global leader inhigher education.Week Commencing 2nd May 2017https://www.publications.parliament.uk/pa/cm201617/cmselect/cmeduc/683/68302.htmhttps://www.publications.parliament.uk/pa/cm201617/cmselect/cmeduc/683/68302.htmLeadership 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. ■ International students should be removed from the net migration target. The Government’s refusalto do so is putting at risk the higher education sector’s share of the international student market.Removing international students from the target would be a simple way to offset some of therisks from leaving the European Union. For domestic policy purposes, these students could berecorded under a separate classification and not be counted against the overall limit. The Officefor Students should monitor and report on the overall trends of international student recruitment.The Government should continue to improve its data recording, prioritising exit check data. ■ The rights of EU higher education staff to work and reside in the UK need to be guaranteedas soon as possible. The Government has rightly identified the agreement of the rights of EUnationals as its first priority in the negotiations. 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Leadership

Exiting The EU: Challenges And Opportunities For Higher Education

27 Apr 2017

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      string(5652) "The frequently reported increase in the number of children and young people experiencing challenges to their mental health has prompted a description of the situation as a ‘perfect storm’ [Ref 1]. Given the critical role and position of teachers in the lives of children and young people, we could describe teachers as finding themselves in the ‘eye’ of that ‘perfect storm’. We know that an estimated one in ten children and young people have a diagnosable mental disorder, that this is described as the equivalent of three pupils in every classroom, [Ref 2] and that they are likely struggling with their mental health at a level that we should be considering referring them to specialist support such as Child and Adolescent Mental Health Services (CAMHS). The data that we continue to quote dates back to 2004, although it is hoped that a new prevalence study will be published early 2018, giving us a much needed update.  In the absence of recent national data, what we do know today is that senior leaders and teachers are reporting a rise in the number of children presenting with mental health difficulties within the school. In a recent joint publication between the National Association of Head Teachers and Place2Be, 93% of Head Teachers reported that pupils today are bringing more worries into the classroom than they did five years ago, with 96% of Head Teachers noting that their pupil’s ability to learn was impeded by these worries [Ref 3]. This is consistent with many academic studies demonstrating a strong link between mental health difficulties in children and young people with poor educational achievement and consequent lifetime disadvantage. 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Of those surveyed, 85% described difficulties maintaining an adequate work-life balance, similar to the recent findings from the NAHT annual recruitment survey [Ref 6]. Furthermore, nearly 50% of young teachers cited concerns about the effect of teaching on their own mental health. Clearly, the connection between an adequate work-life balance and the challenges on teachers’ mental health cannot be ignored. There is currently little attention paid to the mental health of teachers. They are expected to be ‘available’ (mentally, emotionally, socially and cognitively) to all their students and at times, for parents and carers. With a growing population of children and young people expected to attend school over the coming years, coupled with the complexity and challenges of the issues brought into school, are we simply asking too much of teachers today?Education can play an important role in promoting good mental health; the Government has recently committed additional resources to every secondary school by providing funding for a teacher from each secondary school to be trained in Mental Health First Aid [Ref 7]. This is a positive step forward in equipping some teachers with the skills and knowledge to identify and respond to emerging mental health problems in school, however these plans are currently limited to secondary schools and only one teacher per school. Whilst is it is important to remember that teachers are not mental health professionals, in many cases they are well placed in aiding the identification of children and young people with mental health difficulties through the relationships and understanding they are in a position to build with their pupils. Relationships are fundamental for children and young people to feel attached and secure in the educational environment, for some pupils this will be the only stable attachment that they have in their life. However, questions must be addressed about the availability of teachers to be present to build these relationships with their pupils when they themselves at times are overwhelmed and, for some, struggling with their own wellbeing. In the recently published report from the Education and Health Select Committee’s on Children and young people’s mental health – the role of education, the importance of initial teacher training and the inclusion of mental health training was highlighted. The initial teacher training framework published in July 2016 states that: “providers should emphasise the importance of emotional development such as attachment issues and mental health on pupils’ performance, supporting trainees to recognise typical child and adolescent development, and to respond to atypical development” [Ref 8]. With the implementation of this framework, mental health will feature more prominently on all initial teacher training courses. However, what is missing from the framework is the importance of teachers examining and protecting their own mental health.‘Mental Health Champions – Class Teacher’, is a"
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HR and Staff Wellbeing

In the eye of the ‘perfect storm’

