How to tackle anxiety and mental health in school
What can schools do about the increasing issue of anxiety and other mental health issues that many children are now suffering from? This is an important question for all schools and educators. Beverly Smalley, Education Specialist at TTS Group, looks at ways teachers can recognise the issues at hand and what they can do to effectively support those suffering. In a recent survey of wellbeing by PISA (Programme for International Student Assessment) for children aged 15, the UK came 38th out of 48 countries in terms of how happy they felt. This shows the scale of the issue at hand – which begs the question: In our relatively affluent society, what is causing these problems? Why are young people so unhappy and why does it seem to be an increasing factor for this particular generation? Looking at the facts – there seem to be two major differences between now and the previous generation: social media and heightened school pressures. Social media The biggest and most obvious difference is the rise and absolute dominance of social media. This is almost certainly a factor in the mental health decline we are seeing. It can lead to anxiety in so many ways and with the rise of influencers, young people are constantly comparing themselves and everything they do with celebrities and their lavish lifestyle, leaving many feeling worthless. As social media platforms are available 24 hours a day, 365 days a year – it is almost impossible to get away from, with many only really switching off once they are asleep. School pressures In the UK, we test children from the minute they start school and assess them on an almost daily basis. Many young children are given excessive amounts of homework very early with a vast curriculum, which is simply overwhelming to students. Things like being graded and scored against other students and can be a source of embarrassment for some students who don’t perform as well in written examinations or when under extreme pressure. Schools and teachers are also under a great amount of pressure from the government and because of this, around one in five teachers (18%) are expected to leave the classroom in less than two years and two-fifths of teachers, school leaders and support staff want to quit in the next five years – blaming “out of control” workload pressures and “excessive” accountability, according to a poll by the country’s biggest teaching union. A number of teachers agree that the UK should adopt the Scottish Curriculum for Excellence which puts wellbeing at the heart of learning, stating: ‘The responsibilities of all include each practitioner’s role in establishing open, positive, supportive relationships across the school community, where children and young people will feel that they are listened to, and where they feel secure in their ability to discuss sensitive aspects of their lives; in promoting a climate in which children and young people feel safe and secure; in modelling behaviour which promotes health and wellbeing and encouraging it in others; through using learning and teaching methodologies which promote effective learning; and by being sensitive and responsive to the wellbeing of each child and young person’ They also like the idea of each child having a specific member of staff for each child who they can rely on in any situation but specifically for mental health and resilience help. Although, this is difficult to really put into practice. With the ever-growing concerns about mental health, let’s hope that schools somehow manage to make it more of a priority despite the huge external pressures they are under; not just giving a nod to it or ticking another box, but so that pupils know their concerns and wellbeing really are taken seriously. It’s too late for my daughter; she will look back on those formative years and feel the school system failed her. There must be change or we are stacking up huge problems for the future.
Story Massage Programme promotes positive mental health
Many schools across the UK are using the Story Massage Programme as an integral part of promoting positive mental health. Key benefits include helping pupils to express challenging feelings, to self-regulate their emotions and to build positive relationships. The Story Massage Programme combines the benefits of positive, respectful touch with the creativity of storytelling. The programme is based on ten simple strokes (given through clothes) which illustrate the words of a story/song/poem. Each stroke has a name and easy-to-recognise symbol making it simple to share. It is usually a peer massage activity with pupils asking permission to touch and saying ‘thank you’ afterwards. This provides the opportunity for discussion around issues of consent and appropriate touch. The Story Massage Programme is inclusive of all ages and abilities so pupils with additional support needs can benefit too. Feedback from teachers At Thorntree Primary School in Glasgow, the Story Massage Programme is an integral part of wellbeing lessons. “It helps pupils to express their feelings such as anger or grief and put difficult emotions into words.” says Shona Heggie, Headteacher, “We use it to help pupils manage problems such as family bereavement or divorce, and for transition to different classes or schools.” At Bowker Vale Primary School in Manchester, pupils now write their own massage stories on themes ranging from Winter to Friendships. “They learn to listen to each other,” says Jo Heald, Well-Being Co-Ordinator, “They are learning important lessons in forming respectful relationships as well as improving their vocabulary and creative writing skills.” At Kingsmead Primary School in North London, the effects of introducing The Story Massage Programme have been “astonishing” on pupil well-being says Olivia Silver, Year 5 Class Teacher, “They are more focussed in class, and start the day relaxed, positive and ready to learn. They have become more caring of each other and respectful of personal space.” Training in the Story Massage Programme We offer one day courses around the country plus online and in-house training options. We teach you how to share the ten Story Massage strokes and work with you to adapt stories or create your own. The programme is supported by a book, DVD, wallcharts and stickers. Once trained, there are no further costs involved in implementing the programme within your school. You can find out more about the Story Massage Programme on the website: www.storymassage.co.uk
