Forest School and autism at Quorn Hall School
Forest School is a type of outdoor education that takes place in natural spaces and encourages participants to develop personal, social, and practical skills. Quorn Hall, a provision for students with social, emotional and mental health difficulties as well as autistic profiles, boasts an impressive amount of space for their own beautiful on-site Forest School site. Forest School became a phenomenon in the UK and was soon being offered to people of all ages and abilities. Amongst those who benefited from this way of learning were participants who struggle in a traditional classroom setting including pupils with autism. There is a growing body of evidence to prove a link between increased well-being, higher achievement, and access to nature. There are many individual stories illustrating the positive influence which Forest School has had on its autistic participants. What can Forest School at Quorn Hall School offer children with autism? When these approaches are brought together by an autism-aware practitioner, autistic children have an opportunity to thrive. As a result, Forest School at Quorn Hall offers: 1. A person-centered approach doesn’t only consider the differences or difficulties someone may have. Special interests are welcomed and encouraged in the woods and are a great way to engage people. 2. Quorn Hall’s Forest School staff recognise that autism brings with it various strengths. These are often selective and focused. Some participants may choose to engage purely on a visual basis by staring into a fire, for instance. As a result, they can be encouraged further by developing their fire starting skills, experimenting with a range of materials, they can be encouraged to learn about the fire triangle and how to sustain a fire. They can then go on and learn how to cook on an open fire. 3. The team at Quorn Hall encourages an interest in and a love for nature. Their Forest School develops participants’ skills, knowledge and understanding centered around nature. It also includes learning skills about survival and bushcraft. When this comes together with the passion and focus autism brings, great things can happen. 4. The UK has some incredible role models for young people with autism, who also share a love of nature. Sir David Attenborough, Bear Grylls and Ray Mears are just some of our best-known wildlife, bushcraft and survival experts. As well as presenting TV nature shows and being a best-selling author, Chris Packham is also a tireless campaigner for the environment and has been diagnosed with autism which he has written about and discussed on TV. 5. The benefits of being in an open and natural environment. This realisation helps the practitioner to better empathise with people who are experiencing differences in their sensory processing. Sensory rooms often seem to feature recordings of running water, wind or rainfall, and gently shifting light. All of this is often available in the woods, in the breeze through the branches and the clouds slowly drifting by above the trees. Forest School works in partnership with the participant and their supporters to meet their sensory needs. There is a rich sensory environment that can be explored in Quorn Hall or, if there is a need to reduce stimuli, quiet spaces can be created in sitting spots, dens, tents or hammocks. 6. Building up confidence, resilience and self-esteem are central to the Forest School approach at Quorn Hall. Recognising individual achievement is hugely important. For some participants, this may be through repeating the same exercise over and over again, or adjusting it slightly. It could mean that an individual tries a different type of food that has been cooked on the fire that they wouldn’t normally try, or they show an improved ability to interact with others patiently. 7. Social interaction can happen at the participant’s own pace. This approach allows space for people who are becoming overloaded, and people can join in with a group activity or seek their own solitary activities. Participants may lack confidence to begin with or simply feel content just sitting and watching before deciding to take part after gaining confidence to join in on their own terms. 8. The Forest School ethos maintains that everyone is a learner. Teachers, support staff, and Forest School practitioners are encouraged to reflect and learn alongside the children they teach. This is a great motivator for autism learners. This process encourages the adults involved in their support to learn about the autism child and to appreciate their individuality, gifts, sensory needs, and communication needs. The relationships built at Forest School, together with the observations made, can be carried over into the rest of the child’s education and help them to reach their full potential. To learn more visit www.quornhallschool.com
A school for children with autism – is there a finer place to work?
