Parent Carers’ Experiences Of Lockdown

The Government has shown during the coronavirus pandemic that it can introduce radical changes in a matter of days. This survey by the Disabled Children’s Partnership of over 4,000 parents of disabled children shows the battle that many parents of disabled children face on a daily basis. Despite the best efforts of many professionals, families are being left to cope alone.

Over 4,000 families of disabled children were contacted to ask how they had been impacted by the lockdown. Overwhelmingly, they felt locked out and abandoned by Government and by society, and are fearful for their own physical and mental health.

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      string(4486) "what to do. For the first time in any of my schools my teachers listened to me.An Associate Teacher, who was my Key worker, got to know my family. They understood what had happened in my life. I went on an anger management programme which made me think about kindness and positivity.A big part of my life has been the Mentors in Violence Prevention Programme, (based on the Glasgow project where older students mentor younger students to stop them being a bystander) I now really enjoy being a mentor, helping younger pupils just as I was helped.My parents and I got involved in the Achievement for All programme which helped me, and my Mum and Dad work together with the school on my needs. All of the support has stopped me from being excluded, I am grateful for that.I am proud that I am now in the top set for English and History, and in the second set for all other subjects (I am working on these). I have turned myself around with the support of my teachers and my parents.Ashmal’s teacher comments:What keeps Ashmal and his peers in school begins with attendance and behaviour meetings a weekly forum on behaviour changes, focused on the reason for the behaviour. In the first instance teachers explore what is happening, what support can be given, this involves ringing the parent or carer checking on issues at home. Teachers also talk and listen to Ashmal, focused on positivity and help to support engagement in lessons.Ashmal was also supported by the school’s strong working partnerships with external agencies, which include social care, CAMHS will share the strategies rather than the student joining a long waiting list, primary mental health and Coventry MIND. We also work with the Boomerang programme to guide teachers on how to manage mental health, build resilience and self-esteem in all students.COMPASS work around protective behaviours, risky behaviour, substance abuse has provided much needed support. Educational psychologists have also provided and provide support for children with additional support needs, ASD support, and training on emotion coaching for all staff.Other services within the school involve the Citizens Advice Bureau who provide whole family advice and guidance. The police school liaison officer has worked with EAL students on how to ring police through to restorative justice. There is also small group work after school focused on child exploitation.It is not just pastoral needs that are addressed, we constantly review the provision, providing appropriate access to learning, allowing all students to learn rather than experience cognitive overload. The principles underpinning the curriculum are Safe, Acceptance, Intervention and Learning – if students are struggling, they move into Foundation classes, supported by an associate teacher who understands the relationship between social and feelings and academic learning.At Lyng Hall we are a community committed to all students. Lyng Hall is the school that never closes the safety and security provided during term time and holidays, closed only on public holidays.Just like Ashmal I see the difference they we are making to the life chances of all students. I am proud of Ashmal, and I am proud to be a Lyng Hall teacher.With thanks to Ashmal, Paul Green – Executive Headteacher, Patricia Grainger- Executive Director of Children and Families (interviewed by Sonia Blandford)ReferencesDepartment for Education Exclusion Data 30th July 2020Education data lab, 2019National Federation of Education Research 16th June 2020Professor Sonia Blandford is one of the country’s foremost experts on social mobility and author of two influential publications: ‘Born to Fail? Social Mobility, A Working Class View’, ‘Social Mobility, Chance or Choice?’Founder and CEO of the award-winning education charity, Achievement for All (https://afaeducation.org), Sonia is also visiting professor of education at UCL Institute of Education, University of Warwick, and Plymouth Marjon University.Currently Chair of ‘Learn’ for The Prince’s Trust 2030 Task Force and Head of Social Mobility: RISE Think Tank (co-chaired by Lord Willetts and Simon Blagden). Sonia is editor of the Teaching Times Inclusion journal, and author of 300 articles and books written for teachers, leaders, parents and carers, and children and young people.Sonia is married with two amazing, adopted daughters, and a wonderful granddaughter.Follow Sonia on Twitter at @SoniaAFA3AS"
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Blogs

