HEALTH Secretary, Vaughan Gething and Education Secretary, Kirsty Williams have agreed a £1.4m investment to strengthen the support from specialist child and adolescent mental health services (CAMHS) to schools.
Dedicated CAMHS practitioners will be recruited to work with pilot schools in three areas across Wales. The practitioners will provide teachers with on-site help and advice, ensuring pupils experiencing difficulties such as anxiety, low mood, and compulsive self-harm or conduct disorders receive early help in schools from suitably trained staff, preventing more serious problems occurring later in life.
The model will enable:
- Support for teachers to better understand childhood distress, emotional and mental health problems, and reduce stress experienced by teachers concerned about their pupils, by up-skilling them to recognise and deal with low level problems within their competence
- Ensuring that when issues are identified that are outside teachers’ competence and skills, that specialist liaison, consultancy and advice is available to enable the young person to be directed to more appropriate services such as CAMHS or Local Primary Mental Health Support Services, and to support the teacher and school in providing for the young person’s educational needs
- Ensuring systems are in place to share appropriate information between CAMHS and schools, shared care arrangements are agreed for those young people requiring more intensive support,and that arrangements are in place to escalate/de-escalate as the young person’s needs dictate
Initially operating as a pilot programme, the initiative will commence by the end of 2017 and cover two full academic years, concluding in the summer of 2020. The results will be evaluated, and take into account a broad range of measures from the perspective of both teachers and pupils.
Wales has led the way in the UK by being the only nation that requires local authorities to provide counselling services in their area for children and young people aged between 11 and 18, as well as pupils in Year 6 of primary school. This initiative complements that work by providing an additional layer of more specialist support in schools.
Health Secretary, Vaughan Gething said: “One in four people in Wales will experience mental health problems at some point in their lives. Getting the right treatment at an early stage, coupled with greater awareness of conditions, can in many cases prevent long term adverse impacts.
“This unique new initiative we’re unveiling today will see specialist NHS Wales services extend into the classroom. This will ensure children, teachers and others charged with caring for children in our schools, receive support to promote good emotional and mental health. It will help identify and address issues early, helping to prevent more serious problems occurring later in life.
“One of the Welsh Government’s key aims is to improve the health and well-being of the people of Wales. This will help us achieve our ambition of prosperity for all, while taking significant steps to shift our approach from treatment to prevention.
“We hope this initiative will improve accessibility to support services, better address school related stress, and ease pressures on specialist CAMHS by reducing inappropriate referrals. We also hope it will facilitate a wider culture which promotes and values positive mental health and wellbeing within our schools.”
Education Secretary, Kirsty Williams said: “Most young people spend a large part of their time in school, so there is a clear need for teachers to be able to help and support them should they experience difficulties in life, such as anxiety, low mood, compulsive self-harm or behaviour disorders.
“Through this new initiative, we are making schools places that actively promote positive mental health and wellbeing, providing evidence-based prevention and early intervention where it’s needed.
“For children and young people, it will enable them to have their problems addressed earlier, before they escalate. For teachers, it will help ensure they feel able and confident in dealing with emotional distress, and know where to go to seek support.”
Responding to the announcement, Chris Keates, General Secretary of the NASUWT-The Teachers’ Union, said: “Teachers and school leaders are deeply concerned about the mental health issues being faced by the children and young people they teach.
“A recent NASUWT survey showed high on the list of issues was the lack of timely and effective access to CAMHS services when pupils exhibit mental health problems.
“Less than a quarter of the teachers surveyed were confident they would be able to get timely support from expert services such as CAMHS and therefore the announcement that dedicated CAMHS professionals will be recruited to work in a number of schools during the pilot will no doubt be welcomed by the profession.
“Going forward however, it will be important that teachers are not expected to take the place of qualified healthcare professionals.
“Whilst support for teachers to recognise the signs of mental and emotional distress in their pupils may be helpful, this must not lead to teachers, already struggling to cope with excessive and unsustainable workloads, being expected to diagnose, treat and manage pupils’ mental health.”
Rex Philips, NASUWT National Official Wales, said: “It is disappointing that, having acknowledged the mental health issues facing children and young people, yet again the extensive evidence of the mental health issues faced by teachers themselves has been ignored.
“The Welsh Government must also act to provide pupils and teachers alike with direct and readily available access to mental health services staffed by professionally qualified and trained staff and also to tackle the contributory factors in schools which are damaging mental health and wellbeing.”
The policy document’s release follows a call by the National Education Union to have ‘wellbeing officers’ permanently located in schools.
