Views & Opinion Why do we need Mental Health Leads? Comment by Dr ASHA PATEL, CEO of education not-for-profit Innovating Minds
Despite the focus on mental health, believe it or not, the role of Mental Health Lead is still not mandatory. Last year we had The
Green Paper Transforming children and young people's mental health provision and the associated tender to train Mental Health Leads in schools. The tender was not awarded and the DfE has not yet announced what will happen in its place. Despite the lack of
action from the department, it is heartening to see that so many schools are developing a whole school approach to mental health, appointing staff and identifying training they can access. Some schools have a mental health policy, others incorporate it into a
general health and wellbeing policy instead and sometimes it sits alongside safeguarding, behaviour or inclusion policies. Some schools integrate the role of mental health into the work of the SENCO or as part of a wider pastoral role. But this is not always effective. Since lockdown there has been a flood of new mental health cases right across the country. For the foreseeable future it is not a job to be undertaken alongside other management responsibilities.
What the role involves Schools have found that having designated Mental Health Leads, rather than staff who focus on mental wellbeing on top of other pastoral responsibilities, lets schools provide more timely support for pupils and a first point of contact for concerned parents and outside agencies. It also moves mental health to a different place on the agenda – away from crisis management to being a key factor in the welfare of pupils and part of the day to day work of the school. This is good for reducing the stigma and is the first step to creating an open and supportive environment where people feel comfortable talking about mental health.
Responsibilities vary from school to school but are likely to include:
• Leading on the strategy to integrating mental health within the school systems and processes • Recording concerns about pupils’ attendance and behaviour • Advising parents about any concerns about children’s mental health • Referring pupils to internal and external services (i.e. school nurse, counsellor, CAMHS) • Supporting staff well-being • Helping children understand their mental ill health so they can find ways to engage in home and school life. • Coordinating ongoing reports on the child's progress • Being a conduit for training, information and support
One school featured in the DfE's case studies in Supporting Mental
Health in Schools and Colleges* said: “It's almost like a triage, in a way. What do we need to hand on? What can we deal with in-house? What
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skill set have we got? At some point we've got to say that is the top of our skill set and we can't do any more than that. This has to go to the GP; this has to go to CAMHS.”
How different sectors respond Research in 2017** indicated that there is a difference in the approaches favoured by primary and secondary schools. Primary schools often are local, fairly small and part of the community. Often pupils have just one or two teachers so they form strong bonds and are not meeting changing expectations throughout the day. Children have opportunities for art, music, physical activity, imaginative play and perhaps Forest School. In this secure atmosphere it is easier to develop the whole child and not just focus on the academic side. Secondary is more complex, not least because children are transitioning
to adulthood. Secondary students can have more complicated lives, engage with a wider circle of people outside their family and may be experimenting with alcohol and drugs. Schools and FE colleges were shown in the research to be especially
strong on raising awareness and reducing stigma. This often encompasses identifying and assessing needs; providing low level support for issues such as exam stress and bullying that impact directly on the mental health of children as well as acting as a referral point on a range of issues such as self-harming, addiction and pregnancy. One of the main considerations is the size and organisation of colleges
and secondary schools. “While mainstream secondary schools and FE colleges attempted to be preventative, they often ended up being more reactive in their approach. This was due to the limited time they spent with individual students and the fewer opportunities they had to build a close relationship with them compared with primary schools.” At Whitcliffe Mount School in Cleckheaton, West Yorkshire, they have
a life coach and counsellors plus a school nurse and the role of Mental Health Lead is split between two Wellbeing and Support Leads. One focuses on strategy and works with the Senior Leadership Team, school governors and outside agencies with an emphasis on safeguarding; identifying pupils who may benefit from interventions; and the support on offer more generally. The other focuses on the needs of individuals providing support during school hours, helping pupils to develop their emotional literacy and coping strategies. If you are looking to develop a whole school approach to mental health
or improve your provision, more help can be found at
https://www.myedupod.com/mental-health-accreditation-scheme- for-schools
*Supporting mental health in schools and colleges Pen portraits of provision May 2018 Lydia Marshall and Neil Smith National Centre for Social Research
https://assets.publishing.service.gov.uk/government/uploads/system/uploa ds/attachment_data/file/634728/Supporting_Mental- health_Case_study_report.pdf **Supporting Mental Health in Schools and Colleges Qualitative case studies Final report - August 2017 Clarissa White, Jo Lea, Jen Gibb and Cathy Street – NCB Research and Policy Team
https://assets.publishing.service.gov.uk/government/uploads/system/upl
oads/attachment_data/file/705083/Supporting_Mental- Health_pen_portraits.pdf
December 2020
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