There is a growing awareness of the increasing prevalence of mental health difficulties in young people and, although much is mentioned in the media about the lack of service provision, we are moving towards a holistic and societal approach to support in which schools can play a pivotal part before external services are needed.
Pupils in schools across the country will be dealing with a vast array of difficulties such as friendship breakdowns, family unsettlement or bereavement; as well as emerging or long-term mental illnesses like anxiety, eating disorders and depression. Some pupils may also suffer from neglect, abuse or poverty causing significant psychological harm.
It is not surprising that any of these emotional strains can impact on a young person’s ability to thrive and reach their potential.
Young Minds (2018) state that a staggering one in eight young people aged five to nineteen has a diagnosable Mental Health condition and that only a quarter of them had contact with mental health specialists in the past year. Addressing such difficulties from within the school environment is therefore essential to supporting pupils’ wellbeing, achievement and development.
Schools have the unique opportunity to provide an early response to the emotional needs of young people where staff are fortunate enough to spend a lot of time with them. This allows relationships to form, trust to develop, and continued monitoring.
Schools have a role to play in good mental health
Schools have a role to play at every stage including; prevention, health promotion, identification, early intervention and further referral for those with more serious and enduring difficulties.
Recognising this, the UK Government have outlined that they would like every school and college to have a designated lead in mental health – a trained member of staff responsible for the school’s approach to mental health – by 2025.
Having access to mental health professionals in schools can reduce many of the common barriers to seeking help, including; time, location, understanding and the stigma associated with mental health issues.
This positive move should give our next generation the best possible opportunity to reach their potential in a sometimes-confusing world, and promote and protect good mental health from childhood into young adulthood and beyond.
Austin Friars recognises pastoral support is integral for students
As a registered Mental Health Nurse, Rosie Bulman, has been in post as Mental Health Lead at Austin Friars School for just over a year.
The creation of the role recognised the growing need for specialist support within school communities, and that everyone should have access to a safe space with professional advice.
Rosie has been a Mental Health Nurse for nine years, mainly working in Child and Adolescent Mental Health (CAMHS) and more recently as a Youth Specialist Practitioner within a police-based NHS team.
Since starting her role at the school, Rosie has provided support and advice to students from pre-school (age three) through to sixth form students, and staff, either on a one-off basis, through weekly sessions or by supporting referrals to external services.
She also offers group work to encourage peer support and advise on general emotional resilience and understanding.
This support was able to continue through the school lockdowns via Zoom and telephone calls and many pupils, and staff, accessed this from home.
Speaking of her role in the Austin Friars’ School community, Rosie says: “Our teaching staff are trained educators. They are experts in their subjects and teaching but may not always have capacity amidst their busy days to manage the growing emotional pressures our students face.
“Our school recognises that pastoral support is integral to students’ development and that whilst everyone has a role to play in supporting the emotional needs of our students, this can take time.
“After losing months of face-to-face learning over the past two years, time is evermore precious.
“I work very closely with the pastoral team and senior management. We work to identify early where a young person might be struggling, discuss with them and their family how best we can help them, implement strategies and care plans and then monitor the effectiveness.”
“I have created a space in school that I believe is welcoming to students and staff, young and old. It is a confidential space and is treated with regard by everyone in the school.
“Students and parents are able to request appointments with me themselves, but the main of my referrals are from teaching staff who have identified a concern.
“Different methods of accessing support helps to keep it inclusive and having professional in house advice, improves care for children and reduces working pressures for staff.”
