| |Healthy brains | | |Promoting psychological health and well-being in schools | | |
The part of universities in offering for learners with mental health difficulties7 Whole-school methods to promoting great mental health10
Recognising and providing for seperate needs17
Working in partnership to agencies17
Associations with parents24
Provision through professional referral31
Even more information35
This kind of report investigates the vital role performed by universities in promoting the emotional health and wellness of their learners. It analyses practice based on evidence obtained from appointments by Her Majesty's Inspectors (HMI) to 72 schools and information on the effects of the direction provided to schools four years ago by the Department of Education and Skills (DfES) and the Countrywide Healthy Colleges Standards (NHSS), agreed it happened in 1999., The two clarify the value of good supply to ensure that universities meet the needs of students with mental health problems.
Schools' lack of knowledge of the DfES guidance results from a missed opportunity to improve the quality of provision for students with mental health issues. The large volume of schools went to for this survey who were no longer working towards appointment the NHSS is of significant concern. Only just over half of them were aware that such standards been around. Of these, simply a very tiny minority of schools were working towards or acquired met the criteria for rendering for pupils' emotional health and well-being. One barrier was your low level of awareness of the importance of the issue.
It is unsurprising, therefore , that training for personnel on mental health difficulties was discovered to be needed in three quarters of the schools. Most teaching tended to pay attention to strategies for handling pupils' behaviour rather than in promoting positive approaches to human relationships and managing conflicts.
In spite of such too little of awareness in schools of mental health issues, there was wise practice in one third of the universities in the survey, including: вЂў an cast which respected and respected individuals
вЂў a serious approach to bullying and pupils' difficulties with relationships, and swift resolution of problems вЂў very good arrangements for listening carefully to pupils' views вЂў the involvement of parents in identifying problems and making provision for their children.
Good joint working between health companies, social companies and educational institutions was at the heart of effective organizing and supply for individual students. Although multi-agency working was becoming better established within just local education authorities, it was unsatisfactory within a quarter in the schools. Schools, parents and pupils weren't always aware about how they might gain access to solutions. The best arrangements included standard meetings joined by a array of professionals, wherever work was coordinated, recommendations made and difficulties followedup.
Health services, social companies and educational institutions used different terms to explain mental well being difficulties. The possible lack of a common language added to difficulties in recognising and conference pupils' demands. Schools identified about one in twenty pupils with mental health problems, although the Department of Health implies a figure nearer one out of ten.
Plans for learners to refer themselves for support and help had been popular with them, as well as successful. This was especially so where a pupil was struggling...
Links: Promoting kids mental health within early years and university settings, (DfEE 0121/2001), DfEE, 2001.
SEN and impairment: towards specially schools (HMI 2276), Ofsted, 2004.
Managing challenging behaviour (HMI 2363), Ofsted, june 2006.