Children and Young People’s Health:

Counselling in schools: a blueprint for

the future.
Education in Practice- UTTGVH/NBT/NBS-30-2

Word Count: 3679

Introduction
 1

In schools nowadays, there's a growing awareness of the importance of taking care of students'

mental health. This is because how students feel emotionally can affect not only how well they

do in school but also their overall growth and future opportunities. This report focuses on the

challenges and priorities when it comes to supporting mental health in both primary and

secondary schools, using a specific example.

Mental health covers a wide range of feelings and abilities, like how well someone can handle

stress, how they see themselves, and how they deal with problems. Sadly, many kids and teens

struggle with mental health issues, from feeling anxious or sad to more serious problems like

psychosis. Studies show that about one in five young people deal with these issues.

In schools, mental health problems can show up in different ways, like making it hard for

students to focus in class or get involved in activities because of anxiety, or acting differently or

withdrawing because of depression. Sometimes, these issues can lead to other problems like

trouble behaving, using drugs, or even hurting themselves.

The COVID-19 pandemic has made these problems worse for many students. With schools

closing and learning moving online, students lost access to the support they might have had

before. Plus, all the changes and worries about the virus added to everyone's stress.

Schools are really important in helping students with their mental health, but it's not easy. It

takes a comprehensive approach, like preventing problems before they start, stepping in early

when there are signs of trouble, and making sure support is there for as long as it's needed. This

report will look closely at what schools need to focus on and what challenges they face in doing

this, using a specific example and what experts say about learning and problem-solving. The goal

is to help make mental health support better in schools for kids and teens.
 2

Problem Based Approach

Addressing mental health challenges in schools needs a thorough and proactive approach. Bristol

schools are using problem-based learning (PBL) as a key strategy. This method focuses on

teamwork, creativity, and evidence-based interventions to boost student well-being and success.

Looking at how Bristol schools implement PBL for mental health support shows the detailed

steps they take and their positive impact on creating strong, thriving school communities.

Step 1: Understanding the Problem:

Our journey toward improving mental health support in Bristol schools started with a careful

examination of the challenges we face. We looked closely at all the different parts of mental

health through talking and working together. This helped us understand things better (Rolfe et

al., 2001). Taking this important step helped us make smarter decisions and work together more

effectively, giving us a clear goal and direction to follow (Schön, 1996).

Step 2: Collaborative Problem-Solving:

With a clear understanding of the challenges, teams of experts from different areas worked

together to find solutions. They held group sessions where teachers, counsellors, and others

shared their ideas (Schön, 1983). These meetings were where we came up with new and creative

ways to help students with their mental health in Bristol schools.

Step 3: Active Engagement with Real-World Problems:

At the heart of the PBL method was giving students the power to get involved in real-life mental

health issues. The students took on research tasks, started programmes to help each other, and led
 3

efforts to raise awareness about mental health at school (Kolb, 1984). This hands-on involvement

didn't just make students feel more responsible, but also built a culture of strength and support.

The students became drivers of good changes (Dewey, 1910),and they in turn knew how to assist

one another.

Step 4: Partnering with External Organizations:

Seeing the importance of working together beyond the school, we formed partnerships with

outside groups and external organisations. These partnerships made our mental health support

efforts stronger and more effective (Rolfe et al., 2001). By teaming up with mental health

agencies, community groups, and nonprofits, we built strong connections, we made it easier for

people to get specialised help, and spread awareness and support throughout the community.

Step 5: Implementing Evidence-Based Interventions:

Using proven methods supported by evidence, we carefully created and put into action specific

plans to tackle mental health issues we identified (Schön, 1996). We made sure to include social-

emotional learning programs in the curriculum, teaching students important skills for dealing

with their feelings and being strong when things are tough (Daudelin, 1996). Staff also got

special training on how to understand and help students who have been through tough

experiences, making our school a caring and understanding place where students can thrive.