Gretton School warmly welcomes autistic children and young people aged from 5-19 years old, as weekly boarders or as day students. Every student at Gretton has a diagnosis of autism or aspergers syndrome and every student is unique. By Headteacher – Mrs Elkins A student asked me this morning “Do you hate autism, Miss?” This is one of her favourite questions to ask me. I gave her a sideways glance and said “Do you think I’d be working here if I did? I happen to think I’m very lucky to work at Gretton!” This got me thinking about what autism must feel like to live with. I know that many of our students feel anathema towards their own autism; they feel ‘different’, certainly anxious a lot of the time… misunderstood. But the truth is, when I started working here with these unique souls, it felt like arriving at my happy place. At Gretton, there is one of the most creative, hilarious and learner-centred teams I’ve ever worked with – all with the collective aim of allowing the young people that come here to become the best version of themselves. And we know, from parental feedback, that the staff that work with these amazing young people are such an important part of their school experience. One parent said: “I know it’s what you guys do, but we honestly can’t thank you enough for being patient, kind, accommodating and understanding.” We also know that professionals notice the change in learners’ prospects. One has commented: “The schools that he attended before coming to Gretton just concentrated on how badly behaved he was and did not look at how intelligent he was. What you have done is amazing… you have completely changed his outcome.” So when I think about why I feel so fortunate to work at Gretton (and yes, of course I’m biased), the following are just a few of the reasons: ● The way our teachers teach – with calm humour and an endless toolkit of teaching strategies ● The way our Teaching Assistants and Residential Support Workers support the learners – with patience, kindness and an investment in learners’ interests ● The way the Senior Leadership Team shapes the school – with a commitment to the development of strong relationships and reflective practice across the school ● The wraparound support from the Behaviour and Welfare, Multidisciplinary, Admin and Admissions Teams – always looking to improve the provision for students and make Gretton a welcoming and happy place to be ● But above all… the students! Gretton School – Where Autism makes sense For further information on how to apply for a placement for your child, contact Gretton School Admissions today on 01223 277438 or visit their website for further information www.grettonschool.com/admissions
Pupils’ new product brings the buzz back to Britain
A group of pupils from a West Yorkshire school are celebrating the official launch of their award winning design. The Design Museum has begun selling Grow Wild, a flower seed canon that was the winning entry for Design Ventura 2020. The team of Year 10 pupils from Heckmondwike Grammar School began the project two years ago and are now proudly able to offer their product for general sale. All proceeds from sales will be donated to the students’ chosen charity The Kirkwood – a hospice in Huddersfield. The student team featuring Alice Cheesbrough, Emily Sharpe, Hannah Rouse, and Naomi Fisayo, designed the product to be both fun and sustainable and aimed to fulfil the mission to to ‘help save the bees’. The flower seed canon designed by the students allows users to easily distribute wildflower seeds from a simple, compact, sustainable and playful launcher – helping grow flowers that create a source of pollen for bees. The team impressed judges with their pitch video, and the rationale behind the product to ‘bring the buzz back to Britain’. The design for Grow Wild was shortlisted from entries from across the UK before the final 7 state school teams pitched their ideas to a panel of leading design and business experts. The judges included artist and designer Yinka Ilori, Shahidha Bari, Critic, Broadcaster and Professor of Fashion Cultures and Histories at London College of Fashion; Sebastian Conran, Designer and Trustee at the Design Museum; Duncan Sanders, Head of Trading at the Design Museum; and Christoph Woermann, Global Head of Corporate Bank Marketing at Deutsche Bank. Design Ventura is the Design Museum’s free design and enterprise competition for school students aged 13-16 run in partnership with Deutsche Bank’s youth engagement programme Born to Be. Every year, the competition invites student teams to design a product to improve everyday life and that can retail in the Design Museum Shop for around £10. The competition provides a unique opportunity for young people to respond to a brief set by a leading designer. Participating students must consider ethical, sustainable, accessible and user-centred design principles as well as business considerations such as budgeting and marketing to create an innovative new product. Since the announcement in June last year, the students have been working with Tom Dick and Harry Studio, a professional design agency based in Leeds to refine the product and bring it to market. Originally called Sow Beautiful the product has been renamed Grow Wild. The students further developed the packaging to appeal to their target audience of families and to fit within the retail environment of the Design Museum Shop. Lareena Hilton, Managing Director, Global Head of Brand Communications & CSR, Deutsche Bank said: “We are proud to work together with the Design Museum on Design Ventura, encouraging students to realise their potential and to develop key skills for future life and employment such as problem-solving, critical thinking and creativity. Over 108,000 students have now taken part in a Design Ventura competition, and I hope Grow Wild will go on to inspire even more students to take part.” Fiona MacDonald, Head of Learning at the Design Museum said: “In a year when environmental concerns have been brought to the fore through initiatives such as COP 26 alongside our own Waste Age exhibition, it is wonderful to see the students take on board these challenges when designing a product. Grow Wild is a playful and appealing product for families that tackles the real-world problem of bee population decline. It will make a wonderful addition to the Design Museum Shop and will help 2 showcase the importance of design towards a sustainable planet.” The winning student team from Heckmondwike Grammar School said: “It has been an incredible experience to be involved in and we are beyond excited to be launching our product at the Design Museum. We would like to say a huge thank you to Deutsche Bank and the Design Ventura team, without whom none of this would have been possible.”
