The importance of school based mental health for young people Youth employment convention 8 th & 9 th May 2013 Dr Stephen Adams-Langley Regional Manager, Place2Be

About The Place2Be The Place2Be is a national award-winning charity# Established in 1994 Now present in 170 schools nationally, including in Greater Manchester and East Lancashire 58,000 children in schools 20,000 children reached through training Improving children & young peoples mental health and wellbeing

Why The Place2Be is needed Over 1 million children in the UK have a mental health problem Nearly half of young people with mental health problems drop out of full time education by age 15 Over 90% of young offenders had a mental health problem in childhood 1 in 6 adults have a mental health problem The World Health Organisation predicts that depression will be the 2nd largest killer of all parents by 2020

The Place2Be - Area-Wide Solution Flexible, tailored and cost-effective menu for schools Peer Mentoring Training Empowering and enabling young people The Place2Be Foundation Course Training for the local community Bespoke training programme School cluster groups 18 months Safeguarding Support Advice and guidance for schools Themed seminars School staff and other professional groups A Place for Counsellors Support for 1 day per week Parent and Early Years Work Dedicated therapeutic support for parents and carers The Place2Be school-based service days per week The Place2Be Hub Advice and support services School-based services Training and capacity building Key The Place2Think for school staff Advice and support Training courses for schools and communities MDS, LMs, TAs

Early intervention to support engagement in school and educational attainment A wide range of research shows that poor mental health in children leads to poor concentration on schoolwork, attitudes that don’t help learning, absence from school, drug and tobacco misuse, and poor academic grades (Professor Eric Taylor, Institute of Psychiatry, Oct 2012) Longitudinal research has shown very strong predictors from conduct and oppositional disorders in childhood to adolescent problems. The adolescent problems include key barriers to education and employment: substance misuse, delinquency, school non-attendance and (in girls) early pregnancy. (Naylor et al (2012) Long-term conditions and mental health, The King’s Fund) Conduct and oppositional problems can be prevented by early community intervention such as school-based counselling. For four educational variables (motivation to attend school, ability to concentrate in class, motivation to study and learn, and willingness to participate in class), around 60 – 70% of clients said that counselling had led to improvements in these areas. For members of teaching staff, the respective figures were 75-90% (Counselling in UK Secondary Schools: A Comprehensive Review of Audit and Evaluation Studies; University of Strathclyde, Cooper, Mick 2009)

Early intervention to support engagement in school and educational attainment Research shows the attainment gap widens very quickly between the ages of 7-14 (Goodman et al, 2010) and the biggest effects will be achieved when interventions start in primary school and are sustained into secondary school (Closing the attainment gap in England’s secondary schools, Institute for Public Policy Research, September 2012) Prior attainment is the largest predictor of future attainment” (DfE, Oct 2012) Only a fifth of the lowest achievers at age 16 go on to acquire any sort of further education or training (Cassen and Kingdon, 2007)

Lessons from research “Programmes that have effects, are durable over time, tend to be intensive, multi component, multi level interventions” (Durlak, J, 1995) “Taking help to the child/young person, rather than expecting the young person to seek help, is perhaps the single most important lesson that the cumulative nature of risk teaches us” (Baruch, Fonagy and Higgitt, 2007)

Outcomes and Impact 2010/11 One-to-One Service Improvements in child’s wellbeing reported by 71% of parents 72% of children 67% of teachers Learning and Attainment - 81% exceeded the standard rate of academic progress in Reading - 73% exceeded the standard rate of academic progress in Writing - 66% exceeded the standard rate of academic progress in Maths Supporting the whole school 95% of Head teachers say we have ‘improved the school environment.’ Supporting Parents and carers 96% of parents reported increases in their wellbeing, confidence and social functioning

