1. The story so far… By Naomi Norton

2. The Groundwork… Existing health promotion schemes and sessions Occasional health education lectures in the department Clinics in Leeds Dedicated local health care professional Supportive staff in the department Informal support from a previous Leeds student The desire to improve things…

3. The Inaugural Advocate Music student at Leeds (BA; 2011, MMus 2012) Aware of ‘the groundwork’ through personal experience with performance-related problems. Keen not to allow the net of health care contacts and information that built up during years at Leeds to diffuse on graduation. Interested in health promotion and health education.

4. The Pilot Year Approached BAPAM in the summer of 2011 with the idea of developing a health promotion scheme using a student co- ordinator. Developed a framework and got given the go-ahead for a pilot year from September 2011 – 2012. During that year a number of projects/initiatives were set up (these will be discussed in the ‘Projects at Leeds’ session).

5. The Development Year Following the successful pilot year we decided to continue with the SAS at Leeds and think about expansion of the scheme. Katherine Lambeth (a final year performance student) was recruited to take over the advocacy role. Kat advanced projects from the pilot year and introduced some new ones to complement them. Naomi Norton took on the role of SAS Manager which involved overseeing the advocacy at Leeds and exploring the possibilities of expanding the scheme to other institutions.

6. Impact of the SAS Pilot YearDevelopment Year 24% of sample had heard of BAPAM43% of sample had heard of BAPAM 43% of music students had heard of BAPAM72% of music students had heard of BAPAM Knowledge of BAPAM was primarily gained from a friend or lecturer. Knowledge of BAPAM was primarily gained from the student advocate and their actions. Survey participants most comfortable talking to a friend, teacher or injured musician about performance-related concerns. Survey participants generally more comfortable talking about performance-related concerns. Participants were still most comfortable talking to a friend, teacher or other injured musician, closely followed now by a health charity and the student advocate. 25% of the survey sample reported that they had received health education. 27% of the survey sample reported that they had received health education. Health education was primarily provided either by University, an ensemble or school, Health education was primarily provided by BAPAM (either through a lecture or a health resource) or an instrumental teacher. *These are raw statistics which need further development, an article including further statistics will be published in due course.

7. The SAS Framework Education AdvocacySupport

8. Where we are now… Continuation of the SAS at University of Leeds. Expansion of the SAS to new institutions for the academic year 2013-14 and onwards. The basic principle of the SAS is that those within the environment are likely to be the most aware of how to improve health education, advocacy and support at their institution. Although we’ve developed a flexible framework and guidelines for establishing the SAS it will be very much up to individual institutions as to what shape the SAS will take for the future.

9. The Future… Consolidate the SAS in existing institutions. Incrementally expand the SAS across the UK. Include the whole range of performing artists that BAPAM are involved with. Think big and go global???