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. Watch the webinar in full.
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]
Webinar Panellists
- Nancy Hey, Executive Director, What Works for Wellbeing
- Chloe Lowry, University College London
- Stuart Lindars, Vice Principle, The Leigh Academy
- Professor Neil Humphrey, Associate Dean, University of Manchester
- Dr Minesh Patel, GP Partner at Moatfield Surgery
- Natalie Williams, Mental Health in Education Manager, Oldham Council
- Lucy Bailey, CEO & Founder, Bounce Forward
References
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).
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).
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).
[World Health Organization (2020). Adolescent mental health, retrieved 3rd June 2021 from https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
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).
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).
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
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).
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).
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).