Beat the winter blues: Five ways to get your class moving
The cold weather and dark mornings can make it difficult for teachers to motivate pupils for a day of learning, but research has shown that physical activity can boost productivity and improve cognitive functioning in young people. During Children’s Mental Health Week, Anthony McBride, qualified teacher and founder of edtech app myphizz, discusses the positive impact exercise can have on students’ overall wellbeing and how schools can engage children in an active curriculum. Make maths fun Encourage engagement in core subjects by using games to get children moving. Set up multiple choice questions with an active edge, by providing children with bean bags and asking them to throw these into a bucket labelled with the correct answer. Alternatively, mark four corners of a hall with multiple choice answers and ask pupils to run to the correct answer. Take a nature walk Plan a short route around the school grounds and ask children to take in their natural surroundings, listing the different trees, plants, and insects that they come across. Nature walks provide a great opportunity to be mindful and connect to ourselves and the world around us. They can be lots of fun to do with your students, can help cultivate a sense of awe and wonder, and get them moving after periods of sitting or inactivity. Active playtimes Energise morning break times by setting up quick fitness challenges including star jumps, skipping, high knees and mountain climbers. Ask pupils to complete as many repetitions as they can in 20 seconds and keep a record of achievements. Pupils could use myphizz tocreate leaderboards to motivate each other to take part in challenges. The friendly competition will encourage children to get active between lessons and allow them to return to class much more focussed and ready to learn. Stand up Assemblies Almost all primary schools in the UK hold a daily or weekly assembly. It’s customary for pupils to spend this time sitting on chairs, benches or on the ground. Why not shake things up and ask them to stand for shorter assemblies? Classes could even perform a movement of the day together! Rise & Shine! School based breakfast clubs are a popular way to help children start the day right. It’s easy to add movement and turn these meetings into mini activity sessions. You could host a morning yoga session, for example, or even take children on a mini run to boost their energy and alertness. The immediate and long-term health benefits of physical activity are indisputable and there is a wealth of evidence to demonstrate that exercise reduces the symptoms of anxiety and depression in children. Studies have also shown that aerobic exercise promotes cardiovascular fitness, which, in turn, promotes the growth of new blood vessels and improves circulation in the brain. Therefore the more physically fit a child is, the larger his or her hippocampus tends to be and this has positive links to a child’s learning and memory². Reaching young people in a safe, fun and engaging way, empowers children to take control of their own physical activity and provides them with opportunities to try new activities, develop their skills and experience whatever level of physical activity and challenge feels right for them. For more information, please visit myphizz.com.
