Worry in school on the rise over pupil mental health
Concern for pupils’ mental health has risen by 13% among school leaders over the past year, according to findings released today by The Key, the organisation providing leadership and management support to schools. Eight in 10 (80%) headteachers and other school leaders surveyed by The Key this year are worried about their pupils’ mental health, an increase on two-thirds (67%) of those surveyed in 2015. For the second year running, mental health has topped the list of pupil health and safeguarding concerns for school leaders across both primary and secondary schools and all English regions – it came ahead of issues including bullying, obesity and domestic violence. This increase in concern among school leaders correlates with a recent Department for Education (DfE) research finding that young people’s health and wellbeing was worse in 2014 than in 2005; girls in particular recorded higher levels of psychological distress. Speaking about The Key’s findings, Fergal Roche, CEO, said: “Pupil mental health is a significant and growing concern, and one that transcends school stage and location. Schools take their duty of care seriously but need the right resources to best support their pupils. It’s encouraging that the government has committed funding with the aim to transform support for children and young people’s mental health by 2020, and I hope that schools will both have a say in how this is used and see the impact.” The Key’s latest findings also highlight changes in school leader concern about other pupil health and safeguarding issues. Over the past year, worry about the effects of domestic violence on pupils has increased by 11% – up from nearly six in 10 (58%) school leaders expressing concern about this in 2015 to almost seven in 10 (69%) in 2016. While a smaller proportion of school leaders in 2016 appear to be worried about bullying among their pupils (33% this year, down from 38% in 2015), concern about obesity has seen a rise of 5% over the same period – up from 36% to 41%. The findings also show slight increases in the proportion of school leaders worried about sexting, drugs and radicalisation for their pupils, as well as gangs and youth violence. In primary schools, the issues concerning school leaders after mental health (79%) are domestic violence (73%) and child poverty (61%). In secondary settings, it is concern about the effects of sexting (62%) and cyberbullying (60%) on pupils that is most prevalent among school leaders, after mental health (82%). Awareness of a need to safeguard pupils in their use of technology is reflected in the changes to government statutory safeguarding guidance which came into effect earlier this week (5th September). From the start of the autumn term, all schools will be expected to ensure appropriate internet filters and monitoring systems are in place to protect pupils from potentially harmful or inappropriate content, and should have a clear policy on the use of mobile technology. Fergal Roche, CEO of The Key, continues: “This year’s survey findings about pupil health and safeguarding concerns illustrate the challenging and complex task befalling schools when it comes to protecting their pupils from harm. As society changes and technology evolves, schools are constantly having to adapt and ensure they are equipped with the skills and understanding to meet new demands.” To support school leaders with some of the issues highlighted by its survey, The Key has made a number of resources on pupil health and wellbeing available at: www.thekeysupport.com/pupil-wellbeing-2016 For a visual summary of The Key’s survey findings, go to www.thekeysupport.com/pupil-wellbeing-2016
Building sustainable schools for the future
Shortage of space is becoming a fundamental issue for many schools across the country. Recently, it was revealed one in six secondary schools are already at or over capacity, with forecasts predicting there will be more than 300,000 additional secondary school pupils by 2020. In particular, a shortage in pupil places is placing a huge burden on schools to increase classroom sizes, numbers and implement redevelopment projects to make better use of existing structures. With budgets under threat, finding the best building products to use at the right price and with minimal disruption to class time is no easy task. As a result, it may be tempting for school decision makers to deem the external finish of the building a low priority. However, in the long term, taking a sustainable view to the built environment can help to improve a school’s branding – something that is particularly important for independent schools carving out their own identity. If possible, time and effort should be implemented at the planning stage to ensure any renovation, repair or addition to a school’s environment is something that will enhance it for the foreseeable future, and not paper over the cracks in the short term. Despite some schools having the luxury of open land to build on, it is not always the most practical option. Urban schools, in particular, are often hardest hit due to increasingly unavailable or expensive city building space. As a solution, many schools have turned to building upwards. Adding floors increases the number of classrooms whilst eliminating the need to build on open land that is vital to be used as a sports or outdoor area. A lightweight and cost effective solution is brick slip cladding systems, which are ideal for this purpose. With a wide range of brick types and colours available, it is also possible to match any additions or changes with existing brickwork to complement a school’s identity. For older school buildings where heat loss and thermal insulation can be an issue, retrofitting external wall insulation with brick cladding can be a highly effective option too. Staff and pupils will immediately feel more comfortable, energy bills can be reduced and previously old and tired structures will be rejuvenated. When working to tight budgets, school decision makers must ensure any money spent is with the future of the school and its environment in mind. Using products with short life spans may seem attractive at first, but robust, low maintenance solutions that are reliable for decades to come will put the school in a better position. Here at Eurobrick Systems, we have worked with schools on their cladding projects for over 25 years and understand the pressures faced today. When working with restricted budgets in a school infrastructure, it is vital to work with the right suppliers who can maximise the environment available to get the best result for teachers and students alike.