Young minds - communicating, campaigning and co-creating to improve children's emotional & mental health

Author: Katy Trigg BA, PGCE, MA

83% school leaders, teachers and support workers have witnessed an increase in the number of children in their care with poor mental health, rising to 90% among students in colleges.[1]

Both the statutory and voluntary sectors are overstretched, but determination is high to avert a crisis. Initiatives such as the Keys to Happier Living Toolkit for Schools,[2] and Social Marketing interventions such as The Big Box of Happiness[3] from Brilliant Futures are gaining ground. But is it enough?

Educating young children about mental and emotional health

Few people involved with English schools would dispute the findings of the National Education Union, that there is a mental health crisis among our children and young people.[4]

We need a more robust first-line prevention strategy to give young children the basic tools they need to cope with life’s challenges.

The role of the VSCE sector in pupil wellbeing

The government recognises the crucial role of the Voluntary, Community and Social Enterprise sector (VSCE) as a partner in preventive healthcare.[5]  But the VCSE is also involved with health and wellbeing in schools. A few examples are the NSPCC ‘s “Speak out and Stay Safe” presentations; theatre groups providing performances and workshops, while Coram Life Education runs an engaging programme in mobile classrooms, part-sponsored by local charities.[6] However, a squeeze on education funding[7] is making such programmes less accessible to schools, just at a time when children need increased support.

Campaigns to raise the status of wellbeing in schools

Campaigning organisations have seen limited success in their call for legislation to prioritise mental health and wellbeing in schools[8]. Progress is also slow to ring-fence, increase funding and renew an inspection framework to reflect this priority. [9] Other demands include better teacher training on mental health issues; peer-to-peer support programmes; and a guarantee that all children will receive at least one hour a week of education which explores the root causes of mental ill health.  A further demand is for a mental wellbeing measurement framework to be established by 2020. [10] [11]

Curriculum Developments

Personal, Social, Health and Economic Education (PSHE) has been a non-statutory subject for many years, but the good news is that from 2020 Health and Relationships Education will be compulsory in all schools.[12]  This begins to bring children’s health and wellbeing onto a par with academic attainment, in terms of educational priorities. However, in a world where measurement is, sadly, a marker of importance, an assessment and reporting framework would further reinforce the status of PSHE as an indispensable area of study on a par with literacy and numeracy.

Personal development in resilience and wellbeing - need for appropriate methods

Using the social marketing approach, children would be involved in the insight gathering, development, and co-creation of suitable resources. But we need a child-friendly system, whereby children can track their own progress in habits that build resilience and promote wellbeing. This would assist children to take responsibility for their own wellbeing; to develop good support systems, and know who to call on when these systems are insufficient. It shouldn't be another area of 'study' (with the inherent achievement criteria) and there are also dangers of imposing yet another statutory assessment regime on teachers already overburdened with data collection and target setting. 

Link the child-friendly self-assessment to programmes of study

A child-friendly assessment framework should be linked to their programme of study. The PSHE Association does provide linked assessment frameworks, but the child-friendly element could be improved. Coram has also produced an online programme of study and assessment. This is available by subscription[13] and with increased funding, more schools may be able to make use of it.

Additional materials from outside the statutory education field

In addition to the PSHE programmes of study, there are some interesting resources that schools could use to promote wellbeing as mentioned above along with resources from children's charities as well as those specialising in mental health. In addition, the book My Hidden Chimp,[15] by Professor Steve Peters, author of The Chimp Paradox are useful resources could be improved by the addition of a progress tracker, such as a structured journal, whereby children could build their confidence as they re-visit themes year on year, and see how far they have come. 

Making resources digital and more visual, for 21st-century children

A final comment on some of the resources, is that their content is very good, but the delivery could benefit from further financial investment. In this visual, digital age, children are less likely to learn from listening, from reading books and filling in worksheets. They are more likely to learn from watching video footage, which can be paused for response such as discussion, role play and drawing or writing.

Katy Trigg, BA, PGCE, MA
Education specialist, Researcher. Focus on strategies for improving children's emotional resilience, tracking school pupils' progress in this area.

Reference list

[1] Weale, S. (2019) Mental health of pupils is ‘as crisis point’, teachers warn. The Guardian, 17 April.

[2] Action for Happiness (©2011) Toolkit for schools.

[3] Brilliant Futures (n.d.) The big box of happiness.

[4] Weale, S. (2019) Mental health of pupils is ‘as crisis point’, teachers warn. The Guardian, 17 April.

[5] The NHS Long Term Plan – a summary

[6] https://www.coramlifeeducation.org.uk/life-bus-box

[7] Weale, S. (2019) Mental health of pupils is ‘as crisis point’, teachers warn. The Guardian, 17 April.

[8] https://happiful.com/government-plans-for-mental-health-support-and-education-in-schools-why-experts-are-concerned/

[9] DRAFT FOR CONSULTATION – January 2019  Reference no: 180039  - The education inspection framework - Framework for inspections carried out, respectively, under section 5 of the Education Act 2005 (as amended), section 109 of the Education and Skills Act 2008, the Education and Inspections Act 2006 and the Childcare Act 2006.

[10] Wise Up – Prioritising wellbeing in schools (Young Minds)

[11] Mental health in schools: Make it Count petition (The Mental Health Foundation)

[12] Relationships Education, Relationships and Sex Education (RSE) and Health Education  - Draft statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers February 2019

[13] https://www.coramlifeeducation.org.uk/scarf/

[14] Action for Happiness (©2011) Toolkit for schools.

[15] https://chimpmanagement.com/books-by-professor-steve-peters/my-hidden-chimp/