‘Oscars of education’ return to celebrate the best of education in person
The Tes Schools Awards, recognising the outstanding teachers and schools in the UK, are returning for a full in person ceremony, following two years of virtual events. The Tes Schools Awards are now open for nominations, with the ceremony held at the Grosvenor House Hotel in London on Friday 17 June 2022. For the first time, this year’s awards will bring together categories for state and independent schools to create one combined and inclusive national event to celebrate excellence across the whole education sector. The Tes Schools Awards are a fantastic way to celebrate school achievements with the wider education community, boost morale and share inspirational stories with a wide audience. Categories will honour outstanding teachers, schools and support staff, as well as initiatives to support staff wellbeing, innovative use of technology and programmes that engage with the wider community. The awards are widely recognised as among the most prestigious for educators to receive, reflected in the calibre of its judges. Judges for this year’s Tes Schools Awards include Dame Alison Peacock, head of the Chartered College of Teaching, Christine Gilbert, former head of Ofsted and Sir Tim Brighouse, the first London Schools Commissioner who led the London Challenge. Entry is free and is open to state and independent schools throughout the UK, starting today and closing at midnight on Friday 18 March 2022. The award categories are: Early Years Foundation Stage (EYFS) Setting of the Year Primary School of the Year Secondary School of the Year Specialist Provision School of the Year Independent Prep School of the Year Independent Senior School of the Year Boarding School of the Year Headteacher of the Year Teaching Assistant of the Year Subject Lead of the Year (Primary) Subject Lead of the Year (Secondary) Subject Lead of the Year (Specialist Provision) Send Provision in a Mainstream Setting of the Year Pupil Mental Health Initiative of the Year School business leader of the year Resource of the Year Community Engagement Initiative of the Year School of the Year for Staff Wellbeing Best Use of Technology Lifetime Achievement Award Rod Williams, CEO of Tes Global said: “The return of the Tes Schools Awards with a full, in-person ceremony is a wonderful moment. Teachers and schools have endured so much over the last couple of years and we’re sure they will be looking forward to this prestigious event. This truly is the Oscars of education. “We can’t wait to hear what schools have achieved and we want these Awards to be the biggest and best ever, celebrating education and saying thank you to our incredible teachers.” Professor Sam Twistelton, Director of the Sheffield Institute of Education is one of the Awards judges. Professor Twiselton said: “This global crisis has not only shown the world just how much matters when education is disrupted but also how much we depend on it to navigate our way out of a disaster. I have watched in awe as the whole school workforce have kept the show on the road during this time. It’s wonderful to have an opportunity to celebrate their magnificence.” Another judge is Dame Joan McVitie, past President of ASCL. Dame Joan said: “Teachers have been absolute heroes throughout the last year. They have had to cope with unprecedented challenges and have done so admirably. This year’s Tes awards are an opportunity to nominate your local heroes and celebrate what they have achieved for your community.”
School children call for mental health, finance and survival skills to be added to the curriculum
New research has revealed the topics young people in the UK want to add to the curriculum. A new study from Huddersfield based youth-led community organisation Conscious Youth has found that 57% of young people want more freedom for individual learning following COVID-19. In line with Children’s Mental Health Week (7-13th February 2022), Conscious Youth polled young people in the UK to find out how they found the learning experience during the pandemic and what changes they would like to see in their education moving forward. Topping the list is ‘mental health’, with 83% of children calling for the topic to be taught in schools. Delving into the topics young people think should be taught in high school, the top ten subjects they would like adding to the curriculum are: Mental health (83%) Personal finance (e.g. mortgage advice, tax and money management) (73%) Survival skills (e.g. first aid and self-defence) (70%) Black history in the UK (70%) Relationship values (e.g. consent, understanding sexuality, how to spot manipulative and abusive behaviours) (63%) Human rights (63%) LGBTQ+ history and rights in the UK (63%) Mindfulness (60%) Job hunting and interview preparation (53%) Basic law (53%) Other topics young people are keen to learn about in school include real-life sex education (53%), sustainable living (40%), sociology and anthropology (47%), nutrition (50%), online etiquette and safety (37%) and social skills (47%). Commenting on Conscious Youth’s study, Caroline Allams, education expert and co-founder of Natterhub said: “The subjects highlighted in Conscious Youth’s research are a clear indication of what’s currently lacking in our education system and so many nudge towards personal empowerment, wellbeing, and mental health-related issues. It’s great to see young people recognising the importance