There is much that schools can do to support children and young people with mental health difficulties but good quality CPD is essential. Elizabeth Holmes outlines what schools can do.
With the great need for subject-specific CPD, it’s little surprise that training in care for the mental health and wellbeing of the children and young people we teach takes a relatively low priority. Yet it’s quite clear that each teacher shares responsibility for pastoral care, and being equipped to offer timely support can benefit children tremendously.
In contrast with some of the current narratives on behaviour and behaviour management, and the belief that children misbehave because they choose to or because they can, many of those working in mental health support services for children and young people see a direct link between mental distress and changes in behaviour. Children may ‘act out’ their feelings or externalise their distress. There can be noticeable differences between the ways in which boys and girls respond to mental health difficulties too. Without adequate training in support for children and young people, challenges in the classroom can be distressing for teachers and pupils alike. While mental health services for children and young people as well as adults are, as ever, struggling in an underfunded environment, it does seem that mental health has become a political issue. Ignoring the distress of young people has certain long-term costs associated and spotting needs and offering timely, appropriate support is essential.
With approximately 10% of children aged 5-16 with a recognised mental health disorder, just about every teacher will encounter pupils in need of additional support. Without CPD, that support may be patchy at best and the needs of children in school may go unmet.
If we are to avoid missing important signs that a child is struggling with mental distress, all teachers need to engage with CPD on mental health and wellbeing. When we know that half of all diagnosable mental health conditions will have started before the age of 14 and 75% by the age of 21, our role as teachers in schools in identifying and responding to children in need is vital.