Bounce Forward hosted a webinar on the 20th October 2021 that focused on the intersection between health education and short and long term life outcomes.
Concerns about the mental wellbeing of children and young people continue to rise. 26% of 16-25 year olds surveyed in the UK felt they were “unable to cope with life” since the start of the pandemic. Fifty percent said their mental health worsened since the start of the pandemic and over 50% said they always or often felt anxious.[1] The Mental Health of Children and Young People (MHCYP) survey found that in 2020 one in six children aged 5-16 had a probable mental health disorder, up from one in nine in 2017.[2] The data collected in 2017 on the support children with a disorder received over the previous year shows that only a quarter of children had contact with a mental health specialist, and one quarter had no support at all – not even informally from family and friends.[3] The consequences of not addressing adolescent mental health conditions extend to adulthood, limiting opportunities to lead fulfilling, healthy lives as adults.[4]
Schools and teachers are well positioned to provide health promotion and primary prevention services for children and young people. In a longitudinal study of 36,000 children, feeling connected to their school was found to be the strongest protective factor for decreasing substance use, violence, early sexual initiation and risk of injury, and was second only to feeling connected to their family in protecting against emotional distress, disordered eating, and suicide.[5] Teachers act as primary care professionals: they are the most contacted professional service regarding mental health issues in 5-19-year olds.[6] Research shows that teachers are concerned about the mental health of their students and want training to support their wellbeing.[7]
Furthermore, there is strong evidence that health education lessons taught in schools equip children with skills that lead to long term health and wellbeing benefits into adulthood.[8] [9] Indeed, a recent literature review found that universal school health education can improve physical health, mental health, sexual health, fitness, diet, pro-social behaviour, and reduce smoking, while improving academic attainment.[10]
Nancy Hey is a global leader in the field of wellbeing. In 2014 she set up the What Works Centre for Wellbeing, the UK’s national body for wellbeing evidence and practice aiming to understand what governments, business, communities and people can do to improve wellbeing. The Centre is the first of its kind in the world and is working with the OECD, over 18 universities across the UK and in partnership with HM Government, Business and Civil Society.
She holds a wide range of advisory roles past and present and prior to setting up the Centre, she worked in the UK Civil Service as a policy professional and coach, delivering cross Government policies including on Constitutional Reform. She has worked with the UK’s top Civil Servants to introduce wellbeing into public policy and to establish the professional policy community in the UK. She has degrees in Law and in Coaching & Development, and is a passionate advocate for learning.
She has two young daughters and a devotion to Southampton FC.
Chloe Lowry is a former teacher and the lead author of the upcoming Journal of the Royal Society of Medicine series exploring the nexus between health and education, which brings together stakeholders from both sectors to promote a healthier education system. As a secondary school teacher, she taught PSHE education and delivered a mental health and wellbeing project to improve students’ access to mental health resources. Having previously undertaken a BA in Philosophy and Theology at Oxford University, she is currently studying for an MSc in Child Development at UCL.
Stuart has over 20 years experience in education. He currently leads on strategic development of his college of 380 students, ensuring they succeed in an academic and pastoral capacity. He is responsible for developing the curriculum, mentoring and coaching of NQTs, and line management of a variety of key teaching and support staff.
Stuart is passionate about young people, and has deep experience of teaching and learning of social and emotional skills. In 2013 he joined a small group who pioneered the Healthy Minds programme and is one of the most qualified teaching professionals in the country – having completed 19 days of professional development over five years. He is committed to driving a change in education and has contributed to think tanks led by the Department of Education, the London School of Economics, the Education Endowment Foundation and Public Health England.
Outside of his professional role he has three daughters and enjoys travelling and sport. He has personally goals including the Three Peaks Challenge and running a marathon.
Neil Humphrey is the Sarah Fielden Chair of Psychology of Education at the Manchester Institute of Education, University of Manchester, UK. His research interests include children’s mental health, social and emotional learning, and special educational needs. Neil is currently the academic lead for #BeeWell, a new programme that combines academic expertise with youth-led change to make the wellbeing of young people everybody’s business. When he is not working at the University, Neil moonlights as an unpaid taxi driver for his three daughters.
Prof. Neil Humphrey
Sarah Fielden Chair: Psychology of Education
Associate Dean: Research (Faculty of Humanities)
University of Manchester
Minesh qualified in 1991 in London and entered general practice in 1996. He is the senior GP Partner at Moatfield Surgery in East Grinstead. Until September this year he chaired the National Association of Primary Care whose mission is to improve population health by supporting health and care systems to develop effective approaches to this end. He previously chaired Horsham and Mid-Sussex CCG for 6 years and led the strategic service development of Stroke Services in Sussex and chaired the Sussex Sustainability Transformation Partnership (STP) Clinical Board. Minesh led the development of the Healthy East Grinstead Partnership Primary Care Home which was one of the first fifteen Primary Care Networks in England.