Rescuing A Generation At Risk From Covid and Exclusions

11 Aug 2020

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      string(5609) "During the summer term, the COVID-19 pandemic catapulted educators across all phases of education in delivering the entirety of their programmes digitally with the majority of students studying remotely.  The exception being children and young people with Education Health and Care Plans (EHCPs), and those considered by their schools to require additional special educational needs support.  The reality at this time is that there were a significant number of children and young people identified with special educational needs and disabilities (SEND) who did not attend school between March and July.‘Strange, challenging, unprecedented’ are wordsthat have been used to describe this period, difficult enough to understand forthose who do not have any diagnosed needs. In some settings, there were reports of students engaging and learning with the remote approach more than during face to face lessons. In others, there was real concern over equity in terms of engagement and access[1] with as low as 16% of disadvantaged students engaging in learning. There were also reports of the disengagement of a significant number of young people because of a lack of equipment, variable connectivity, and space, but also because the approach and resources provided were a challenge to them[2]. In addition, there were reports indicating that the lockdown was impacting on both students and educator’s mental health and wellbeing[3].On return to school in yeargroup bubbles, the school day remains short, less differentiated, andchallenging for all teachers[4].  The reality of non-attendance in the summer,the delay in restarting schools for all children, and the ongoing impact ofCOVID-19 on school closures in the autumn is captured by the NFER[5].  For some children and young people identified with SEND there has been an improvement in the amount of contact between schools and parents through this period although parents do not feel this is enough. The evidenceEvidence is mixed here.  Where schools have adopted a fully inclusive approach 100% of families in their communities have been contacted, with the inevitable positive results.  Parents, carers, siblings, and extended family members have embraced learning, supporting students with their range of life experience and learning. In contrast, the SEND Jungle survey[6] found that 75% of schools had not completed a SEND risk assessment through this period. Only 16% of parents felt the work they received was appropriate to their child’s learning need. 34% reported increased anxiety. The Education Policy Institute[7] reported that they had concerns about off rolling and exclusion rates as schools reopened and asked for some clear guidance from government. It is well known the importance of early year’s provision in enabling the best possible start especially for more disadvantaged families. 34% of providers did not expect they could survive into next year. In more affluent areas only 24% felt they were at risk.As CEO of a third sector organisation, our priority is toprovide a form of support and infrastructure that supports professionals at atime when we need to develop the ability to step into the world of vulnerable childrenand young people. Our research found that impactful Achievementfor All partner schools developed staff and student agency and expertise framedby four pillars[8]:  This approach would build capacity inall schools and settings.Pillar 1:  Parents’ and carers’engagement in a child’s learning is an important factor inimproving their outcomes and achievements. Parent and carer engagement thatremoves barriers to learning can drive forward pupils’ perseverance, motivationto learn, and confidence.  As schoolsreturn continue with increased disruption it is important to build on theenhanced communication with parents and find strategies for more systematicenhancement.Pillar 2:  Provision for closing the gap by developing quality-first teaching through well-differentiated planning, personalised provision and interventions. 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Blogs

The Four Pillars of Support Missing For Children With Special Educational Needs During Covid -19

17 Dec 2020

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      string(3870) "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.Behavioural, emotional, and restless/ attentional difficulties have generally decreased from July (i.e. when home schooling demands typically reduce), throughout the summer holidays, and as children returned to school in September.Participating parents and carers reported that their children displayed increasing behaviour difficulties from March to June 2020, including temper tantrums, arguments and not doing what they were being asked to do by adults. They also became more fidgety and restless and had greater difficulty paying attention. However, parents and carers reported a decrease in these difficulties from July to October. Since then, children have also been reported to display fewer emotional difficulties, such as feeling unhappy, worried, being clingy and experiencing physical symptoms associated with worry.Among participating young people of secondary school age, parent/carer-reported mental health symptoms have been more stable throughout the pandemic.The study also highlighted that children with special education needs and/or neurodevelopmental differences and those from lower income household (< £16,000 p.a.) displayed consistently elevated behavioural, emotional and restlessness/ attentional difficulties over the course of the pandemic.COVID-19 has caused major disruptions to families’ lives in many ways, including through social distancing, home learning requirements, and lockdown.  This is also a rapidly changing situation where  different  pressures have arisen and continue  to arise for children, young people and  their families over time. The Co-SPACE project is tracking the mental  health of school-aged children and  young people aged 4-16 years(at the  beginning of the  study)throughout  the COVID-19 crisis.The findings will help identify what  protectschildren  and young  people from  deteriorating mental health  over time,  and at particular stress points.Findings are beingshared directly with  health and education services to inform  the developmentand provisionof effective support  for  children  and families.Key Findings:Behavioural and restless/attentional difficulties increased through the lockdown from March to June. This was especially the case in primary school aged children (4-10 years old). In secondary school aged children (11-17-year-old), emotional difficulties lightly decreased at the beginning of the lockdown (March to April).  Behavioural, emotional, and restless/ attentional difficulties appear to have decreased after the lockdown eased, from July, throughout the summer holidays, and through the opening of schools in September (especially in primary school aged children). Secondary school aged girls were reported to have higher levels of emotional difficulties than boys overall, with an increase at the end of the summer (July to August) before the reopening of schools. Restless/attentional difficulties in secondary school aged children (11-17-year-old) decreased from August to September. Overall, they were higher in secondary school aged boys than girls, especially in June. Children with SEN/ND and those from lower income household (< £16,000p.a.) had elevated and relatively stable levels of behavioural, emotional, and restless/ attentional difficulties throughout the whole period (March to October).Link: Changes in Children and Young People’s Mental Health Symptoms From March To October 2020"
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Leadership

