mental health

Wellbeing in schools

Bernard Canetti on Wellbeing in schools

Wellbeing in schools: how can school leaders respond to the fact that one in eight students experience mental health issues?

Bernard Canetti, Principal of Brampton College, London’s highest achieving independent sixth form college gives his opinion on the government’s plan to dedicate an additional £31.6 million to the training of more educational psychologists and the need for a proactive holistic approach to wellbeing in schools...

With one in eight 5 to 19-year-olds experiencing at least one “mental health” disorder, according to results published last year by the NHS[1], I, along with many of my fellow teaching professionals, welcome the Government’s plan to dedicate an additional £31.6 million to the training of more educational psychologists[2]. 

Great Ormond Street Ambassador Launches New Play Therapy Service

Sad little girl at Play Therapy Service

Play therapist and Great Ormond Street ambassador Amanda Seyderhelm is launching a specialist play therapy service which will address the increasing needs of children struggling with issues related to loss and change. Based in the Lincolnshire town of Stamford, Amanda will focus on the requirements of children aged between seven and 10.

Teenagers Need to Escape their Own Minds Warns Expert

Expert watching teenagers taking an exam

As young people gear up toward putting time into their revision for next year’s mock exams - and then A-levels and GCSE’s, NLP and mindfulness expert, Peter Wright, warns that parents should be ensuring young people adopt a healthy attitude towards revision, and be encouraged to escape from the pressures put on them by the system and by themselves.

According to the Mental Health Foundation, 10% of children and young people (aged 5-16 years) have a clinically diagnosable mental problem, yet 70% of children and adolescents who experience mental health problems have not had appropriate interventions at a sufficiently early age. 

68% Increase in Incidence of Self-Harm Amongst 13-16 Year Old Girls

Teenage girl listening to music after participating in self-harm

According to a recent study in the British Medical Journal (BMJ)1, a 68% increase in self-harm incidence was found amongst girls aged 13-16 between 2011 and 2014 in the UK, with an annual incidence of 77 per 10,000 (or 0.77%) in that specific group of age. The study also highlights that self-harm is the strongest risk factor for subsequent suicide, with suicide being the second most common cause of death before age 25 worldwide. According to the authors, these revealing results indicate an “urgent need to develop and implement effective interventions for girls in their early-mid teens”. 

Child mental health diagnosis: the need to be trauma informed

Dr Margot Sunderland, Director of Education and Training at The Centre for Child Mental Health

Dr Margot Sunderland, Director of Education and Training at The Centre for Child Mental Health, writes about trauma and loss and how teachers and other agencies must be well-informed to ensure correct diagnoses…

 

Of course many diagnoses given to children are accurate. Moreover, for some conditions, such as autism spectrum disorder, there is indisputable neurological evidence. That being said, what follows is a concern with misdiagnosis, which, in so many cases is utterly preventable if we are trauma informed.

Innovative teaching helps students overcome hurdles

PiXL Edge

PiXL Edge helps teachers and students to develop attitudes and skills that will help them in life and beyond.  We can easily take life-skills like booking train tickets or opening a bank account for granted. To most, they might seem simple, but if you haven’t been shown or been given the confidence, these everyday tasks can suddenly become a hurdle in life. 

Students at Ashcroft have significant barriers in life. Many have struggled to cope in education because of their mental health or life experiences and 46% of students are looked-after children. As part of their work to ensure their students develop essential life skills to help overcome these barriers, Ashcroft have signed up to the PiXL Edge programme.

Mental health, friendships and bullying amongst top pupil concerns, data from 650 schools finds

Tootoot

More than 11,500 reports were gathered from 650 schools over a two-year period from users of Tootoot’s award-winning anti-bullying and reporting app. Pupils were given the opportunity to use the app to anonymously report issues that were troubling or concerning them. Similarly, teachers used the platform to log pupil incidents and concerns they had observed.

Politicians urged to involve children in developing mental health system

Politicians urged to involve children in developing mental health system

Politicians must include young people in decision making to try and solve the children’s mental health crisis, says Barnardo’s.

This is the message from young people supported by the charity who have had their say in a series of videos released during Children’s Mental Health Week (February 5 to 11).

The importance of early intervention is a key thread in the films, along with the call for governments to ensure teachers are adequately trained to recognise the signs a child may be having mental health issues.

The videos are timed with a survey for the UK’s largest children’s charity, which reveals half of all 12 to 16-year-olds in England feel sad or anxious at least once a week.

Worry no longer about children’s well-being

Worry no longer about children’s well-being

Recent studies and statistics show us children’s mental well-being needs to be given careful consideration and attention; charities with high profile backing are bringing the subject to the mainstream media.  However, despite this issue in a technically driven world, no new solutions have been available to support children, until now.

Having spent the last 20 years in the education system, I was excited and nervous when I was asked to leave my teaching career to work on an app project designed for children.  I was worried as I didn’t know anything else outside teaching, but also excited to be able to work on a project where my knowledge and experience across a range of teaching ages would greatly benefit.