Contribute to success in schools A happy child/young person has the headspace to learn 64% of children referred were underachieving in Reading; after Place2Be intervention, 81% of these improved by at least two National Curriculum sub levels (National sample study, The Place2Be, 2011) 47% of referred children had significant difficulties affecting their learning in the classroom; of these, 60% had a reduced interference on their classroom learning after intervention (The Place2Be 2010/11 SDQ statistics; Teacher report)

Contributing to Public Policy Education Improving attainment, behaviour, discipline, aspiration Enabling high quality teaching and leadership Public Health Tackling health inequalities by improving access to services Delivering better health outcomes by intervening early Mental Health Improving access, reducing stigma and discrimination Providing positive care/support experiences, leading to recovery

Youth outcomes Key findings 1,014 children attended Place2Talk in secondary schools in a total of 2,999 visits and 157 children attended one-to-one counselling in a total of 2,163 sessions. 28 children attended brief counselling and 24 children attended group work. A large proportion of children who attended counselling were from households with low income. 49% of children were receiving free school meals compared to 16% of children In secondary schools in England. 44% were from lone parent families compared with 26% of households with dependent children in the UK. 57% of children had Special Educational Needs.

Risk factors Many children were facing difficult circumstances in their home lives: 9.9% were the subject of a Child Protection Plan compared to 0.4% of children in England. Children had a high level of social, emotional and behavioural difficulties: 60% had difficulties in the abnormal range in comparison to the 10% in a community population. 64% of children had difficulties which had a large impact on their classroom learning.

Risk factors 98 children completed counselling in 2011/12, 58 of whom had difficulties in the abnormal clinical range (59%). 90% of children in the abnormal clinical range had improved difficulties according to teachers, and 75% of children improved according to parents. 61% of children in the abnormal range clinically recovered according to teachers, moving to the borderline or normal clinical range, and 78% clinically recovered according to parents.

Secondary school service offering Integrated school-based provision serving young people across Key Stage 3 (age 11 – 14) Embedded in school’s Inclusion / Pastoral Support system Head teacher sponsorship with Head of Inclusion day-to-day operational contact Early identification (from post-primary transition), targeted and universal support Onward referral for specialist support, integrated with systems / support in place for Young People in Key Stage 4 Why stop at Key Stage 3? Focus on early intervention – research already makes the case for it Stick with Place2Be area of expertise Mental health issues of year olds are quite different – requiring different skills, expertise, referral networks Experts agree that Key Stage 4 is too late to address mental health issues “The first onset of mental health problems is commonly in childhood or adolescence; half of all lifetime cases have started by the age of 14 years. Kim-Cohen J et al, ‘Prior juvenile diagnoses in adults with mental disorder: developmental follow-back of a prospective longitudinal cohort’, Archives of General Psychiatry

Place2Be works with young people before they become disengaged with school, thus preventing NEETS Profile of NEETS* 30% Free School Meals in Year 11 67% come from single or no parent households Almost 40% have neither parent in Year 11 93% with 4 or less GCSEs Some degree of Special Educational Needs (learning difficulties, 13%) Have a mental health issue 25% (depression / bad nerves; mental illness) NEET ‘blackspots’ The characteristics of young people who are ‘NEET’ are diverse, although there are some groups that are at greater risk of becoming NEET. This includes, for example, those with few or no qualifications and those with a health problem, disability or low aspirations. DfE, 2012 Profile of children in Place2Be’s Targeted 1:1 interventions ( ) 45% Free School Meals in Years % were from lone parent households and 8% were looked after by a Local Authority 15% were subject to a Children Protection Plan 64% had some degree of Special Educational Needs (SEN); including 5% with a Full Statement of SEN 36% of children were from BME groups 71% of children were in ‘Abnormal / Borderline’ clinical category (vs. 20% of average UK population) NEET ‘blackspots’ – some overlap with Place2Be hub areas - North East, North West, Cardiff, areas within London, Glasgow … * Drivers and Barriers to Educational Success - Evidence from the Longitudinal Study of Young People in England, DfE 2009

Contact details Dr Stephen Adams-Langley