Champion positive mental health for your staff and pupils
Mental Health & Wellbeing Training Ltd is a company committed to reducing mental health stigma, improving knowledge and helping communities to feel able to support themselves to keep well and thrive. We aim to do this by providing evidence-based, government recommended mental health training, delivered by experienced mental health consultants. Our approach Through our staff and student workshops and parent/carer training courses, we aim to help you develop flourishing school communities with strong minds and big hearts. The training is tiered as follows: • A health promotion message – Promote and maintain mental wellbeing • A health education message – Increase awareness of mental health difficulties and reduce stigma • An early health intervention message – Provide evidence-based self-help coping strategies Our 3-tiered approach meets all the criteria for the National Children’s Bureau School Wellbeing Award and the latest government policy guidelines. The benefits of good wellbeing provision • Good wellbeing provision reduces staff sick leave and pupil absence. It also helps to retain staff, thus maintaining expertise, experience and continuity. All of which are crucial to a culture of safety, consistency and flourishing. • Good wellbeing provision reduces mental health stigma. Being able to talk about how we feel helps us to feel better and is a major strategy in suicide prevention. • A knowledgeable school community is more able to be supportive and less likely to be reactive when problems arise. The more aware we are, the easier it is to be reflective and rationale when managing difficult behaviour. Students who feel understood, calm down more quickly and are more motivated to learn. • School environments are on the front line when supporting and managing students with adverse life experiences and mental health difficulties. Cuts to mental health support to schools have left pastoral staff bridging this gap. Equip your pastoral staff with practical tools for managing mental health presentations within your school setting. • Develop pupil wellbeing champions & mental health champions, so your students can promote positive mental health within your school and within their peer groups – they can reach pupils who won’t engage with adults and are vital to establishing and passing on a school culture that is conducive to thriving. • Support your parents/carers, to feel more confident and able to help a young person manage stress, grow resilience and cope with mental health problems, so students come to school in a better state of mind to engage in learning. • Support your mental health lead to be resilient and take proper care of their own mental health so they ‘pour from a full cup’ and stay in ‘wellbeing credit’ themselves – enabling them to supervise and champion staff, pupil and parent wellbeing effectively using the latest science in positive psychology coaching. Our courses Our training courses range from 1-2 days and take place at NCVO centre (King’s Cross, London) or at your location. “Our training workshops will increase your knowledge, help you to challenge stigma, and encourage you to take care of yourself so you ‘pour from a full cup’. You will leave our workshops with practical tools and new skills to improve student wellbeing and also your own. All our courses are rated as good or very-good.” Rachel Ewan, CEO & Founder Share our vision for schools to be safe havens for courageous learning for all, that is much wider than just the academic curriculum. A place where the wisdom to live life well is at the heart of all that is done. Testimonials “Rachel has regularly delivered mental health training to both staff and students at St Andrew’s College, Cambridge. Her relaxed, engaging and professional teaching style result in a captive audience who are eager to learn what can at times be a difficult subject matter. The relaxed atmosphere in the classroom encourages everyone, regardless of level of knowledge to feel comfortable enough to interact and ask questions. A perfect learning environment.” David McEwan-Cox, Head of Pastoral Care “I recently attended a two-day Mental Health training course run by Rachel which was extremely informative and fulfilling. Rachel has a warm and relaxed manner which coupled with her vast experience meant it was easy to learn and discuss topics. Thanks to Rachel’s training I have been able to implement new systems in school and raise awareness amongst children, staff and parents of the importance of supporting our children’s mental health and emotional wellbeing. I would highly recommend.” Anna Hewitt “Working with Rachel has genuinely transformed my life. As a head teacher I am always trying to care for my staff and find ways to support their wellbeing. However, I hadn’t realised I was neglecting my own – by the time I get home from school each day I have nothing left to give my family. Within five sessions I have been able to think about more than just basic survival and have begun to think strategically, with clarity. Those around me are also beginning to feel the benefits too!” Maria Higgins Get in touch To find out more about the mental health training courses we offer: Call: 07828 335142 Email: rachel@mentalhealthwellbeingtraining.co.uk Web: www.mentalhealthwellbeingtraining.co.uk
Can mindfulness training help improve mental health in schools?
