Mental Health and Wellbeing Governor Lead Role...Belita Scott, HMI and Dr Ivana Vidakovic , November 2018 @SchoolMHealth @SchoolMHAward @LizDawsonCoach •Sick leave resulting from

@SchoolMHealth @SchoolMHAward @LizDawsonCoach

Mental Health and Wellbeing Governor Lead Role

Liz Dawson

Centre of Excellence for Mental Health in Schools

16 May 2019

Northern Governance Conference


Whole School Approach

•Leadership including governance

•Strategies to support pupil mental health•Working with parents•Working with other agencies

•Strategies to support staff mental health


Accredited Mental Health and Wellbeing Lead Governor

E-Module


Wellbeing Governor role

• Demonstrates governing body’s commitment to supporting mental health and wellbeing of pupils and staff

• Emphasises importance of • robust mental health provision• equality of opportunity• building resilience• support strategies and tools


Governor E-Module

• A description of role and responsibilities• Recommended questions for in-school visits• Up to date information on school policy• Detailed diagnostic tool• Multiple choice assessment leading to accreditation• Certificate/E-certificate confirming status


Governor Diagnostic tool- mini version


Leadership and Strategy• Ensure that the school strategic plan includes objectives linked to improving,

supporting and responding to the mental health of staff and pupils• Ensure the school has appropriate policies in place that support and

promote the wellbeing of staff and pupils, making sure they are accessible to, and understood by, all members of staff and pupils.

• Leaders, including governors, monitor the mental health and wellbeing of pupils and staff though a wide range of reporting mechanisms

Organisational structure and culture – staff• Strategically influence and embed a culture where staff feel safe, are

supported to be their best and to perform at their best• Monitor the provision and success of systems that encourage staff to share

concerns which affect their mental health; for example, counselling services and occupational health referrals.

• Monitor trends in feedback from staff and review actions taken to address concerns or issues that have been raised


Organisational structure and culture – pupils• Liaise with the senior lead for MH to monitor curriculum design to meet the

needs of all pupils and is specific to their social and emotional needs, as well as their developmental age

• Monitor the strategies in place to support the MH needs of pupils with SEND, disadvantages and vulnerable pupils

• Be familiar with the pathways and provisions in place for pupils to discuss MH concerns, seek support and create support strategies

Support for staff• Use evidence from monitoring visits to assure governors that key

responsibilities are being met • Ensure that the governing board contributes to recognising and celebrating

staff successes• Ensure that resources are available that enable the provision of coaching and

counselling for staff members, when needed


Professional development and learning• Ensure that there are sufficient staff trained in MH 1st aid appropriate to the

number of pupils and adults in the school• Ensure that adults receive training to equip them with a broad

understanding of mental health needs appropriate to the age of the pupils and for adults

• Ensure all Governors develop their understanding of mental health linked to the role of the Governing Body and that the lead governor had extensive training

Support for pupils• Be familiar with how pupils with mental health needs are identified and how

resources are allocated to support them, including the use of pupil premium funding where appropriate

• Monitor how resources are deployed, ensuring appropriate, proportionate allocation for mental health support, and the impact of these resources

• Liaise with the senior lead for MH to identify MH needs amongst excluded pupils that may be linked to behaviour. Explore the support provided to them to avoid repeated exclusions and the risk of permanent exclusion.


Working with parents and carers• Monitor the school communication plan to ensure that communication with

parents and carers is effective and improving• Liaise with the senior lead for MH to monitor information provided to parents to

help them understand how mental health can impact on learning and behaviour, the impact their own behaviour can have on their child, and how to support and stimulate learning at home

• Engage with parents and carers to seek views on mental health support within school, concerns about their child and their involvement in the support their children.

Working with external services• Ensure the governing board receives information about how school leaders are

contributing to and shaping local children’s mental health policy and services• Liaise with the senior lead for MH to maintain an awareness of how the school

identifies and develops relationships with local services and agencies to support mental health provision for both staff and pupils

• Monitor the school’s quality assurance processes for external mental health provision and ensure this is reported to and evaluated by the governing board.