of ‘human skills’ as well as academic knowledge. “As we know, classrooms are diverse environments with many different academic, social and personal needs. From a young age, there could be more opportunities to play to people’s strengths and provide a nurturing education for different learning styles, skills-based courses, and apprenticeships. We need more open-ended creativity across the entire curriculum and recognition for pupils who are not inclined towards academic frameworks. This could provide greater wellbeing, self-acceptance, entrepreneurship, problem-solving and personal achievement.” Reflecting back on the recent UK lockdowns, the new study reveals that 30% of children say they did enjoy virtual learning, with the main reason being that they liked the freedom it gave them (67%). Over half (56%) say they enjoyed being able to learn at their own pace at home, with 44% saying there were fewer distractions compared to the classroom. However, 43% of young people say they personally did not enjoy virtual learning as they missed being around their friends and teachers (73%). Conscious Youth also asked children to share what ways of learning they would like to see continue. A staggering 57% state they want more freedom for individual learning following COVID-19. Over a third (37%) would like to see a combination of at-home and in-classroom learning moving forward. So how could the school week look in the future? The majority (57%) of young people say their ideal school week would be three full days in the classroom followed by two days split between in-classroom learning and real-life work experience. Sophie Simpson, Co-Founder and CEO of Conscious Youth said: “One of the biggest areas that has been impacted for young people in the UK over the past 12 months is their education. The change in how children learnt over this time has really highlighted how behind the times we are and that the education system in the UK needs to be reviewed. “The world has changed dramatically and the issues young people are facing are different to when I was at school. It’s more important than ever to ensure they are equipped with the right knowledge and skills to be able to succeed in the future. From black history in the UK to personal finance advice, it’s great to see that young people have the appetite to grow their knowledge in these areas. We just need the UK government to sit up and pay attention to what young people are calling out for.” To find out more about the research, please visit: https://consciousyouth.co.uk/school-children-call-for-mental-health-mortgage-advice-and-self-defence-to-be-added-to-the-curriculum/
English Heritage relaunches its education programme to address plummeting school trips to heritage sites
English Heritage has today relaunched its education programme for 2022, in a bid to encourage more schools to take advantage of the benefits of school trips to children’s wellbeing and cross-curricular learning. The programme incorporates both free school trips and expert-led paid-for Discovery Visits at the hundreds of historic sites in the charity’s care. In 20/21, educational visits were at 1% of their normal annual level As we mark Children’s Mental Health Week, English Heritage is renewing its commitment to educational visits Despite being one of the UK’s largest providers of school trips, English Heritage welcomed a mere fraction of its average annual educational visitors last year. In 20/21, just over 4,000 students visited its heritage sites, down almost 99% on its normal annual figures of 340,000. With studies consistently showing that children’s mental health, and in particular that of children from low-income homes or with special educational needs, has worsened during the pandemic*, the charity believes that school trips are more important than ever before. Kate Mavor, Chief Executive of English Heritage, said: “We are extremely hopeful that by encouraging more schools to return to educational visits, we can play our part in the process of levelling up and improving the wellbeing of children from every community. As we mark Children’s Mental Health Week, it seems particularly important to renew our commitment to education, by relaunching our programme of school trips. “I am personally inviting teachers up and down the country to bring their pupils to one of our historic sites and to see for themselves the huge benefits the experience can bring, not just to children’s learning, but also their health and happiness. Connecting with a building that has stood for many centuries is a deeply grounding and rewarding experience, bringing history and past generations to life.” English Heritage has continued to invest in and improve its educational programme. For 2022, the charity has appointed 162 new volunteers, created multiple new free Teacher’s Kits and downloadable teaching resources, and introduced six new expert-led Discovery Visits, with a further 22 having been revised during the pandemic. These include a wider number of SEN appropriate trips such as meeting the working donkeys at Carisbrooke Castle on the Isle of Wight and sensory activities at Portchester Castle in Hampshire. The charity has committed to high quality education provision across its sites. In 2021, seven of our sites were awarded Sandford Heritage Education Awards and new specialist facilities have recently been developed at sites including Gainsborough Old Hall in Lincolnshire, Boscobel House in