What is mindfulness? Is there an activity in your life that you love and find absorbing? Do you ever notice moments of contentment and wellbeing? These experiences give us an idea of the ‘flavour’ of mindfulness; the capacity to be calm, open and aware in the present moment. Mindfulness is non-judgemental and always curious about experience, fostering a life lived consciously. Secular mindfulness practice is an evidence-based technique shown to be effective in improving wellbeing and reducing stress and depression. It is now used in a wide range of settings. Why offer mindfulness training in your school? A good foundation in mindfulness within the school environment actively combats problems such as anxiety, stress, and low mood. Practising mindfulness also promotes greater wellbeing and is a cost-effective way of supporting mental health. Children and young people have a natural capacity for absorption and positive emotion which mindfulness training can help to cultivate. Learners in your school can increase their ability to remain calm and focussed, and show greater emotional intelligence. The simple quality of enjoyment of experience that can result will set them up to engage more fully in the learning process. As members of staff, our states of mind can have an impact on the people around us. Mindfulness training is one proven way of helping staff to effectively manage stress, allowing them to maintain a calm perspective that can positively affect their children, students or colleagues. Research shows that well-conducted mindfulness training can result in: For staff: • increased job performance, problem-solving and ability to focus • reduced stress, burn-out, and anxiety • reduced days off work • better mental health; less distress, negative emotion, and depression • greater empathy and attunement to students’ needs For children and young people: • improved mental, emotional, social and physical health and wellbeing • reduced stress, anxiety, reactivity, and bad behaviour • greater calmness, the ability to manage behaviour and emotions, self-awareness and empathy • Improved focus, cognitive and performance skills, and executive function For more on the research, please see under ‘Resources’ on our website. Who we are ’Love Mindfulness’ is a training partnership of Dr Carolyn Drake, neuroscientist and former primary head teacher, and Annie Akasati McAuley, an ordained Buddhist and secondary/SEN specialist. We are based in Sussex and offer training in London and the South East. We are fully qualified, with extensive experience, and have enhanced DBS checks. We have been delivering mindfulness training since 2014 to a wide range of schools and colleges (staff and pupils), as well as sessions and courses for organisations and the general public. What we can offer you For staff: We provide INSET, single sessions, and courses. These are all practical and interactive, including guided mindfulness practices, relevant themes and science, with opportunities for discussion and questions. While we recommend up to thirty participants as an effective group size for INSET and twilight training with staff, we also have experience of working with larger groups. Courses are usually arranged for smaller groups of up to 15 people. For children and students from key-stages one to five: We offer age-appropriate and engaging single sessions and courses. We work with full class groups, providing some differentiation to accommodate different needs. We also provide bespoke events for Health Weeks, Enrichment days and other special events in the school calendar. All sessions are practical and interactive. As with the staff sessions, we include guided mindfulness practices, relevant themes and science, with opportunities for discussion and questions. Testimonials from staff • “Annie’s visit to our school left our staff with a very powerful message about the importance of mindfulness. Her mindfulness training sessions allowed all staff, with a wide range of previous experience, to access the course. There were an appropriate amount of links to theory and some excellent examples of sessions that were designed for students of all ages. We will continue our focus on mindfulness training for staff and students …” Duncan J Stonehouse, Head of School, Bangkok International Preparatory & Secondary School • “The whole school is calmer.” Catherine Allison, acting Head Teacher Testimonials from learners, key stages 2 to 5 • “I absolutely loved all the lessons” • “When you get stressed out, do one of the practices” • “I’ve learned more about my mind and how I can train it” • “I used the hand practice for my times tables and tests” • “I learned that if I am worried I can take a minute to breathe and it helps me calm down” • “I learned how to keep calm and relax. I will keep doing the petal practice, it makes me feel happy” • “…a massive thank you for all your help… I am back in practical lessons thanks to everything you’ve taught me… still practicing the mindfulness activities every day, and will continue to do so.” • “It is really helping me in difficult situations in my life.” • “It’s relaxing, calm and it helps you to be yourself.” LOVE MINDFULNESS Visit our website to find out all about us. Contact us to discuss training opportunities for your school or telephone on 07795 562483.