“Having a more standardised approach ensuring additional funding is put into schools to employ people specifically trained for wellbeing could certainly be looked at,” Owen Hathway, Wales’ policy officer at NEU Cymru, said.
The Children’s Commission for Wales, Professor Sally Holland, said: “I don’t think teachers can be expected to undertake the mental health work in schools, there are experts who can come into schools to do that with the necessary expertise and training.
“Schools need better and more direct access to mental health services so teachers have someone they can pick up the phone to or speak to in school to get the expert help they need.”
The two-year Welsh Government trial will take place across north east, south east Wales and Ceredigion.
Young people from across Wales come together to debate climate change at the National Assembly
Young people from Bryngwyn school in Llanelli gathered at the Senedd in Cardiff to debate climate change in front of Ministers, Assembly Members and representatives from the Future Generations Commissioner’s Office.
“MockCOP” was an event modelled on the UN’s Conference of the Parties (COP), where representatives from countries all over the world meet to negotiate resolutions to tackle climate change. Run jointly by Cardiff based climate change charity Size of Wales and the Welsh Centre for International Affairs (WCIA), MockCOP was an interactive opportunity for young people aged 14-18 to learn about the UN, the annual climate change talks and develop their understanding of international relations by standing in the shoes of other nations and role playing those nations in the model conference.
Regional events have been held across Wales since June, which then culminated in this final event held at the Senedd in Cardiff.
As part of the programme, Size of Wales and WCIA were looking to
develop and support young climate change champions across Wales.
Size of Wales Director Elspeth Jones said:
“MockCOP develops young people’s skills, knowledge and confidence on the topic of climate change and encourages them to think about how climate change is affecting people now as well as future generations. This year we have been able to reach even more young people across Wales and support the new curriculum in developing ethical informed citizens with the kind support of the ScottishPower Foundation. Climate Change is a subject many students feel motivated to act upon, and we want to empower young people to feel that they can be part of the solution.”
Eluned Morgan, Minister for International Relations and Welsh Language,
opened debate procedures on the 21st November:
“MockCOP is a fantastic platform for young people to engage with the serious issue of climate change and consider their views from a global perspective. Young people need to be allowed to be creative, put in place their own ideas, develop and experiment with them. MockCOP provides this opportunity to young people to become more informed and engaged about the global challenges and gives them a great opportunity to develop debating and negotiating skills.”
The expansion of the programme has been supported by the ScottishPower Foundation.
Melanie Hill, Executive Officer and Trustee at the ScottishPower Foundation, said:
“It’s fantastic to see so many young people, who have been engaged with the wider Climate Change Champions project throughout Wales this year, come together at the MockCOP conference here in Cardiff. The ScottishPower Foundation aims to support talented young people who will be at the forefront of the next generation of experts tasked with developing new solutions to the challenge of climate change.
“It is so inspiring to see these young people being empowered to make their voices heard and being encouraged to share their great ideas for the future.”
Lesley Griffiths, Minister for Environment, Energy and Rural Affairs added:
“Since we declared a climate emergency, earlier this year, young people from across Wales have been at the centre of our national conversation on what urgent action is required to address climate change.
determined young people should be involved in our first ever Wales Climate
Conference last month and MockCop will give them another opportunity to have
their voices heard at the very highest level.
“I know from speaking with young people across Wales just how engaged and passionate they are about the future our planet. This event will ensure the momentum generated by the Climate Conference is maintained and will provide young people with valuable experience of debating and negotiating resolutions to tackle climate change and benefit future generations.”
University staff to strike
SIXTY UK universities will be hit with eight days of strike action from Monday, November 25 to Wednesday, December 4, the UCU has announced.
Three of Wales’ universities, Bangor, Cardiff and UWTSD, will be affected by the dispute.
Last week UCU members backed strike action in two separate legal disputes, one on pensions and one on pay and working conditions. Overall, 79% of UCU members who voted backed strike action in the ballot over changes to pensions. In the ballot on pay, equality, casualisation and workloads, 74% of members polled backed strike action.
The union said universities had to respond positively and quickly if they wanted to avoid disruption this year. The disputes centre on changes to the Universities Superannuation Scheme (USS) and universities’ failure to make improvements on pay, equality, casualisation and workloads.
The overall turnout in the USS ballot was 53% and on pay and conditions it was 49%. The union disaggregated the ballots so branches who secured a 50% turnout can take action in this first wave. The union’s higher education committee has now set out the timetable for the action.
As well as eight strike days from 25 November to Wednesday 4 December, union members will begin ‘action short of a strike’. This involves things like working strictly to contract, not covering for absent colleagues and refusing to reschedule lectures lost to strike action.
