The Mental Health of Children and Young People: A Framework for Promotion, Prevention and Care

The Framework has been developed to assist all agencies with planning and delivering integrated approaches to children and young people's mental health.


5. School Years - Universal

Context

5.1 Schools have an important role in promoting mental health amongst children and young people, and much of this is about creating the right environment for them to learn and thrive. When young people were asked what made them feel good 61, a common response was "doing well in school". Education policy and practice already has a strong focus on promoting and supporting emotional wellbeing and the Health Promoting Schools concept broadens this focus beyond the curriculum to a "whole school approach".

5.2 Individuals within the school environment may be experiencing particular emotional difficulties, but a whole school response generates benefits for everyone, by providing a supportive context for targeted actions. Mental Health Improvement: What Works?62 highlights the importance of integrated, whole school approaches that combine changes to school culture, staff morale, and pupil, family and community involvement. Methods such as peer education, input on problem solving skills, the development of social skills and the school environment are identified as being more effective than taking single topic-based approaches to improving emotional wellbeing.

5.3 All of the services elements which are outlined in this section are more effective if they are implemented within an inclusive, whole school approach which focusses on ethos, the school environment and participation. There are many influences on the way in which children and young people behave and the lifestyle choices that they make. The way that children and young people feel about themselves will impact on their levels of physical activity, what type of food they eat, their sexual activity, and their use of alcohol and substances. And conversely, the opportunities they have to engage in physical activity and make healthy food choices can have psychological as well as physical benefits. It is important, therefore, that these issues are considered and addressed in a cohesive way that allows young people to develop knowledge and understanding to make informed lifestyle choices.

5.4 During the SNAP review, teachers indicated that they frequently recognise mental health need amongst children and young people and would welcome training to develop their capacity to make a difference.

5.5 The Additional Support for Learning Act 63 comes into effect from autumn 2005. This legislation is intended to modernise and improve the current system for identifying and addressing the needs of all children and young people who may face a barrier to learning and need additional support. The Act also introduces a new concept of "additional support needs" which is much broader than "special educational needs" and encompasses emotional and mental health needs.

Overarching philosophy and culture

5.6Being Well - Doing Well64 highlights, "the importance of creating an ethos of care, respect, participation, responsibility, and fairness to all" in schools. A positive school ethos is vital for young people to learn and develop and is described by the Scottish Schools Ethos Network 65 as being "linked with a sense of pride and loyalty, with a welcoming feel, appropriately high expectations, positive relationships, purposeful leadership, recognition of the motivation power of praise and a concern for the wider community". It is also essential to recognise the needs of teachers and other school staff for practical, emotional and social support.

Independent schools

5.7 Action should be taken to ensure that children and young people who attend independent schools receive the same level of support for their mental health and wellbeing as those in state schools, consistent with this Framework.

Children outwith school

5.8 In planning and delivering approaches to children's and young people's mental health and wellbeing, NHS Boards and local authorities should work together to make particular arrangements to identify those children who are not in school, and to ensure that they receive care and support consistent with this Framework. These children and young people may include those who:

  • Are educated at home
  • Are in secure or special residential care with associated education provision
  • Are in hospital or residential respite care
  • Have been excluded from school
  • Are truanting

5.9 The Framework for Nursing in Schools 66 recommends that community, practice and school profiling should identify vulnerable groups of children and young people who may require extra or different support and help, and that school nurses should be supported to work in a range of settings in order to meet these needs. That Framework also recognises that the needs and problems of school-age children and young people are not restricted to term-time and can often be more exaggerated during the school holiday periods. It advises that this should be reflected in appropriate service provision.

5.10 Addressing these issues links strongly with implementation of Hall 467. This also links with Section 7 of this Framework, which considers the circumstances in which children and young people may require additional and specific supports to meet their mental health needs.

Service elements and activities

* In the "Lead Partners" column, 2-3 partners are identified, with the suggested lead partner highlighted in bold. This is indicative only, and there is a much wider network of partners who should be consulted as appropriate. These are listed in Annex 1. The involvement of children, young people, parents and carers is assumed.

Service Elements

Activity

Outcomes

lead Partners *see above

Involvement of children, young people, parents and carers in developing information, resources and services to support the improvement of mental health and wellbeing and the prevention of mental disorders

  • Work with schools to ask children and young people for their views on what would be helpful for their emotional and mental wellbeing.
  • Mechanisms to seek the views of children, young people, their carers and school staff on specific interventions.
  • Work with schools to ask parents and carers for their views on the skills/needs of children and young people in terms of mental health and wellbeing.
  • Development of stigma reduction programmes, linked with the see me68 campaign.
  • Identification of specific groups and systematic efforts to seek their views through, e.g. focus groups/interviews/ surveys.
  • Seek feedback from children and young people receiving care and treatment on their experiences and how they have been re-integrated during recovery.
  • Work with schools to seek views on experiences of and ways to tackle stigma associated with mental health problems.
  • Children and young people feel that their views are valued.
  • The development of resources, services and approaches to promote and support mental health are informed by the views of children, young people and their carers.
  • All pupils are aware of mental health issues and ways to eliminate stigma.
  • School management team
  • Health promotion staff

Contribution to school policies on tackling bullying

  • Ensure that all work on bullying is based on a Health Promoting School model, focussing on a whole school approach
  • Involvement in the development and implementation of proactive anti-bullying policies in schools.
  • Provision of advice and support for the establishment of buddy/peer support systems in schools.
  • Links established with the Scottish Anti-Bullying Network by those developing/overseeing school policies.
  • Proactive work with schools for reintegration of children and young people following an episode of absence, particularly if they have been absent due to mental ill-health.
  • Young people being bullied feel able to come forward for help.
  • Those being bullied are supported.
  • Help is provided for those bullying to address their behaviour and the reasons for it.
  • School management team
  • Health promotion staff