Over half of education professionals say work has damaged their mental health
Summertime blues: Over half of education professionals say work has damaged their mental health Are you feeling down right now? With summer drawing to a near close, a new survey from CV-Library, the UK’s leading independent job board, reveals that education professionals are feeling the effects of the upcoming seasonal change, with over half (56.9%) claiming that work is damaging their mental health. The research, which surveyed over 2,000 professionals, found that almost half (49.7%) of education professionals even considered resigning from their job because of this, with a further 62% stating that their workplace doesn’t do enough to support employees. When asked what their workplace could do to support employees with mental health issues, the respondents suggested the following: Reduce pressure to work longer hours (46.7%) Promote a healthy work-life balance (43.3%) Allow employees to take time out when they need to (39.5%) Refer employees to a counselling service (36.7%) Lee Biggins, founder and CEO of CV-Library, comments on the findings: “At this point in the year, daylight is dwindling, schools are set to reopen and the next prolonged period of time off may seem far away. It’s no wonder then that employees are already facing the post-summer blues; especially in education where teachers have to prepare for a new intake of students. “Indeed, the survey shows that those in education are feeling the effects of working longer hours; even in the summer personal time is quickly eaten up by marking and planning classes for the year ahead. It’s completely normal to struggle with the transition between the seasons, so don’t be afraid to put your mental health first by prioritising your work-life balance.” When asked who they’d be most likely to talk to about their mental health, a partner ranked highest (49%), with family (43.1%) and friends (37.3%) following. Shockingly, a fractional 5.9% of education professionals listed their boss as who they’d talk to, underlining that they are not seeking support from their employers. Biggins continues: “Our research shows the changes that education professionals most want to see in the workplace, but these aren’t likely to take effect if you don’t raise the subject with your employer. The more of us that speak out about our problems, the quicker we can establish change at work. Once we shake the stigma, solutions will follow.”