Shropshire and Walmer Castle in Kent, with a refreshed education centre at Osborne on the Isle of Wight coming later in 2022. The charity also engages local schools and learners to help create new visitor experiences, such as the new interpretation at Belsay Hall, Castle and Gardens in Northumberland. English Heritage offers free self-led trips to more than 400+ historic sites, and Discovery Visits to 27 sites, for all pre-booked learning groups. Any school can visit an English Heritage site for free on a self-guided visit. Discovery Visits cost £100 for an immersive hour-long session with an expert, offering memorable, hands-on experiences. Visits must be booked online at least 14 days in advance. For more information on the charity’s programme of school trips, to download teaching resources or to book, visit www.english-heritage.org.uk/learn/school-visits
Safer Internet Day 2022 – Nearly half of young people say they would lose a part of who they are without online games
To mark this year’s Safer Internet Day, research released today (8th February) by the UK Safer Internet Centre (UKSIC), coordinators of Safer Internet Day in the UK, reveals young people’s experience with online games and apps, and exposes the importance of staying safe during online game play. 48% of young people say if they couldn’t game online anymore, they would feel like they’ve lost a part of who they are Playing games online has helped 61% of young people spend more time with friends virtually than they have done in real life 52% of young people who play online games, say it’s taught them to respect others 61% of parents (with children aged 8-17) have been alerted to a new person within an online game that their child is unsure about Young people report at least one negative emotion in various online game situations. This includes seeing someone being mean or nasty (73%), seeing someone cheat (73%), and falling out with a friend (68%) when playing an online game Almost six in 10 young people (59%) want to learn more about how to play online games safely Safer Internet Day is supported by partners in the UK, including government ministers, Premier League football clubs, industry bodies, celebrities, charities, schools, and police services. These supporters join together with young people to inspire and ignite conversations and host events that help to promote safe, responsible, and positive use of digital technology for children and young people. Gameplay in action The importance of online games in young people’s lives has continued to grow, with nearly half (48%) saying that if they couldn’t game online anymore, they would feel like they’ve lost a part of who they are. Furthermore, 63% of young people say that playing online games is one of their favourite pastimes, with more than three quarters (76%) saying it gives them something to do, and 59% saying it makes them feel good about themselves. However, the research reveals the impact that negative experiences during gameplay can have on young people, with respondents reporting at least one negative emotion in various situations. This includes seeing someone being mean or nasty (73%), seeing someone cheat (73%), and falling out with a friend (68%) when playing an online game.[1] Additionally, 38% of young people who play online games say they have experienced offensive or mean comments from other game players once per week or more. Connecting online Online gameplay has become a crucial lifeline for young people. Over half (58%) of young people say they play games virtually now more than ever before. In fact, over three in five young people (61%) say that playing games online has helped them to spend more time with friends online than in real life. This increased connectivity is sparking positive outcomes when playing and connecting online, as 52% of young people who play online games say its taught them to respect others in real life. Young people surveyed continue to foster transferable skills such as working and communicating as a team online, in turn, making them feel happy (63%) and proud (26%). Encouragingly, alongside increased gameplay, the research also shows that young people are taking positive action when things do go wrong. 34% are most likely to respond by blocking someone and 16% reported quitting an online game completely, when coming into contact with a mean person or negative comments. Playing it safe While 70% of parents (with children aged 8-17) think that online games have helped their child connect with friends or relax and unwind, over the last year, 66% have worried about their child meeting someone ‘bad’ through online games. However, today’s research highlights how young people are navigating the potential risks by proactively put their online safety at the forefront of gameplay. 34% say they teach themselves how to play new online games safely, and 20% learn to do so safely through their friends. This safety knowledge is crucial, as 78% of respondents reported receiving friend requests in an online game from people they don’t know, and nearly half (46%) have received requests or invitations to meet up with strangers in person – reminding us that there are real risks and reinforcing the importance of organisations like UKSIC, and the need for Safer Internet Day, to help ensure all young people know how to play games online, safely. A mutual understanding Reassuringly, the research shows that parents recognise they have a responsibility to support their children’s understanding of online safety. 