Step 6: Continuous Monitoring and Evaluation:

A big part of making sure everything worked well was setting up strong ways to keep checking

and improving things (Rolfe et al., 2001). We made detailed plans to collect lots of information

about how students were doing, how well they were doing in school, and how much they used
 4

support services (Schön, 1983). We kept talking to everyone involved to keep learning and

making our mental health support better and better.

Reflections on Problem-Based Learning and Self-Reflection:

Descriptive Level of Reflection:

In reflecting on the problem-based learning (PBL) approach utilized in this report, Rolfe et al.'s

reflective model provides a structured framework for self-reflection.

What?

As I looked into how the PBL method helps with mental health in Bristol schools, I saw that the

problems students and teachers face are really complicated. My job was to dig deep and share

what I found to help find ways to deal with these challenges. I wanted to really understand all the

different parts of mental health in schools.

By looking at real examples and reading what experts have to say, I hoped to give practical ideas

for making mental health support better. It was important to see how people reacted to these

ideas and what happened when we tried using the PBL method. My goal was to work together to

make sure students feel good and the school is a supportive and strong place to learn.

So What?

Looking back on what we have analysed and learned shows how helpful the PBL method can be

in dealing with tough issues like mental health support in schools. It tells us that working

together to solve problems and facing real-life challenges head-on is really important. It also

shows us how using methods that are backed by evidence and always learning and growing

professionally can make students feel better. These lessons help us see the bigger picture of

mental health support in schools and how we can make it better.

 5

Action-Oriented (Reflexive) Reflection:

Now What?

Looking ahead, we can make improvements in using the PBL method to tackle mental health

issues in schools. This means using methods that have been proven to work and teaming up with

others outside of school. We can also make changes to make it easier for students to get the help

they need.

The new things we've learned can help guide future research and actions in this area. We need to

plan carefully to make sure the things we do to help students with their mental health can keep

going and can be used in other places too.

By looking back and thinking about all of this, I now understand more about the challenges and

opportunities in helping students with their mental health at school. I'm ready to keep working on

ways to make sure students feel good and do well in school.

Review & Analysis of the Case Study and Related Literature

In Bristol, the collaboration between mental health services and schools plays a crucial role in

understanding and tackling mental health issues among students. In this section, we'll dive into

the case study provided, carefully examining key insights and challenges related to mental health

support in schools. We'll also look at other important sources like 'Counselling in schools: a

blueprint for the future' (2016) to get a wider view and useful strategies for boosting student

well-being.
 6

Case Study Examination:

The case study outlines how mental health services and Bristol schools are teaming up to

strengthen support for students' mental well-being. It emphasises how working together is crucial

in dealing with complex mental health issues and stresses the need for counselling services that

are easy to access and right for students' ages. Some big challenges mentioned include how the

COVID-19 pandemic has affected students' mental health, not having enough resources, and

making sure everyone in the school and outside experts work well together.

One important thing we've learned from the case study is how important it is to step in early and

give support before things get worse in schools. When teachers and mental health professionals

work together, schools become places where students can feel good mentally. Also, the case

study shows how outside groups can help make mental health services in schools better by

working with them.

Additionally, the case study talks about how many students have mental health issues and how

hard it can be for teachers to help them. Things like feeling embarrassed, not having enough

resources, and not knowing enough about mental health can make it tough to give students the

help they need. It also shows how important it is for schools to have good systems in place to

help students with all their mental health needs.

Literature Review:

Looking at resources like 'Counselling in schools: a blueprint for the future' (2016) and other

important writings helps us understand better ways to help students with their mental health in
 7

schools. This blueprint talks about how important it is to use methods that have been proven to

work and gives practical advice to school leaders on how to set up good mental health support

systems. It also says that schools are really important in stepping in early, making sure students

don't feel ashamed about their mental health, and making counselling services easy for students

to use.