Unique PSHE resources for mental health and safeguarding
There is now a realization by governments that schools play an important role in promoting good mental health. And there’s pressure on schools to deliver. Promoting robust mental health is now a formal part of the PSHE curriculum, yet there’s very little available to schools in terms of support and resources. Now, there are proven resources available – all the way from Denmark! Widely regarded as one of Europe’s most successful education systems, Denmark has enthusiastically embraced the need to provide positive mental health intervention. As in the UK, there are incredible stresses placed on children and young people by social media, peer pressure, bullying, exams, and more. There’s very little that schools can do to alleviate these stresses, but what they CAN do is provide ‘counterbalancing’ positive input. In Denmark, as in many other countries around the world, the concept of ‘positive education’ has emerged as an important part of the curriculum. Evidence from many studies shows that good self-esteem and robust mental health allow children to learn better. But until recently, the tools that schools needed to implement such policies were lacking. This is where Denmark has taken a lead… Based on the concepts of positive psychology and intrinsic character strengths, the Danish education company Strength Academy has developed a range of classroom materials that are easy to use and give very positive results. Now proven over several years, and in hundreds of schools, Strength Academy materials are finally available in the UK. With versions available for both Primary and Secondary schools, the Strength Academy resources are complete systems – ready to go. High quality teacher and classroom resources are complemented by low-cost student workbooks, reducing costs: Strength Game (each box for 2–4 players) Teacher guides with clear step-by-step activity instructions Low-cost student workbooks (just buy new workbooks for each class) A4 flashcards A2 classroom poster Evidence from Denmark shows that using these resources can lead to: Noticeable improvements in individual self-esteem Improved class interactions and acceptance of diversity Greater engagement and willingness to learn In the UK, these leading-edge resources are supplied and supported by Tiny Sponges. We’re a specialist supplier of PSHE, mental health, and safeguarding resources to schools and parents. With over 30 years’ experience in education, we’ve worked with Strength Academy to adapt these unique resources for the UK. Email: info@tinysponges.com Web: www.tinysponges.com Tel: 01903 910191
Education professionals feel too guilty to take sick days and it’s affecting their mental health
CV-Library offers advice to those who are feeling overworked or struggling with mental health Research from leading job site, CV-Library, has found that the majority of education professionals (65.1%) actually only take one or two sick days a year. What’s more, only 14.3% said they have ‘pulled a sickie’ in the last 12 months. The study sought to uncover just how many sick days the average worker takes each year, and the affect this has on their physical and mental health. Worryingly, two thirds (66.2%) of professionals in the sector said they feel too guilty to take time off when they’re genuinely ill. When asked why they feel too guilty to call in sick, the main reason was because they didn’t want to leave their team in the lurch (39.2%). Other key findings include: Over one in four (29.4%) don’t like taking sick days as they believe it reflects badly on them A further 15.8% say their boss is not very understanding if they are ill And over one in 10 (15%) say calling in sick is frowned upon in their workplace Additional research from CV-Library explored the impact that working overtime can have on people’s physical and mental health. According to the study, two thirds of education professionals (65%) confess to working more than their contracted hours, with 15.4% working an extra 15 hours each week. Lee Biggins, founder and CEO of CV-Library, comments on the finding: “We’re all guilty of overworking ourselves, especially if we’re trying to make a great impression. But the truth is, going into work when you’re not feeling well is counterproductive. When we’re unwell we find it hard to be as alert and it can be difficult to focus. “What’s more, depending on the nature of your illness, you could pass this on to other members of the team or to the pupils, causing it to spread. Therefore, it’s best to take time out to look after your mental and physical health when you need to, so you can return to work feeling fresh and productive.” CV-Library offers its advice to professionals in the education industry who feel guilty about taking sick days, or have an employer who makes them feel bad for doing so: Speak to your manager: If you feel your manager is being unfair, try speaking to them about your situation, whether it’s problems with your physical or mental health. Together you might be able to come to an arrangement to suit both parties. Create work-life balance: If being overworked is affecting your health, try to create a better work-life balance. Be careful not to take too much work home with you in the evenings. Practise self-care: Take time for yourself before/after work and on your weekends. Do something you enjoy or that helps you unwind. Exercise can be a great way to de-stress and boost your mood. Find a new company: If your boss isn’t able to help or your existing company is not very supportive, it might be time to search for jobs elsewhere! Look for an employer who offers flexible working or mental health days and a culture that promotes work-life balance. If it’s time to find yourself a new role, in a company that encourages you to look after your health, browse over 195,000 live vacancies today!
Can mindfulness tackle the mental health epidemic?