17 Apr 2018

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      string(5660) "school reads.Role models from across the community join in the reading.The school develops a register of volunteers (managed by a volunteer) that identifies possible contributionsacross the curriculum and broader educational experience – e.g. different sports, gardening and the schoolallotment, practical crafts, the school environment and opportunities for service.A federation or trust employs a speech therapist and educational psychologist.The school provides space for pro bono advice from local solicitors and Citizens Advice Bureau volunteers.The school provides a parents’ room with a volunteer midwife, psychiatric nurse and social worker (possiblyretired volunteers) available to offer advice at scheduled times.Community use of school facilities e.g. the school hall being used for religious celebrations and communityevents.The uniform shop run by the PTA is extended to cover a wider range of children’s clothing.Amateur musicians are encouraged to augment and coach school bands and choirs.Sports festival – mini Olympics involving amateurs and professionals, all ages and competitions.Provision is made for all children to experience some of the joys of childhood – a day at the seaside, workingon a farm, singing in a massed choir, camping, climbing a mountain etc.Arts festival – a celebration of creativity and performance across the community.A cluster of schools appoints a professional fundraiser to provide funding for community projects.The school supports the formation of a credit union.Charity initiatives involving the whole community.The school sets up employment opportunities by establishing businesses for its students e.g. computermaintenance, support and training, repairing and selling toys.■■■■■■■■■■■■■■■■■■■■■■From this perspective, school improvement is symbiotically linked with improvementsin personal wellbeing, the quality of family life, living in an effective community,enjoying economic security, and mitigating the negative effects of a highly polarisedsociety.‘More than the sum’, a report by the Audit Commission published in 2006, came tothe conclusion that:‘School improvement and renewal are inseparable issues from neighbourhoodimprovement and renewal, particularly in the most disadvantaged areas. While schoolsare profoundly affected by their neighbourhoods, they equally have a key role inpromoting cohesion and building social capital.’13John West-Burnham is Professor of Educational Leadership at St Mary’sUniversity, Twickenham.http://www.teachingtimes.com/articles/rethinkingleadership.htm62Vol 6.1School Leadership Todaywww.teachingtimes.comLeadershipSkillsCommunityengagementJohn West-BurnhamKnowledge trails1) The future is in community – Malcolm Groves and John West-Burnham explain why placingschools at the heart of the community will equip students with the skills and experiences theyneed to achieve.library.teachingtimes.com/articles/the-future-is-in-community2) A NEET solution for primary schools – Annette Gillian and Kay Shaw report on an excitingproject working to engage primary students with the community to prevent them becomingNEET later on in life.library.teachingtimes.com/articles/sltaneetsolutionforprimaryschools3) Building community spirit – Ana Sevilla reveals how the work of an innovative new project hashelped families through the regeneration of their estate in Islington. (Available with subscriptionto Every Child Journal).library.teachingtimes.com/articles/housing-school-redevelopment-estateReferences1. Jerrim, J. (2013). The Reading Gap, p.13. The Sutton Trust.2. Desforges, C. (2003). The impact of parental involvement, parental support and family educationon pupil achievements and adjustment: A literature review. Research report, RR433, p.21. London:Department for Education and Skills.3. Wilkinson, R. and Pickett, K. (2009). The spirit level, p.103. London: Allen Lane.4. Pont, B., Nusche D. & Hopkins D (2009). Improving School Leadership: Volume 2, Case Studies onSystem leadership, p.33. Paris: OECD5. Putnam, R. (2000) Bowling Alone, p.154. London: Simon and Schuster.6. Asbury, K. and Plomin, R. (2014). G is for Genes, p.162. Chichester: Wiley Blackwell.7. Sabates, R. and Dex, S. (2012). Multiple risk factors in young children’s development. CLS CohortStudies. Working paper 2012/1, p.18. London: Institute of Education8. Clifton, J. and Cook, W. (2012). A long division, p.5. London: Institute for Public Policy Research.9. Millar, F. (2011). Poor children’s life chances face a new assault from the right. The Guardian,[online] 14 June. Available at: <www.theguardian.com/education/2011/jun/14/poor-children-research-innate-intelligence> [Accessed 10/06/2014].10. Moreno, M., Mulford, B., and Hargreaves, A. (2007). Trusting leadership: From standards to socialcapital, p.5. Nottingham: NCSL.11. Edgar, D. (2001). The Patchwork Nation, p.160. Sydney: HarperCollins.12. Gawande, A. (2009). The Checklist Manifesto: How to get things right. London: Profile Books.13. Audit Commission (2006) More than the Sum, p.6.Rethinking schools and schooling – A new seriesThis is the second article in John West-Burnham’s brand new series for School Leadership Today.Each article in this six-part series will provide school leaders with an opportunity to review, reflect andchallenge a range of established beliefs and practices about the nature of successful school leadership.Read John’s first article in this series, ‘Rethinking diversity, vision and values’, here.Look out for his third article in"
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Leadership

Rethinking school improvement

27 Jun 2014

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