1. Mental Health and Academic Resilience Lisa Williams, YoungMinds
Pete Marshally, Tanbridge House School, West Sussex

2. About YoungMinds
UK’s leading charity for children and young people’s mental health and wellbeing since 1993
National Campaigns e.g. Wise Up for Schools
Training – run training courses for commissioners, professionals, parents and youth workers all over the UK – 6,700 individuals trained over 237 days
Parent Helpline – provides support to 12,000 parents and families
Provide research, consultation and engagement work with parents, families and young people for public sector bodies

3. Today Children and young people’s mental health
National policy context
Whole school approaches to building Academic Resilience
Example of practice; Tanbridge House School, West Sussex

4. Among people under 65, nearly half of ill health is mental illness.
Less than 50% were treated appropriately at the time problems emerged

5. Latest research
30,843 CYP (age 11–14) - largest schools survey of child mental health and wellbeing in England
18.4% experiencing emotional problems, - girls (24.9%) boys (10.9%)
18.8% exhibiting behavioural problems, - boys (23.1%) girls (15.1%)
The odds of experiencing mental health problems increased for:
free school meals
had special educational needs
categorised as a ‘child in need’
Deighton, J et al. (2018).
Citation for this briefing: Deighton, J., Lereya, T., Patalay, P., Casey, P., Humphrey, N., & Wolpert, M. (2018). Mental health problems in young people, aged 11 to 14: Results from the first HeadStart annual survey of 30,000 children. London: CAMHS Press.

6. Teacher Resilience
Extract from TES – 4th March 2016 relating to teacher mental health
A survey of 2000 teachers found 84% had dealt with their own mental health problems in the last 2 years but only 26% of these had spoken to their line manager about it. 6

7. In an average class of year 11 pupils…..
will have witnessed their parents separate (Resolution, 2014) living in lone parent households (ONS, 2016) will have experienced the death of a parent (Parsons, 2011) will report having been bullied (OfSTED 2014) Girls been the victim of a sexual offence (Nat. Crime Survey 2013/14) will have experienced severe physical violence, sexual abuse or neglect (NSPCC, 2011)
you could also make your own school version using data such as EAL, LAC, PP, etc to raise awareness of challenges for students in our school. Refs below.
Lone parent families grew by 18.6% from 1996
25% of all families with dependent children are one parent families (2013)
41 % of children living in one-parent families are living in poverty. (2013)
100,000 children every year with parents who divorce. (Resolution, family lawyers 2014)
By the age of 16, 4.7 per cent or around 1 in 20 young people will have experienced the death of one or both of their parents (Parsons, 2011).
Over half of LGBT experience homophobic bullying (GUASP, 2012)
46% of children and young people said they had been bullied at some point whilst at schoolTellUs4 (Ofsted, 2014)
90% of parents of children with ASD report bullying (2002) 56% of children with LD reported bullying , 2006 DCSF survey virtually every child from minority ethnic community had experienced verbal abuse ,000 children absent from school due to bullying

8. Adverse Childhood Experiences (ACEs)

9. Where is the line for schools between…
What you can/should/ must do?
When you need external help?
Have we got the right skills and knowledge?
Every school has different challenges; demographics; capacity/experience.
Local community support and local services are different
Schools are often struggling with this dilemma, and different schools draw that line at different points depending on their internal capacity, their relationships with external services; also their access to support and guidance from specialist services which is generally poor. Schools also tell us that of course when a child is in receipt of a specialist service externally they are still attending school (usually) and although the 50 minute session every two weeks with a specialist might be helping them they still have to manage daily life – they still have to be able to function in school and schools do not always know how to help them with this.

10. Green Paper -Transforming Children and Young People’s Mental Health Provision
Suggests
A mental health lead in every school and college by 2025
Mental health support teams working with schools and colleges
Shorter waiting times
National partnership to improve mental health services for year olds
Improve understanding of mental health – research
Other actions include;
DfE to update Mental Health and Behaviour in schools Guidance
A member of staff from every school to receive mental health awareness training (MHFA)
Ofsted currently looking at evidence to inform the development of a new common inspection framework for Sept 2019
Consultation closed 2nd March
Refer to paper

11. Scoping the evidence – links between wellbeing and attainment
Key points;
1. Pupils with better health and wellbeing are likely to achieve better academically.
2. Effective social and emotional competencies are associated with greater health and wellbeing, and better achievement.
3. The culture, ethos and environment of a school influences the health and wellbeing of pupils and their readiness to learn.
From - The link between pupil health and wellbeing and attainment. (A briefing for head teachers, governors and staff in education settings). Public Health England

12. What schools and colleges do
Assessments
Buy in
‘expert’ help
Work with external agencies
School’s own culture, capacity and approach
Counselling
Manualised Programmes
Additional support
Statutory services e.g. mental health services, social care, etc.
Greatest sustainable
impact
WHAT AND HOW?

13. Risk and protective factors
Risk Factors
Protective Factors
Risk comes in may forms – individual, family and environmental factors – from poverty to overly pushy parents for example.

14. Research evidence…
Resilience is highly correlated with academic achievement and educational success (Werner & Smith1992).
Trusted adult
Sense of positive belonging
Problem solving
Hope and aspiration
Activities and interests
Participation/agency
Managing feelings
Safe spaces
Helping others

15. Academic resilience: our definition
Academic resilience means students achieving good educational outcomes despite adversity. For schools, promoting it involves strategic planning and detailed practice involving the whole school community to help vulnerable pupils do better than their circumstances might have predicted.

17. Gather insight and ideas from students, staff and parents
Score and collate pupil data to map risk levels, and share more with staff.
As many staff as possible understanding what they can do to build resilience as part of the ‘day job’.
Gather insight and ideas from students, staff and parents
(whole school audit
against the evidence base)
X no. High risk (likely known to you already)
X no. Medium risk (prevent escalation)
X no. Risk indicated (keep an eye on and focus prevention activity here)
Develop school improvement plans and target activity
Get feedback (continuous learning)
Academic Resilience Approach in a nutshell. Schools can be supported to undergo this using the free resources on the ARA website. YoungMinds offers training in the approach for school leaders.
Rest of the school (embed Academic Resilience culture )

18. Quotes from schools on the West Sussex project
‘The Pastoral office has become more strategic, not just firefighting and mopping tears..’
‘In the past it’s been difficult to get people to be mentors ... After we introduced this, talked about resilience and what students said, 15 teachers volunteered to be mentors!’.
‘We are on a journey, nowhere near done, but there is definitely a change of attitude and approach to students. Staff are more mindful.’
It has definitely changed relationships with staff and some students. There’s fewer pupils blowing up for example, because staff are not pressing buttons, they know them better, so they are better at managing them’.
‘Resilience is part of the everyday language now in school’

19. Tanbridge House School, Horsham
Pete Marshalley,
Assistant Head Teacher
Pete Marshallsay Assistant Headteacher
Tanbridge House School,
Direct Tel:

20. Insert slides from Pete

21. Contacts and websites Websites; www.youngminds.org.uk Also
Lisa Williams, Commissioning Support Lead. ;
Pete Marshallsay, Assistant Headteacher, Tanbridge House School
Websites;
Also