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

16 Nov 2020

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      string(5691) "This NHS Digital report looks at the mental health of children and young people in England in July 2020, and changes since 2017. It reveals that the proportion of children who experiencing mental health difficulties has increased over the past three years, from one in nine in 2017, to one in six as of July 2020. The increase was evident in both boys and girls.Since the onset of the Coronavirus(COVID-19) pandemic in the UK in March 2020, children and young people have experienced major changes in their lives. These have affected their family situation as well as their access to education, leisure and other services.The aims of the report were to compare mental health between 2017 and 2020, and describing life during the COVID-19 pandemic – the report examines the circumstances and experiences of children and young people in July 2020 and the preceding months.The data is broken down by gender and age bands of 5 to 10 year olds and 11 to 16 year olds for all categories, and 17 to 22 years old for certain categories, as well as by whether a child is unlikely to have a mental health disorder, possibly has a mental health disorder and probably has a mental health disorder.Main Findings:Rates of probable mental disorder have increased since 2017. In 2020, one in six (16.0%) children were identified as having a probable mental disorder, increasing from one in nine (10.8%) children in 2017. The increase was evident in both boys and girls Amongst 17 to 22 year olds, 20.0% were identified as having a probable mental disorder in 2020. There is a clear difference between young women (27.2%) and young men (13.3%) of having a probable mental disorder. In 2020, 30.2%of children whose parent experienced psychological distress had a probable mental disorder, compared with9.3%of children whose parent was not experiencing psychological distress. In 2020, children with a probable mental disorder were more likely to be living in a family who reported problems with family functioning (28.3%) compared with children unlikely to have a mental disorder (11.7%) Children whose parent experienced psychological distress were more likely to be living in families who reported problems with functioning (25.3%) than those whose parent showed little to no evidence of psychological distress (11.1%) In 2020, 63.8% of 11 to 16 year old girls with a probable mental disorder had seen or heard an argument among adults in the household, compared with 46.8% of those unlikely to have a mental disorder. Children with a probable mental disorder were more likely to have a parent that thought that they were worried about; catching COVID-19 (36.1%), family and friends catching COVID-19 (50.2%), leaving the house (18.0%),and transmitting the infection (23.8%), than children unlikely to have a mental disorder (18.6%, 33.2%, 5.1% and 14.6% respectively). Among those aged 5 to 22 years, 58.9%with a probable mental disorder reported having sleep problems. Young people aged 17 to 22 years with a probable mental disorder were more likely to report sleep problems (69.6%) than those aged 11 to 16 (50.5%) and 5 to 10 (52.5%) One in ten (10.1%) children and young people aged 11 to 22 years said that they often or always felt lonely. This was more common in girls (13.8%) than boys (6.5%), and prevalence again was higher for those with a probable mental disorder. Just under half (47.0%) of children did not attend school between late March and July 2020 because their school was closed. A further 30.0% returned to attending in June or July 2020, either on a full or part time basis, and 6.8%attended school throughout this time due to their parent/carer being a keyworker, being considered vulnerable or for other reasons. The remaining 16.1% did not attend school even though it was open/reopened. There were no differences between those unlikely to have a mental disorder and those with a probable mental disorder  About six in ten (62.6%) children with a probable mental disorder had regular support from their school or college, compared with 76.4% of children unlikely to have a mental disorder   About one in twelve (8.2%) children with a probable mental disorder had parents who decided not to seek help for a concern regarding their child’s mental health. A further 5.9% of children with a probable mental disorder had parents who decided not to seek help for concerns regarding both their child’s mental and physical health More than one in five (21.7%) 17 to 22 year olds with a probable mental disorder reported that they had decided not to seek help for a mental health concern due to the pandemic and a further 22.9% reported that they had decided not to seek help for both a mental and physical health concern. Nearly half (46.7%) of children had a parent who reported working from home more often since the pandemic began, while one in five (20.5%) children had a parent who reported working more hours or having taken on additional work. More than one in four (28.7%)children had a parent who had been furloughed or made use of the self-employed support scheme Children with a probable mental disorder were more than twice as likely to live in a household that had fallen behind with payments (16.3%) than children unlikely to have a mental disorder (6.4%) Children and young people with a probable mental disorder were more likely to say that lockdown had made their life worse(54.1% of 11 to 16 year olds, and 59.0% of 17 to 22 year olds), than those unlikely to have a mental disorder(39.2% and 37.3% respectively) Children with a probable mental disorder were about"
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Leadership

Mental Health of Children and Young People in England, 2020

2 Nov 2020