NAPC https://napc.co.uk
Natalie qualified from Manchester Metropolitan University and has over 16 years teaching experience at secondary level and Director of Sport for 8 years. Natalie left her teaching role to join Oldham Council. She is passionate about enabling children and young people through education. She has led many projects based around embedding a whole school and college approach to emotional health and mental wellbeing. Natalie has been instrumental in raising standards and improving outcomes for children and young people through the Oldham Opportunity Area initiative. Her work has delivered significant changes to the way schools consider wellbeing as part of school planning and improvement and the professional development of teacher. The work is highlighted in national and regional reports that is helping to shape and inform activity across the country.
Lucy Bailey is Chief Executive Officer and Founder of Bounce Forward. She is proud of her beginnings as a youth worker and her 17 years of experience of working in, developing, reforming and managing children’s services. Over the last twelve years Lucy has focused on education and has been instrumental in embedding resilience curricular in schools and services across the UK. Her passion is to drive a movement to influence UK policy around education to form a positive system of change. Lucy directed the Healthy Minds research project, has an MSc in Practice Based Research, a BSc in Social Policy and Criminology, and a Post-Graduate Certificate in Education.
Outside of her professional role Lucy loves nothing better than spending time with her family and friends. She is dedicated follower of Chelsea FC, a passion that started long before the glory years!
[1] Prince’s Trust. The Prince’s Trust Tesco Youth Index 2021, https://www.princes-trust.org.uk/about-the-trust/news-views/tesco-youth-index-2021 (2021, accessed 05 May 2021).
[2] Vizard T, Sadler K, Ford T, et al. Mental Health of Children and Young People in England, 2020,https://files.digital.nhs.uk/AF/AECD6B/mhcyp_2020_rep_v2.pdf (2020, accessed 12 April 2021).
[3] Mandalia D, Ford T, Hill S, et al. Mental Health of Children and Young People in England, 2017: Professional services, informal support, and education,https://files.digital.nhs.uk/8E/AAB376/MHCYP%202017%20Service%20Use.pdf (2018, accessed 12 April 2021).
[4] World Health Organization (2020). Adolescent mental health, retrieved 3rd June 2021 from https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
[5] Center for Disease Control and Prevention. School Connectedness: Strategies for Increasing Protective Factors Among Youth,https://www.cdc.gov/healthyyouth/protective/pdf/connectedness.pdf (2009, accessed 22 April 2021).
[6] Mandalia D, Ford T, Hill S, et al. Mental Health of Children and Young People in England, 2017: Professional services, informal support, and education,https://files.digital.nhs.uk/8E/AAB376/MHCYP%202017%20Service%20Use.pdf (2018, accessed 12 April 2021).
[7] The Chartered College of Teaching (2021) Education in times of Crisis: Effective approaches to distance learning, https://blendedlearning.org.uk/resources/education-in-times-of-crisis-effective-approaches-to-distance-learning-lisa-maria-muller-and-gemma-goldenberg-chartered-college-of-teaching/ accessed 25th August 2021
[8] van Poortvliet M, Clarke A and Gross J. Improving Social and Emotional Learning in Primary Schools Guidance Report, https://educationendowmentfoundation.org.uk/public/files/Publications/SEL/EEF_Social_and_Emotional_Learning.pdf (2019, accessed 15th June 2021).
[9] Goodman A, Joshi H, Nasim B, et al. Social and emotional skills in childhood and their long-term effects on adult life, https://www.eif.org.uk/report/social-and-emotional-skills-in-childhood-and-their-long-term-effects-on-adult-life (2015, accessed 15th June 2021).
[10] Barnard A, Carey A, Regan A, et al. Literature Review Evaluating the Impact of PSHE on Students’ Health, Wellbeing and Academic Attainment: A report for the PSHE Association, https://www.pshe-association.org.uk/system/files/Pro%20Bono%20Economics%20PSHE%20evidence%20review%20FINAL.PDF(2017, accessed 12 April 2021).
Bounce Forward continues on its mission to see resilience and healthy minds taught professionally as part of core education.
Healthy Minds
Healthy Minds delivers a five year scheme of sixty-four lessons covering emotional resilience, mental health, social media, mindfulness, career hope and human connection. The scheme is designed in a way that means schools can adapt it in a way that suits them best.
Click here for more information
Raise Resilience
The way parents build resilience matters too. Raise Resilience is designed as six 1-hour sessions for parents to explore and build resilience. Parents receive valuable learning materials for their children that will help and support children to deal with life beyond the pandemic.
We would love to know what you think.
