FEATURE: MENTAL HEALTH & WELLBEING


prescribing allows practitioners to refer students to a range of local, non-clinical services. Adopting this model acknowledges how


students’ health and wellbeing is affected by a range of social, economic and environmental factors. Through this model, students can engage in a range of activities that are predominantly voluntary and community-led, such as arts and crafts, cookery, gardening and sports. According to the Mental Health Foundation


Learning for Life report 2011, community-based adult learning programmes can help people manage mild and moderate mental health problems in a non-stigmatising way. Therefore, social prescribing allows students to take control of their own health by exploring these enrichment and physical activities.


Providing preventative approaches Alongside social prescribing, it is also important that we provide preventative approaches to mental health within education. The Future in Mind (2015) publication states that over half of all mental ill health starts before the age of 14 years, and 75% has developed by the age of eighteen. The life chances of those individuals are significantly reduced in terms of physical health, education and work prospects, chances of committing a crime and length of life. These worrying statistics stress the need for prevention and early intervention - we must prevent poor mental health and identify problems early, through providing students with skills in self- awareness, self-care and building resilience to reduce the escalations and long-term impact. Providing students with the opportunity for


self-reflection and giving them the control to manage their own mental health and wellbeing will ignite the flame towards a shift in the education wellbeing culture. Mental health fitness apps, such as Fika, provide a preventative space for self-awareness and skills, allowing students to manage stress, build confidence and improve motivation.


Additionally, having Mental Health Support


teams embedded within education settings to provide early intervention on mental health, emotional and wellbeing issues and support with the whole-college approach will be significant to preventing mental health difficulties escalating. Fostering a whole-college approach will begin


to change the mental health narrative. The framework is based on eight key principles for emotional, mental health and wellbeing as recognised by Public Health England. These are leadership and management, ethos and environment, curriculum, teaching and learning, student voice, staff development, auditing and monitoring, working with parents and carers and targeted support. Addressing leadership and management is key.


It’s essential for senior leaders and managers to put student wellbeing at the top of their agenda; implementing strategies and policies, which can feed down to staff members and the student body.


Offering a sense of belonging We then need to look at the ethos and environment throughout the institution; are we creating an environment which offers a sense of belonging? Outlined in Mazlow’s Hierarchy of Needs, belongingness is a key psychological need which allows students to gain confidence, improve motivation and grow as individuals. Providing an inclusive, collaborative and supportive setting which challenges stigmas associated with mental health will help students to feel comfortable to discuss their thoughts more openly. In relation to the curriculum, teaching and


learning principle, the Anna Freud Centre surveyed 3,298 young people aged 11 to 19 about factors relating to their mental health and wellbeing. The results showed that 93% of young people want mental health to be brought into the classroom and for conversations about mental health to be normalised. This stresses the


importance of curriculum, teaching and learning as part of the whole-college approach; we must prioritise the open discussion of mental health during classes and one-to-ones, and incorporate personal health information during tutorials. Bringing student voices to the forefront of the


wellbeing agenda will help in transforming the current narrative. Introducing student wellbeing champions within the student community will make way for a formalised approach to peer support. As many students are more likely to feel


comfortable speaking with peers their own age, we need to look at building the infrastructure within further education to support student wellbeing champions. This would include formal training such as safeguarding and mental health first aid, a structured programme and job descriptions. This approach would not only give students a genuine voice in decision making, but will also start breaking down the stigma and barriers to engaging in mental health support.


Towards a whole-college framework When considering a whole-college framework, it’s paramount to consider the approach to staff. In order to support staff in identifying signs of anxiety, depression, low mood and stress amongst students, there needs to be robust mental health training in place. If we can focus on understanding behaviours, such as low attendance and poor behaviour, and use restorative approaches, staff can begin to build a bridge of trust and respect with their students. If this is done effectively, staff can begin to confidently understand the root cause of students’ mental health challenges and address it accordingly. In addition, the internal referral processes must


be made clear to staff and wider departments, ensuring that they have the appropriate information to support students if needed. For example, equipping staff with the knowledge of local support services and clear pathways to accident and emergency. Parents and carers are an additional key factor


in the collaborative approach. As they are protective factors for students’ wellbeing, it is important to engage at some level by organising parent groups or sending out regular communications which signpost support services and help spot signs of mental ill health. Additionally, feedback from parents and carers can enable continuous monitoring and reshaping of the support provision in line with student needs. The whole-college approach goes beyond


learning and teaching in the classroom, as it promotes the social, emotional and physical wellbeing of students; allowing colleges to work at their own pace and shape it according to their settings and priorities. By working together with the whole community, including staff, parents and carers and pupils, we can ensure that young people have the support they need, also resulting in improved attendance and attainment. If we are truly committed to changing the


mental health and wellbeing narrative within further education, we must begin to adjust the current landscape and culture. This means breaking down barriers to stigmas, welcoming a holistic person-centred approach and embedding the whole-college framework within our settings.


September 2021 www.education-today.co.uk 31


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52