Leadership and Strategy• Ensure that the school strategic plan includes objectives linked to improving,

supporting and responding to the mental health of staff and pupils• Ensure the school has appropriate policies in place that support and

promote the wellbeing of staff and pupils, making sure they are accessible to, and understood by, all members of staff and pupils.

• Leaders, including governors, monitor the mental health and wellbeing of pupils and staff though a wide range of reporting mechanisms

Organisational structure and culture – staff• Strategically influence and embed a culture where staff feel safe, are

supported to be their best and to perform at their best• Monitor the provision and success of systems that encourage staff to share

concerns which affect their mental health; for example, counselling services and occupational health referrals.

• Monitor trends in feedback from staff and review actions taken to address concerns or issues that have been raised


Organisational structure and culture – pupils• Liaise with the senior lead for MH to monitor curriculum design to meet the

needs of all pupils and is specific to their social and emotional needs, as well as their developmental age

• Monitor the strategies in place to support the MH needs of pupils with SEND, disadvantages and vulnerable pupils

• Be familiar with the pathways and provisions in place for pupils to discuss MH concerns, seek support and create support strategies

Support for staff• Use evidence from monitoring visits to assure governors that key

responsibilities are being met • Ensure that the governing board contributes to recognising and celebrating

staff successes• Ensure that resources are available that enable the provision of coaching and

counselling for staff members, when needed


Professional development and learning• Ensure that there are sufficient staff trained in MH 1st aid appropriate to the

number of pupils and adults in the school• Ensure that adults receive training to equip them with a broad

understanding of mental health needs appropriate to the age of the pupils and for adults

• Ensure all Governors develop their understanding of mental health linked to the role of the Governing Body and that the lead governor had extensive training

Support for pupils• Be familiar with how pupils with mental health needs are identified and how

resources are allocated to support them, including the use of pupil premium funding where appropriate

• Monitor how resources are deployed, ensuring appropriate, proportionate allocation for mental health support, and the impact of these resources

• Liaise with the senior lead for MH to identify MH needs amongst excluded pupils that may be linked to behaviour. Explore the support provided to them to avoid repeated exclusions and the risk of permanent exclusion.


Working with parents and carers• Monitor the school communication plan to ensure that communication with

parents and carers is effective and improving• Liaise with the senior lead for MH to monitor information provided to parents to

help them understand how mental health can impact on learning and behaviour, the impact their own behaviour can have on their child, and how to support and stimulate learning at home

• Engage with parents and carers to seek views on mental health support within school, concerns about their child and their involvement in the support their children.

Working with external services• Ensure the governing board receives information about how school leaders are

contributing to and shaping local children’s mental health policy and services• Liaise with the senior lead for MH to maintain an awareness of how the school

identifies and develops relationships with local services and agencies to support mental health provision for both staff and pupils

• Monitor the school’s quality assurance processes for external mental health provision and ensure this is reported to and evaluated by the governing board.


Mental Health of CYP Nov 2018

• 12.8% 5 to 19 year olds had at least one mental disorder

• Rates of mental disorders increased with age. • 5.5% • of 2 to 4 year olds • 16.9% of 17 to 19 year olds.


Data for 5 to 15 year olds (the age-group covered on all surveys in this series)

• Slight increase over time in the prevalence of mental disorder

• 9.7% in 1999 • 10.1% in 2004• 11.2% in 2017

• Emotional disorders have become more common• 4.3% in 1999 • 3.9% in 2004 • 5.8% in 2017.

• All other types of disorder, such as behavioural, hyperactivity and other less common disorders, have remained similar in prevalence for this age group since 1999


The Good Childhood Report 2018 Children’s Society

• 22% of girls and 9% of boys had self-harmed• Children who were attracted to children of the

same gender or both genders were much more likely to self-harm • 46% of these children had self-harmed

• Children from lower-income households had a higher than average risk of self-harming


What are the current strengths of your governing

body in supporting the mental health and wellbeing

of your pupils?