Provision of training and consultation for teaching, non-teaching and out of school care staff

  • Identification of a named link person within each NHSCAMHS team for each school or cluster of schools.
  • Provision of support for schools in becoming Health Promoting Schools.
  • NHSCAMHS staff work with local authorities to plan and provide training opportunities in mental health for school staff, including the impact on mental health of child protection issues.
  • NHSCAMHS staff provide ongoing consultation and advice to school staff.
  • Development and agreement of a referral protocol with school staff.
  • Regular planning and review meetings between NHSCAMHS and school staff on training, service delivery and assessment of children and young people.
  • School and out of school care staff have a basic understanding of emotional and mental health and development.
  • School and out of school care staff recognise the importance of their contribution to children's mental and emotional wellbeing.
  • School and out of school care staff have a basic understanding of protective factors and how these can be nurtured.
  • School and out of school care staff understand and are able to identify risk factors.
  • School and out of school care staff know what specialist advice and support is available to them and how to access it.
  • Referral protocols and pathways for NHSCAMHS are agreed and transparent.
  • School management team
  • NHSCAMHS staff (inc. Primary Mental Health Workers)
  • Psychologists
  • CPD Co-ordinators

Provision of training for teaching and non-teaching staff on specific issues relating to mental health e.g. aggressive behaviour, self-harm, ADHD, the mental health impacts of child protection issues

  • NHSCAMHS staff work with local authorities to plan and provide topic-specific training for school staff.
  • Schools release staff to allow them to participate in training on this issue.
  • Staff understand pupils' behaviour and feel more confident in responding.
  • Staff are supported and feel confident in implementing specific approaches to address these issues.
  • NHSCAMHS staff (inc. Primary Mental Health Workers)
  • Psychologists
  • School management team
  • CPD Co-ordinators

Provision of support for schools in developing and delivering activities to promote emotional literacy

  • Build on Choose Life 69 initiatives already established.
  • Provision of more intensive support to those children and young people who are identified as being likely to develop problems in the future.
  • CAMHS staff ensure that children and young people receiving mental health care and treatment are enabled to access mainstream activities which promote emotional literacy.
  • Children and young people feel comfortable talking about their feelings and emotions.
  • Staff feel confident to introduce emotional literacy activities.
  • School management team
  • Psychologists

Provision of support for schools in developing and delivering activities to promote peer support, especially at times of transition

  • Build on Choose Life initiatives already established.
  • Work with schools to build on PSE sessions in exploring issues around mental health and wellbeing, including information on mental illnesses.
  • Work with children and young people to identify, explore and address anxieties around transitions.
  • Work with children and young people to develop understanding about the way in which different aspects of their lives influence their emotional wellbeing.
  • Pupils feel confident in supporting their friends.
  • Pupils at risk are supported by their peers.
  • Pupils experiencing problems are supported by their peers.
  • Children and young people feel less anxious about and are prepared for transitions.
  • School management team
  • Voluntary sector

Links with education authorities to support the mental health and wellbeing of school staff

  • Work with education authority to plan and provide a range of supports for staff to access before they become unwell, e.g. counselling/stress management/relaxation opportunities.
  • Build on see me70 initiatives on mental health in the workplace.
  • Staff feel valued and supported, and are therefore more able to support others.
  • Health promotion staff
  • School management team
  • Scotland's Health At Work 71
  • CPD Co-ordinators

Provision of confidential, accessible and non-stigmatising counselling support for staff and pupils both within and outwith schools

  • Work with the local authority to plan and provide non-stigmatising and accessible counselling support for staff and pupils, including those receiving care and treatment for mental illness.
  • Counsellors feed recurring themes into school development processes, recommending any action to address issues within the control of the school.
  • Both staff and pupils have opportunities to talk in confidence when they are feeling troubled.
  • Common issues are identified and efforts made to prevent recurrence.
  • NHSCAMHS staff (inc. Primary Mental Health Workers)
  • Psychologists
  • School management team
  • CPD Co-ordinators

Provision of group support sessions on particular issues or at particular times of stress

  • Work with schools to provide group sessions as part of the regular activity of the school (including peer-led).
  • Work with schools to develop role of PSE sessions in exploring issues around mental health and wellbeing including information on mental illnesses and specific skills such as problem solving, assertiveness, rational thinking, etc.
  • Pupils understand their emotions.
  • Pupils have opportunities to discuss their emotions.
  • Pupils develop coping techniques.
  • Pupils feel able to support one another.
  • Health promotion staff
  • School management team
  • Psychologists

Provision of support for parents in dealing with issues relating to adolescence

  • Work with schools, community and voluntary organisations to plan and provide generic sessions for parents and carers on a variety of topics such as maintaining relationships.
  • Work with schools, community and voluntary organisations to plan and provide sessions for parents and others who care for children and young people who may be at risk of developing mental health difficulties.
  • Parents/carers have a better understanding of issues for adolescents.
  • Parents/carers understand their child's behaviour and feel able to respond.
  • School management team
  • NHSCAMHS staff (inc. Primary Mental Health Workers)
  • Voluntary sector

Provision of information about local support services and access, including internet resources

  • Review of the range of accessible information resources on a wide range of general mental health issues, for use within schools.
  • Review accessibility of targeted information resources on a wide range of specific issues.
  • Ensure the availability of information resources in a range of formats and in a range of settings.
  • Appropriate inclusion of local mental health projects in ways that are consistent with the overall Health Promoting School approach.
  • Support children and young people to access services.
  • Consider and support opportunities to participate in volunteering.
  • Staff and pupils know what information and support is available to them and are able to access it.
  • School management team
  • NHSCAMHS staff (inc. Primary Mental Health Workers)
  • Health promotion staff
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