Please get in touch through social media
Twitter: @bounceforward
or use the contact form
This privacy and cookie policy (“Policy”) describes how Bounce Forward (“Charity,” “we,” and “our”) collects, uses and shares personal data when using this website www.bounceforward.com (the “Site”). Please read the following information carefully to understand our views and practices regarding your personal data and how we will treat it. 1) Particularly Important Information Who we are: For the purpose of applicable data protection legislation, the data controller of your personal data is Bounce Forward, charity number 1170591. Registered address Summit House, 170 Finchley Road, London, NW3 6BP. Our data protection officer is Lucy Bailey. In simple terms, this means that we: (i) “control” your personal data, including making sure that it is kept secure; and (ii) make certain decisions on how to use and protect your personal data, but only to the extent that we have informed you about the use or are otherwise permitted by law. Must Read Sections: We draw your attention in particular to the sections entitled “International Data Transfer” and “Your Rights.” Changes to this Policy: We keep this Policy under regular review and will post any modifications or changes to the Policy on our Site. This Policy was last updated on 18 May 2018. If we make any change(s) to the Policy, we will post a notice on our Site prior to such changes(s) taking effect. 2) Purposes of Processing What is Personal Data? We collect information about you in a range of forms, including personal data. As used in this Policy, “personal data” is as defined in Regulation (EU) 2017/679 (the General Data Protection Regulation) and any successor legislation, this includes any information which, either alone or in combination with other information we hold about you, identifies you as an individual, including, for example, your name, postal address, email address, date of birth, passport details, employment information and telephone number. Why do we need your Personal Data? We will only process your personal data in accordance with applicable data protection and privacy laws. We need certain personal data in order to provide you with access to the Site. We will also use the personal information you provide us with for the following purposes, and pursuant to the corresponding legal bases: Purpose: To enter into, and perform, contracts with you that you have requested. Legal Basis: Contractual necessity Purpose: To enter into, and perform, training and support that you have requested. Legal Basis: Legitimate interest Purpose: To improve our Site and the products and services that we offer and notify you about changes to our services. Legal Basis: Legitimate interest Purpose: To respond to requests for information submitted by you through our Site. Legal Basis: Legitimate interest Purpose: To keep a record of your relationship with us. Legal Basis: Legitimate interest Please note that we may process your personal data for more than one lawful basis depending on the specific purpose for which we are using your data. Additionally, we will use your personal information to keep you informed of our products and services based on our legitimate interest where we have an existing relationship with you and we wish to contact you about products and services similar to those which we provide you, in which you may be interested. No automated decision making, including profiling, is used when processing your personal information. For the purposes of this section: “Legitimate interest” means the interest of our business in conducting and managing our business to enable us to give you the best service/product and the best and most secure experience. We make sure we consider and balance any potential impact on you (both positive and negative) and your rights before we process your personal data for our legitimate interests. We do not use your personal data for activities where our interests are overridden by the impact on you (unless we have your consent or are otherwise required or permitted to by law). “Contractual necessity” means processing your personal data where it is necessary for the performance of a contract to which you are a party or to take steps at your request before entering into such a contract. If you created a profile/registered with us, you will have been asked to tick to agree to provide this information in order to access our services and view our content. This consent provides us with the legal basis we require under applicable law to process your data. You maintain the right to withdraw such consent at any time. If you do not agree to our use of your personal data in line with this Policy, please do not use our Site. It is important that the personal data we hold about you is accurate and up-to-date. Please keep us informed if your personal data changes during your relationship with us. 3) Collecting Your Personal Data We collect information about you in the following ways: Information You Give Us This can include:
Booking Terms and Conditions Bounce Forward is a registered charity that works across and beyond the UK providing a range of training courses and personal development opportunities. Booking Detailed information about all our courses, development opportunities and services can be found within this website or you can contact us to ask any questions you may have at [email protected]. Please read all the relevant information prior to submitting a booking. All bookings are made via our website. We store personal information in line with our privacy policy. Confirmed Booking – The Booking Contract You will receive an email Booking Confirmation with details of your booking. This signifies that the booking is confirmed upon the basis that you fully understand the course detail and agree to pay all the charges set out. If there are any changes to or cancellations of The Booking Contract by you, then cancellation charges will apply. Bounce Forward reserves the right to refuse a booking. Individuals must attend and complete all parts of the agreed course to be eligible for a completion certificate. Paying For Your Booking Our terms are immediate payment on-line or on receipt of an invoice. Invoices are sent once the booking is confirmed and payment is required prior to the commencement of the course and prior to electronic delivery of materials. We are unable to accept cheques as payment. Cancellation and Changes To A Booking All notification of cancellations for bookings must be communicated in writing to [email protected]. You will hear back by email within 2 days of receipt of any email. If you have not received an email from us please call 0330 133 0776 immediately. Cancellation charges apply as follows;