What are your concerns about the governance of

mental health and wellbeing of your pupils?


What actions could you take?

•Leadership including governance•Strategies to support pupil mental health•Working with parents•Working with other agencies


Latest Picture - Adults


Health & Safety Executive Labour Force SurveyLatest stats Nov 2018

http://www.hse.gov.uk/statistics/lfs/index.htm


Work-related Stress, Depression or Anxiety Statistics in Great Britain 2018 - HSE October 2018

Teachers – Three year average

• 3,020 cases of work-related stress per 100,000 workers

• Up from 2,460 last year’s three year average i.e. 23% increase

• More than twice the average rate across all industries


Teacher Wellbeing and Workload Survey; Interim findings

Wellbeing at work • 28% low, 26% medium, 35% high, 11% very high

Low wellbeing • 31% teachers, 25% teaching assistants, 18% senior

leaders

Belita Scott, HMI and Dr Ivana Vidakovic, November 2018


• Sick leave resulting from current job (excl. accidents)• 25% of all respondents have been absent from

work due to health problems caused or made worse by work

• Negative impact of job on…… mental health 76% teachers…physical health 60% teachers


Top Three Negative Impacts on Staff Wellbeing

• Behaviour• pupils’ challenging behaviour• inconsistent behaviour management by

colleagues• Workload • Marking


“We have not encountered any examples of schools where the actions arising after a half-termly deposit of attainment data justify the time investment required by teachers to facilitate six data collection points a year”

PresenterPresentation NotesSlide not in the pack


“Unless attainment information can be collected with no marking or data inputting time outside teachers’ lesson times, we see no reason why a school should have more than two or three attainment data collection points a year, which should be used to inform clear actions.

Evidence suggests that increasing assessment frequency is not inherently likely to improve outcomes for schools.”

PresenterPresentation NotesSlide not in the pack


Teacher Wellbeing Index 2018 Education Support Partnership October 2018

www.educationsupportpartnership.org.uk


What are the current strengths of your governing body in

supporting the mental health and

wellbeing of your staff?


What are your concerns about the governance of

mental health and wellbeing of your staff?


What actions could you take?

•Leadership including governance•Strategies to support staff mental health


For further information about the Lead Governor e-Module and School MH Award

Rachel Bostwick Liz Dawson

[email protected] [email protected]

0113 812 7540

https://www.leedsbeckett.ac.uk/carnegie-school-of-education/research

e-Module: £50 each

Slide Number 1Whole School Approach�Accredited Mental Health and Wellbeing Lead Governor �E-Module�Wellbeing Governor roleGovernor E-ModuleSlide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Slide Number 15Slide Number 16Mental Health of CYP Nov 2018Data for 5 to 15 year olds �(the age-group covered on all surveys in this series)�The Good Childhood Report 2018 �Children’s SocietySlide Number 20Slide Number 21Slide Number 22Latest Picture - Adults�Health & Safety Executive Labour Force SurveyLatest stats Nov 2018Work-related Stress, Depression or Anxiety Statistics in Great Britain 2018 - HSE October 2018Teacher Wellbeing and Workload Survey; Interim findings��Top Three Negative Impacts on Staff Wellbeing �Slide Number 29Slide Number 30Teacher Wellbeing Index 2018 �Education Support Partnership October 2018Slide Number 32Slide Number 33Slide Number 34What actions could you take?��Slide Number 36For further information about the Lead Governor e-Module and School MH Award

Documents

Mental Health and Wellbeing Governor Lead Role...Belita Scott, HMI and Dr Ivana Vidakovic , November 2018 @SchoolMHealth @SchoolMHAward @LizDawsonCoach •Sick leave resulting from