UCU general secretary Jo Grady said: ‘The first wave of strikes will hit universities later this month unless the employers start talking to us seriously about how they are going to deal with rising pension costs and declining pay and conditions.
‘Any general election candidate would be over the moon with a result along the lines of what we achieved last week. Universities can be in no doubt about the strength of feeling on these issues and we will be consulting branches whose desire to strike was frustrated by anti-union laws about re-balloting.’
Last year, university campuses were brought to a standstill by unprecedented levels of strike action. UCU said it was frustrated that members had to be balloted again, but that universities’ refusal to deal with their concerns had left them with no choice.
Last month, shadow education secretary Angela Rayner called on both sides to get round the table for urgent talks. She said she fully supported UCU members fighting for fair pay and decent pensions and called on both sides to work together to find solutions to the disputes.
The University and Colleges Employers’ Association dismissed the strike ballot results.
It claims, in all seriousness, the low turnouts in the unions’ ballots of their members is a clear indication that the great majority of university union members as well as wider HE employees understand the financial realities for their institution.
Extending that logic to a general election or other poll would create some rather interesting results and would, for example, overturn the outcome of the 2016 Referendum.
UCU has just 55 results from their 147 separate ballots supporting a national dispute over the outcome of the 2019-20 JNCHES pay round. While UCU members in these 55 institutions could technically be asked to strike against their individual institution, this would be causing damage to both union members and to students in an unrealistic attempt to force all 147 employers to reopen the concluded 2019-20 national pay round and improve on an outcome that is for most of these institutions already at the very limit of what is affordable.
Youth Parliament wants life skills education
IN ITS first major piece of work from the body representing the views of young people in Wales, the Welsh Youth Parliament found huge inconsistencies in how life skills are currently taught, with almost half of those surveyed saying they received lessons once a year or even less.
In their second full session at the Senedd, members of the Welsh Youth Parliament today heard the Minister for Education, Kirsty Williams’ response to their report on Life Skills in the Curriculum.
The Welsh Youth Parliament published its report earlier this week in its first major piece of work, having consulted with over 2,500 young people, parents and teachers across Wales. It found huge inconsistencies in how life skills are currently taught with members voicing concerns about leaving school as ‘A* robots with no knowledge of the real world’.
The report said: ‘We currently leave school with a handful of skills but no knowledge on how to speak in public, clean, maintain healthy relationships, buy cars, apply for mortgages, road safety, and many other skills that are needed to succeed in life.
‘We can’t survive adulthood or any part of our life if we leave school as A* robots with no knowledge of the real world. We’re going through this education system, our siblings and our kids will go through this system. We want them to feel equipped and able to function as productive adults, who don’t feel as though their worth is based on their exam results. We are worth more than this.
‘If life skills are correctly implemented into the curriculum, the next generation of students will leave school with not only the correct qualifications to succeed in life but also other abilities and knowledge to make life easier’.
The principal recommendations within the report were:
• A consistent, nationwide Life Skills Specification containing all core life skills mapped out across appropriate key stages and taking in to account all learning needs.
• The core life skills within the specification should be agreed upon by young people and education professionals – their focus shouldn’t be solely on teaching young people how to exist, but how to lead a full and healthy life.
• A life skills coordinator should be appointed within every school. The coordinator would be responsible for mapping the core life skills across the school’s curriculum, ensuring that each pupil’s experience is consistent and in line with the Life Skills Specification.
As she faced Welsh Youth Parliament members in the chamber, the Minister noted their report’s main recommendations including the call for the Welsh Government to be doing more to support teachers and to work with the Welsh Youth Parliament to create resources to support the teaching of life skills.
Minister for Education, Kirsty Williams, said: “It is absolutely clear to me from your report that, as a government, we need to be doing more to support our teachers – we need to invest in their development to ensure they have the right tools to deliver life skills education effectively.
“Within government, we are currently in discussion over future budgets. I can assure you today that investment for professional learning for our workforce will be a priority of mine as I recognise the points that you make.”
The Minister also acknowledged members’ clear message in the report about leaving education uninformed about real-world skills. Kirsty Williams argued that educational reforms, including the new curriculum being developed by the Welsh Government, would help address some of those concerns.
Children’s Commissioner, Sally Holland, and the Chair of the Children, Young People and Education Committee, Lynne Neagle AM also addressed the Members and gave their response to the report.
During the session, members who form committees looking at Youth Parliament’s other priorities, Emotional and Mental Health in Young People and Littering and Plastic Waste, also gave updates on their work which will continue over the next few months.
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