Is emotional and mental health a priority at your school? Or do you simply tick boxes without being sure if your interventions are specific and effective?
This question was posed by former headteacher and mental health expert Dick Moore at SecEd’s Mental Health and Wellbeing in Schools conference last Friday (June 17).
On our front page this week, we summarise Dick’s excellent address. His call to arms was galvanising and inspiring.
My editorials for SecEd in recent months and years have attacked quite fiercely the government over its role in the mental health crisis.
I do believe it is at fault: I believe cuts to local authority services, including Children and Adolescent Mental Health Services (CAMHS), have left many thousands of young people without crucial support. I believe this is the biggest crisis facing our young generation. And I believe that it is a scandal that politicians are not acting with more urgency and more investment.
But I would like to challenge schools as well. I fear that too many schools do not address mental health and wellbeing as they should. I know very well that the budget is not there. I know very well that the local authority support is not there. I know very well that the onerous accountability regime does not prioritise mental health. I know, too, that teachers themselves are stressed and incredibly busy. But while all of the above are serious issues that need addressing, they still cannot be used as excuses for inaction.
What our conference demonstrated, both the keynote speakers – who were there on behalf of the excellent Charlie Waller Memorial Trust – and the 12 school-led workshops, was that there is a lot that we can do as schools to help students keep on top of the emotional challenges they face.
Furthermore, it doesn’t have to cost the earth. Of course for deeply entrenched and serious emotional and mental health problems, we need specialist support. However, in terms of preventative work to build emotional resilience, to build young people’s capacity to understand the emotions they feel, to recognise when their mental health is under threat, and to be able to talk about their feelings, there is much teachers and schools can do.
SecEd has run a wealth of content on mental health. This includes our expert articles on implementing, delivering and evaluating character education and a range of pieces on fostering mental health, including resilience. I would urge you all to take a look (see links below).
Elsewhere, the Charlie Waller Memorial Trust offers excellent free training for schools. There are lots of other charities and organisations that offer support too.
To answer my original question, all schools will tell you that mental health and wellbeing is a priority. But I fear that when it comes to the crunch and exam time, it often isn’t.
I actually think that there are too many people in the world of education (and in the world at large for that matter) who think that mental health is a bit of a joke. I call these people the “just pull your socks up” brigade – because that is too often their attitude. Can this view be found in your school?
Let me be clear. I remain furious that government cuts have led to huge shortfalls in the system for young people with mental health problems. Too many children are not receiving the professional support they need. Too many are left to flounder.
However, I also believe that we need a culture change in our schools – one that sees mental health and wellbeing considered on a par with academic outcomes. I know very well that schools are not measured on this type of work, but nonetheless we need to act.
Society is changing and increasing numbers of young people are becoming increasingly susceptible to mental health problems. I believe that this is a result of a 24/7 online culture, social media, an increasing obsession with money and success, increasing sexualisation, and increasing uncertainty in the jobs market (and the resultant academic pressure).
What is clear is that these mental health issues are barriers to learning and achievement. What is also clear is that to thrive in the world we need much, much more than good grades – we need emotional skills and the ability to be resilient and to deal with challenge and failure.
I understand that it is very easy for me to shout “to hell with accountability” and to urge all schools to make emotional health and wellbeing their number one priority. But that is my view. I believe that school accountability should prioritise mental health just as it prioritises academic outcomes. But I also believe that the fact it doesn’t is no excuse for schools not to act.
- Pete Henshaw is the editor of SecEd and has been writing on education for more than 10 years. Email editor@sec-ed.co.uk
Further information
- Matt Bawden is SecEd’s resident character education expert. You can read his archive of articles at http://bit.ly/1OvQtqv
- To see SecEd’s archive of mental health best practice articles, visit www.sec-ed.co.uk/search/mental-health/
- The Charlie Waller Memorial Trust: www.cwmt.org.uk