Promoting emotional health and well-being in primary schools Dr Lola Abudu South Worcestershire PCT

Outline Background Background Project elements Project elements Key Findings Key Findings  Postal questionnaire survey  Semi-structured interviews Where do we go from here? Where do we go from here?

Dual Continuum Model of Mental Health Range of intensity from mild to severe Mental Illness continuum: Minimal mental illness Maximal mental illness Minimal mental health Mental Health continuum Optimum mental Health Emotional Health and Well being is a key aspect of positive mental health

Background Promoting Children’s Mental Health in Early years and School Settings, DFES 2001 Promoting Children’s Mental Health in Early years and School Settings, DFES 2001 Every Child Matters, DFES 2003 Every Child Matters, DFES 2003 National Healthy School Standard – Promoting emotional health and well being, DFES 2004 National Healthy School Standard – Promoting emotional health and well being, DFES 2004 Choosing Health, DoH 2004 Choosing Health, DoH 2004

Effective universal mental health promotion in school Whole school Whole school Multifaceted Multifaceted  Curriculum  Environment - modelling by adults  All staff, training & professional development  Wider community Long term Long term Active methods including Peer education Active methods including Peer education Positive Approaches Positive Approaches

Project elements: Postal Questionnaire Survey 192 primary schools (ages 5-11) 192 primary schools (ages 5-11) Personal invitation to head-teacher Personal invitation to head-teacher  PSHE & SEN coordinator input suggested Questionnaire Questionnaire  Current practice  Elements of whole school approach  Support from external agencies 68% response rate 68% response rate Data entry and analysis on SPSS v12 for windows Data entry and analysis on SPSS v12 for windows  9 Semi-structured interviews undertaken  Analysed thematically by charting

Survey Findings 85% operate specific policies/programme on whole school basis to promote EHWB 85% operate specific policies/programme on whole school basis to promote EHWB 95% classroom based practices to promote EHWB 95% classroom based practices to promote EHWB Many different practices – 22  Circle time  PSHE &C  Reward systems  Healthy Schools  Codes of conduct

Elements of whole school approaches (1) Applies to all pupils (SEN also) (94%) Applies to all pupils (SEN also) (94%) Teaching staff )(92%) Teaching staff )(92%) Ancillary )(85%) Ancillary )(85%) Pupils ) involved in policy develop’t(44%) Pupils ) involved in policy develop’t(44%) Parents )(28%) Parents )(28%) Parents actively involved in school (69%) Parents actively involved in school (69%) Whole school policy on EHWB in handbook (18%) Whole school policy on EHWB in handbook (18%) Peer support scheme in place (18%) Peer support scheme in place (18%) Professional development plans (72%) Professional development plans (72%) School Development Plan (84%) School Development Plan (84%) Monitoring and evaluation process (51%) Monitoring and evaluation process (51%)

Challenges Lack of time for policy development (63%) Lack of time for policy development (63%) Too many initiatives(52%) Too many initiatives(52%) Lack of resources for training(42%) Lack of resources for training(42%) Need to fund backfill(20%) Need to fund backfill(20%) Lack of parental support(12%) Lack of parental support(12%)

External support needs More training by LEA Ed Psychology (65%) More training by LEA Ed Psychology (65%) LEA funding for backfill/coordinator time (62%) LEA funding for backfill/coordinator time (62%) PCT funding for whole school initiative (56%) PCT funding for whole school initiative (56%) School nurse group work with appropriate children (47%) School nurse group work with appropriate children (47%) LEA support for whole staff training (47%) LEA support for whole staff training (47%) Social work input (47%) Social work input (47%)

Continuum of support Excellent Dialogue Dialogue Practical advice/ support Practical advice/ support Supportive presence Supportive presence Pertinent information shared Pertinent information shared Responsiveness Responsiveness Poor Passed from “pillar to post” No practical advice/ support “Confidentiality” barrier to information sharing Revolving door contact, numerous referrals

Themes External recognition External recognition “ Outside agencies need to give schools permission to do this” Multi-agency response needs to be joined up Multi-agency response needs to be joined up “We are dealing with a common element” Inclusion agenda Inclusion agenda Transition – consistency across the phases Transition – consistency across the phases PCTs had minimal impact on schools PCTs had minimal impact on schools

“[The] problem is there are so many initiatives. We need to pull it together into a few themes such as learning and teaching, healthy schools. Working together fitting into an overall [framework] which is more coherent” - Head teacher

“ PCTs could help by supporting the development of multi-agency teams. Trusts currently have minimal impact on school – there is not enough talk at ground level – not with people who can change things” - Head teacher

Where do we go from here? Listen and learn Listen and learn Better ways of engaging schools directly Better ways of engaging schools directly Seize the opportunities Seize the opportunities  Extended schools, children centres Children and Young People’s Plan Children and Young People’s Plan  Team around the school