Experts have suggested that to effectively support children’s mental health, there is an urgent and significant need for additional resources and provision in schools.‘At my worst, I was bound to my bedroom': What it's like to have agoraphobia
Research carried about by the University of Manchester unveiled a ‘mental health crisis’ and found that schools were facing increased demand, with a decrease in resources and provision.
Prime minister Theresa May last year echoed these findings, admitting that it’s a huge problem and promising to do more to enable schools to appropriately deal with mental health.
With up to 75% of mental illnesses starting in childhood, it’s clear that early intervention is key and that effective mental health provision must be implemented in UK primary schools, as well as secondary schools.
However, with a lack of mental health training for teachers and ongoing funding cuts, it’s a difficult area to tackle.
Olivia Djouadi, a psychotherapist and counsellor based in London, said: ‘It’s important to teach children in primary schools about their emotional well-being.
‘I don’t think enough is being done, but teachers and schools are under lots of pressure.’
Ms Djouadi suggested that large class sizes and a lack of funding are key contributors to the problem.
Nonetheless, primary school teachers across the UK are fighting to promote positive mental health in their schools and classrooms.
Antonia Wilson works with some of the country’s youngest primary school children as an early years foundation stage leader.
‘We haven’t had any training and I wouldn’t know where to find resources in school to support this specifically,’ she said, explaining that she would be more likely to try and train herself online.
I asked Ms Wilson if her school had employed a whole school approach to mental health support and education.
‘It has been a topic of recent discussion in school,’ she said. ‘We’re having some training next term to so that staff are more able to confidently promote positive mental health.
‘As an early years teacher, I believe that positive mental health is promoted all of the time in my classroom through lots of discussion about how we are feeling and how others are feeling.
‘We make a point of always being available for the children to talk to.’
Katie Thompson, a primary school teacher from Hull, also shared her professional experience and opinions.
‘I do think more resources have been made available in recent years, which have been really helpful,’ she said.
‘However, there is a long way to go in being able to sufficiently support our young children with any mental health battles they might face.’
Ms Thompson described how her school has moved towards a whole school approach to tackle the issue.
‘We have an emotional wellbeing team in place, to support those who need it,’ she said. ‘This has worked really well.’
The service is inclusive and made available to all children, not just a select few.
‘Each child knows that they can go along to the happy room at any time, to air any worries or concerns – no matter how big or small they may be.
‘For those children who need more tailored support for their mental health, we have “check in champions”.
‘Those children choose a specific adult that they feel they have built a positive relationship with in the school, and they go to “check in” at regular points during the school day.’
Within her own classroom, Ms Thompson recognises the importance of promoting positive mental health, despite the obstacles she, and so many other teachers, are faced with.
‘Every morning, our class starts with a feelings circle. I’ve always been keen to show the children it is important to be understanding of how others might be feeling.
‘If it seems that any children are particularly worried or distressed, myself or another adult will take them aside and ensure that appropriate support is given.’
Ms Thompson’s commitment and efforts stretch beyond the classroom.
‘Another big push is to try and promote self-belief and self-confidence,’ she said.
‘I run a number of Change4Life sports clubs for children who might not consider themselves to be the sportiest.
‘It’s more of a place where they can come together, feel comfortable and make new friendships while also becoming more active.’
Evidence has proven that physical exercise has a positive impact on mental health, so the benefits that these kinds of extra-curricular activities could pose to children are vast.
Natalie Costa is the founder and creator of Power Thoughts, a coaching and mindfulness-based programme for children.
With a background in psychology and more than 12 years’ teaching experience, she now runs a range of workshops in schools that help children to explore their thoughts, emotions and behaviour.
‘During the programmes, the children begin to recognise when they are feeling stressed or anxious, and identify their triggers,’ she said.
The children explore coping strategies and practice mindfulness, which they are then able to apply both inside and outside of the school environment.
‘We also cover areas such as confidence, managing their “mental chatter” and recognising the unhelpful thoughts of worry or self-doubt.’
Ms Costa believes it’s essential to promote positive mental health from a young age.
‘We [need] to help children build resilience so they are better able to manage their emotions and respond to challenges and obstacles in a more resourceful way’ she said.
‘I think it’s also important to note that it’s not about simply teaching children to be “positive”.
‘All emotions are important and valid. Children often think that feeling angry or sad is a ‘bad’ feeling to have and this is not the case.
‘Rather, it’s about helping them become more aware of what they are feeling and learning positive tools to deal with it in a more resourceful manner.’
It needs to be acknowledged that amid the crisis, teachers across the country are trying their hardest to equip children with coping strategies and promote positive mental health.
But – there is still more to be done and the government must support our teachers and take action.