What works in promoting social and emotional well-being ... · Schools and specific mental health...
Transcript of What works in promoting social and emotional well-being ... · Schools and specific mental health...
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What works in promoting social and emotional well-being and
responding to mental health problems in schools?
Katherine Weare University of Southampton
skw @soton.ac.uk
London November 2015
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Advice for schools and framework
document http://ncb.org.uk/areas-of-activity/education-and-learning/partnership-for-well-being-and-mental-
health-in-schools/what-works-guidance-for-schools
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My ‘evidence
base’
• Teacher
• Academic
• Wellbeing, mental health, social and emotional learning
• Programme development, research and evidence reviews
• Mindfulness
• Parent
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Promoting emotional and social wellbeing
Targeting problems
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???
Why might schools be interested in all this? Or maybe not interested?
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Some common objections
• “What has this got to do with education?”
• “Too many other initiatives”
• What’s the point? our results are good- why do we need it?
• “Job of someone else- not us”
• Too stressed
• Lack of skills
• Threatened
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Possible positive outcomes
Train attention, focus, calm
Improve performance
Reduce mental health problems
Inclusion, early intervention
SEL – skills for success in life
Kindness, compassion
Values, ethics, happiness
Interconnectedness
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Summary of results of 207 SEL
programmes in US:
• 11% improvement in achievement tests
• 25% improvement in social and emotional skills
• 10% decrease in classroom misbehaviour, anxiety and depression (10% in each)
Social and emotional learning (SEL) and
student benefits
www.casel.org/downloads/EDC_CASELSELResearchBrief.pdf
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Wellbeing
Attainment
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The link between health and wellbeing and attainment
A briefing for head teachers, school governors and teachers
https://www.gov.uk/government/publications/the-link-between-pupil-health-and-wellbeing-and-attainment
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Higher SEL skills correlate with • Academic achievement • Health, wellbeing • “Success” in life – greater impact
than IQ scores http://www.eif.org.uk/publications/social-and-
emotional-learning-skills-for-life-and-work/
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• 50+ reviews
• Control trials, meta-analyses
• Evaluations of programmes
• Good practice and experience
• Neuroscience
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Many balances
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Use whatever language works
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Address risk and build resilience
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Negative emotions block learning
• Chronic emotional problems make learning difficult
• Stress and trauma makes it impossible
• Attachment – foundation of motivation and brain development
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Positive emotions enable learning
• Ready to learn when we feel safe, valued
• We think about/ process what matters to us emotionally e.g. we feel good about.
• Learn better when alert but relaxed, focused, sense of ‘flow’
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Use a whole school approach
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§CASEL at UIC
But well implemented
Getting from here…
§…to here
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????
What kind of school environments promote mental wellbeing?
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Focus on ethos connectedness and clarity
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http://www.ncb.org.uk/media/1213164/the_connected_school_final_for_web.pdf
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Look behind the behaviour
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?????
•What undermines your mental health and wellbeing at work?
•What helps?
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Promote staff wellbeing and tackle staff stress
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Identify and explicitly teach and model core skills (and attitudes and values)
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Teach it well!
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Special
needs/
targeted
Everyday
opportunities
Wellbeing SEL/PSHE
CPD
Across
mainstream
curriculum
Staff
Leadership
Modelling
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What works in involving parents
• Beware stigma
• Curiosity and empathy
• Shared goals
• Authentic involvement
• Emphasise the positive
• Normalise
• Parenting programmes – offered to all
• Intensive but sensitive outreach for problem families
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Raise awareness and address mental health problems
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Balance universal and targeted
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Because…
• Avoids stigma • Problems on
continuum, connected
• ‘More’ not ‘different’ • ‘Critical mass’ • But universal alone
not enough
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Start early and keep going Clear pathways for help
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Joined up working
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Schools and specific mental health issues
Behaviour – can respond to short
term interventions
Anxiety, stress - medium term
interventions – e.g. mindfulness,
relaxation, CBT, body work
Depression – tough and complicated,
some interventions can make it
worse, long term best. Mindfulness,
CBT/Social Skills
Self esteem – tough to influence.
Focused on it directly
Suicide, self harm – one to one only
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One offs - no
Short term - prevents mild
problems and improves
behaviour
Difficult and complex
problems - longer and
carefully targeted
interventions
.
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Some effective targeted approaches
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Right method for intervention and
aims
Clear and limited aims
Simple – less is more
Involve people – informants,
funders, research experts,
young people, parents
Allow time
Range of qualitative and
quantitative methods
Beware the premature RCT!
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Implementation – bottom up v top down
• US – top down, manualized ‘programmes’ (easy to evaluate but don’t stick)
• European – educated teachers, bottom up, principles, whole school (attractive and empowering but can be vague, no change, don’t pass RCT)
• UK in the middle - need a balance
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Promoting emotional and social
wellbeing
Targeting mental health problems
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???
What are your ‘take home’ messages
from all this?
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Thank you!