92% report talking to their child about playing an online game safely, with 57% doing so once a week or more. This open dialogue shows how engagement is working in some areas, as, for example, with in-game purchases, which have become a fundamental part of young people’s online game experience. 70% of young people report making in-game purchases and 95% of those get their parents’ / guardians’ permission to purchase within a game. Pulling the plug While the majority of young people feel they have a responsibility to report mean or nasty comments in online games (72%), or mean or nasty people in online games (72%), the research shows that there is still a way to go. The majority (59%) of young people want to learn more about how to safely play games online. Reassuringly, young people have ideas for how to make online games safer. 35% want to be able to easily report mean comments or strangers, 32% are asking for privacy settings, 26% want to be able to turn off the comments section, and almost one in four (24%) are asking for more information about how to recognise a bad person within an online game. Will Gardner OBE, Director of the UK Safer Internet Centre, says: “This Safer Internet Day comes at an important time, when being online has become a crucial lifeline for many young people, particularly during the turbulence of the last two years. “Empowering young people is
Concern over pupil anxiety levels as pandemic continues to disrupt schools
The vast majority of staff working in UK schools (95%) have witnessed increased levels of pupil anxiety since the start of the school year, in contrast to a normal autumn term before the pandemic. That’s according to a new poll of education professionals released today by children’s mental health charity Place2Be and school leaders’ union NAHT, ahead of Children’s Mental Health Week 2022. The survey of 1,130 school leaders, teachers and other staff working in primary and secondary schools, reveals the challenges they are still facing, even as some are suggesting that ‘the end of the pandemic is in sight’. Those surveyed have also seen an increased prevalence of other mental health issues among pupils this school year, with 86% noting an increase in low self-esteem, 76% in depression and 68% in sustained feelings of anger. For staff working in secondary schools, 72% have noticed an increase in self harm, 61% in suicidal thoughts, and 56% in eating difficulties among pupils. Only 23% of staff said they had regularly3 been able to access specialist support for pupils with mental health needs, leaving a majority of children and young people struggling without access to the support they need. School staff highlighted the wider impact on many aspects of school life. A large majority of school leaders and staff said it has negatively affected pupils’ ability to engage in learning (91%), pupils’ behaviour (87%), and pupils’ progress (86%). There has also been an impact on teachers and staff themselves – with 91% noting a negative impact on staff workload and capacity, and 89% on staff wellbeing. Catherine Roche, Chief Executive of Place2Be, said: “As society tries to regain a sense of normality after two challenging years, we must remember that school leaders and staff remain on the frontline, coping with all the additional needs that pupils are bringing through their gates. We know that with the right embedded specialist support, schools can be a fantastic place to address issues early on and promote positive mental health. There has never been a more important time to ensure that schools, and therefore children, receive the support they deserve.” Paul Whiteman, general secretary of school leaders’ union NAHT, said: “The findings of this survey are truly shocking – but unfortunately, to anyone working in schools, they are not surprising. Our members consistently raise pupil mental health and wellbeing as one of their top priorities – they really are on the front line when it comes to identifying and supporting children and young people’s mental health needs. “It’s crucial that when school staff identify a mental health need with a pupil they are able to get the specialist help that is required. But as our survey shows, very few school staff find they are able to access specialist support for pupils who need it in a timely way – and this is having a negative impact on pupils’ ability to engage in learning, as well as on school life and staffs’ own wellbeing. “These shocking new stats should add real urgency to the call for additional resources to support the mental health and wellbeing of pupils. The government must ensure that every school has fully funded mental health support available for their pupils and it is essential that they increase the capacity of social care, health and other services to meet the growing demand and to reduce waiting times.” Additional survey findings include: Children’s Mental Health Week 2022 takes place on 7 – 13 February, and this year’s theme is ‘Growing Together’. Place2Be launched the first ever Children’s Mental Health Week in 2015 to shine a spotlight on the importance of children and young people’s mental health. Now in its eighth year, the message of the week has never been more vital. Children’s Mental Health Week is kindly supported by players of the People’s Postcode Lottery and The Beaverbrook Foundation. Web: www.childrensmentalhealthweek.org.uk