Whole School Approach

The percentage of primary school pupils with social, emotional and mental health needs is broadly similar across Cambridgeshire to the rest of England, although the rate is lower in Peterborough. At secondary level the percentage in both Cambridgeshire and Peterborough is lower.

Cambridgeshire and Peterborough are areas of considerable growth, based on national estimates it is thought that the number of young people aged 5-17 years with a diagnosable mental health problem will increase by approximately 1,062 before 2021. Increases are expected to be highest in Peterborough and Cambridge City, with 12% and 11% increases respectively by 2021. Peterborough is forecast to see the greatest rise in 5-10 year olds compared to 2016, with an increase of 10% by 2021. The biggest growth in 11-17 year olds is likely to be in Cambridge City (21% compared to 2016) whereas the number of 18-25 year olds is predicted to fall by 5% across Cambridgeshire and Peterborough.

It is predicted to change over next few years over the next few years:

Source – cambridgeshireinsight.org – CCC/PCC Public Health

Nationally

• Overall, in 2020 1 in 6 children (16%) age 5-16 have a probable mental disorder (this compares to 1 in 9 in 2017)
• There are 4 broad categories of mental disorders: emotional; behavioural; hyperactivity and other less common disorders
• Rates of behavioural and hyperactivity disorders are highest in 5-16-year olds and rates of emotional disorders are highest amongst 17-19-year olds
• There are gender and age differences in prevalence of mental disorders:
  • Among 2-4-year olds boy (6.8%) are more likely than girls (4.2%) to have a disorder
  • Among 5-10-year olds boys are twice as likely (12.2%) as girls (6.8%) to have a disorder
  • Among 11-16-year olds boys (14.3%) and girls (14.4%) are equally likely to have a disorder
  • Among 17-19-year olds girls (23.9%) are more than twice as likely as boys (10.3%) to have disorder
• 7% of 11- to 16-year-old girls and 3.6% boys reported self-harm or suicide attempts rising to 21.5% 17- to 19-year-old girls and 9.7% boys

Source: PHE December 2020

• Providing a comprehensive programme to help develop children’s social and emotional skills and wellbeing, taking a whole school approach and supporting mental health awareness and mindfulness have all been shown to be effective at school and community level. This programme should include regular opportunities to develop skills for recognising emotions, regulating emotions, building relationships which support positive mental health.
• Offering opportunities to practice positive mental health strategies through day-to-day classroom management and wider enrichment and pastoral opportunities.
• Schools/colleges play an important protective role in promoting good mental wellbeing for staff, who then serve as role models for children and young people.
• Raising awareness and skills for staff through training and certification processes.

Support for parents/carers through family liaison and other workers.

• A curriculum that integrates the development of social and emotional skills within all subject areas.
• Training and development to ensure teachers and practitioners have the knowledge, understanding and skills to deliver this curriculum effectively.
• Support to help parents or carers develop their parenting skills.
• Integrated activities to support the development of social and emotional skills and wellbeing and to prevent bullying and violence in all areas of school life.
• Ensure teachers and practitioners are trained to identify and assess the early signs of anxiety, emotional distress and behavioural problems among primary school children.

• Head teachers, governors and teachers should demonstrate a commitment to the social and emotional wellbeing of young people.
• Foster an ethos that promotes mutual respect, learning and successful relationships among young people and staff.
• Provide a safe environment which nurtures and encourages young people’s sense of self-worth and self-efficacy, reduces the threat of bullying and violence and promotes positive behaviours.
• Systematically measure and assess young people’s social and emotional wellbeing.
• Ensure young people have access to pastoral care and support, as well as specialist services, so that emotional, social and behavioural problems can be dealt with as soon as they occur.
• Provide a curriculum that promotes positive behaviours and successful relationships and helps reduce disruptive behaviour and bullying.
• Tailor social and emotional skills education to the developmental needs of young people.
• Reinforce curriculum learning on social and emotional skills and wellbeing by integrating relevant activities into all aspects of secondary education.

• That mental wellbeing is a normal part of daily life, in the same way as physical health.
• That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.
• How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.
• How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
• The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.
• Simple self-care techniques, including the impact of relaxation, time spent with friends and family and the benefits of hobbies and interests.
• Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
• That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.
• Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).
• it is common for people to experience mental ill health. For many people who do, the problems can resolve if the right support is made available and accessed, especially if they access support as early as possible.

Source: Relationships Education RSE and Health Education (DfE)  Relationships Education, Relationships and Sex Education and Health Education guidance (publishing.service.gov.uk)

• How to talk about their emotions accurately and sensitively, using appropriate vocabulary.
• That happiness is linked to being connected to others.
• How to recognise the early signs of mental wellbeing issues.
• Common types of mental ill health (e.g. anxiety and depression).
• How to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others’ mental health.
• The benefits of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness.

Source: Relationships Education RSE and Health Education (DfE)  Relationships Education, Relationships and Sex Education and Health Education guidance (publishing.service.gov.uk)