World Mental Health Day on 10 October gives us all an opportunity to reflect on whether we are really doing enough to support young people and mental health in an ever-changing world. The statistics are alarming: every year one adult in four, along with one child in 10, will suffer a mental health issue. Half of all mental illness begins by the age of 14, but most cases go undetected and untreated. In fact, according to UK estimates only a quarter of those with mental health problems undergo ongoing treatment. Suicide is the second leading cause of death among 15-29 year olds and is the single biggest killer of men under the age of 45. Helping young people to grow up healthy, happy and resilient is the responsibility of everyone, not least schools, where there is a growing recognition of the importance of building mental resilience from the earliest age possible to cope with the challenges of today’s world. In my experience, for young people suffering from mental health there is a lot bubbling under the surface before symptoms appear, and it is their inability to communicate their feelings that results in actions such as self-harming or even worse. Our approach with 1decision is to support teachers in exploring mindfulness. Children from the age of five have the opportunity to recognise and name a range of emotions including worry, anger and grief, and develop an understanding of their physical effects, distinguishing between those that feel pleasant and those that feel unpleasant or uncomfortable. Within the topics on our feelings and emotions module, there are many opportunities to help students gain the skills to manage their emotions positively and to understand how to seek help in the early stages. Another factor in mental health is the 24/7 online world. When I was at school, any arguments or disagreements were mostly left at the school gate. Now these continue online, often long into the evening. Young people’s likeability today is based on how they feel about themselves and what others say about them on social media – their confidence can be ripped out so easily. Helping children understand the golden rules for staying safe online, and how their online activity can affect others, is another issue we tackle. 1decision has developed supportive materials for teachers suited to 21st century children to explore all of these areas and support children in our media-dominated society. Yet more work needs to be done to build mental resilience. An approach to promoting and protecting adolescent health can help: working on areas such as healthy diet and understanding why we need a healthy mind are crucial. This is where many schools can and do make difference. The outcome of the Department for Education consultation on Relationships, Sex and Health Education, which closes on 7 November, should give schools more direction on this issue. But prevention of mental health begins with better, and earlier, understanding of pupils needs. Hayley Sherwood is creator of 1decision, part of Headway learning resources. For more information on World Mental HealthDay click here.
Lack of support around teacher mental health
The stigma around discussing mental health is still very much present, and the majority (80.3%) of education professionals agree that not enough is being done to support mental health at work. In fact, half (50.1%) have considered resigning from a job due to lack of support. That’s according to the latest data from CV-Library, the UK’s leading independent job site. The survey of 1,100 UK workers sought to explore the topic of mental-health in the workplace and how well employers support their staff. With 45.4% of education professionals revealing that aspects of their job can cause them to feel anxious or depressed, it’s clear that something must be done. When asked what measures employers can introduce to help support their staff, respondents said: Promote a healthy work-life balance – 32.9% Refer employees to a counselling service – 19.7% Create an environment where mental health is not stigmatised – 15.8% Have an internal counselling service for staff – 14.5% Allow them to take time out when they need to – 8% Furthermore, the majority (81.6%) of professionals in the education sector believe that employers should offer mental health days for staff, with 80.3% agreeing that they’d be more likely to work for a company that did. A staggering 92% also said that they believe that employers should be given training to help them understand mental health and how to help employees who may be suffering. Lee Biggins, founder and managing director of CV-Library, comments: “It’s concerning to learn that education professionals aren’t feeling supported by their employers when it comes to their mental health and it’s clear more needs to be done to tackle this. It’s a sad reality that mental health problems can affect all areas of life. But if you’re struggling to cope at work, it’s important that you don’t suffer in silence.” Worryingly, the majority (81.8%) of education professionals confessed that they would be too embarrassed to disclose information about the state of their mental health to their employer. What’s more, a huge 81% feel guilty for taking time off for mental health reasons. Biggins concludes: “From our data, it’s obvious that there is a deep-rooted stigma around talking about mental health, particularly at work. And it’s clear that education professionals are reluctant to take days off to look after their mental wellbeing. But the truth is, you wouldn’t feel bad leaving the office because of a migraine or stomach bug and your mental health shouldn’t be any different. “If you are comfortable enough with your boss, it’s important to let them know what’s going on. They may be able to offer you support in the way of counselling, reduced or flexible hours, or time off to recharge. If your employer is very unforgiving and you feel that you are not supported, it could be time to look for a better opportunity elsewhere, in a company where your wellbeing comes first.” For more tips on taking care of yourself, check out our guide on looking after your mental health in the workplace or search over 174,000 jobs today.