These writings also show how the COVID-19 pandemic has made things even harder for

students' mental health and how schools are doing more to help. Research shows that more

students are feeling anxious, sad, and alone because of the pandemic. Schools are now at the

front lines of helping students with their mental health, and teachers play a big part in noticing

when students need help and giving it to them.

Additionally, these writings talk about how important it is for schools to work with outside

mental health services to give students the best support possible. By teaming up with experts and

using resources from the community, schools can do even more to help students with all kinds of

mental health needs.

Implications and Recommendations:

Bringing together the insights from the case study and relevant literature highlights the urgent

need for a thorough and unified approach to mental health support in schools. This means taking

proactive steps, working together with partners, and making sure counseling services are easy for

students to use, no matter their needs. Moving ahead, Bristol schools should focus on putting into

practice methods that have been proven to work, like trauma-informed care, programs that help
 8

with social and emotional skills, and initiatives where students support each other. These

methods have shown they can make students feel better mentally and help them be stronger.

Additionally, Bristol schools should make sure teachers and staff keep learning so they can

support students' mental health better. Training programs on things like understanding mental

health, how to help in a crisis, and ways to create a supportive school can help teachers take care

of students' many needs.

It's also really important for schools to make talking about mental health normal and to make

sure students know they won't be judged if they need help. By encouraging open conversations

and spreading awareness, schools can make it easier for students to ask for help and find support

without feeling embarrassed or ashamed.

Furthermore, working closely with outside groups like mental health agencies, community

organisations, and parents is key to building a strong support system for students. By teaming up

with experts and using resources from the community, schools can make sure students get the

help they need, both in and out of school.

Implications for Practice Setting

The collaboration between mental health services and schools in Bristol has important

implications for how we help students with their mental health. This part goes into more detail

about what we've learned from looking at the case study and other research, focusing on what

Bristol schools can do to make sure students feel good mentally.

 9

Significance of Mental Health Support

It's really important to have good mental health support in schools because it helps students do

better in school and in life. Studies show that when students get the help they need for their

mental health, they're more likely to do well in school, act positively with others, and learn

important skills for life. That's why it's necessary for schools to make mental health a top

priority, so students can have a good environment to learn and grow in.

Educational Activities and Strategies

To help professionals better support student mental health, we can introduce targeted training

and strategies. Programs that focus on mental health awareness, understanding trauma, and

handling crises are crucial for giving educators the skills and knowledge they need (Savin-

Baden, 2003). By offering ongoing training, we make sure educators stay up-to-date on the best

ways to help students with their mental health.

Introducing social-emotional learning (SEL) programs into the curriculum is another way to

help. These programs teach students how to cope with challenges and build resilience (Schwartz

et al., 2001). They cover important skills like knowing yourself, understanding others, making

good decisions, and building relationships. By including SEL in everyday lessons, educators can

create a positive school atmosphere that supports student well-being.

 10

We can also create safe and welcoming learning environments by taking proactive steps like

starting peer support programs and running campaigns against bullying (Robinson et al., 2015).

Schools should make sure they're doing things that celebrate diversity, fairness, and inclusion, so

all students feel respected and supported. By making everyone feel like they belong and are

accepted, schools can reduce the chances of students having mental health issues and promote a

culture of caring and understanding.

Incorporating the Learner's Voice

It's really important to include students in decisions about mental health support in schools.

When educators actively listen to students and involve them in the process, they get important

insights into what students are going through and what they need (Podpadec, 2015). This

approach not only gives students a voice but also makes them feel responsible for their own well-

being.

Encouraging students to take the lead in things like peer support groups and mental health

awareness campaigns is another great idea (Savin-Baden, 2003). When students share their

stories and experiences, it helps break down the stigma around mental health issues. Schools can

then become places where everyone feels supported and valued, and where talking openly about

mental health is normal.

Impact on Other Stakeholders

 11

Getting families involved in supporting student mental health is really important for making sure

everyone works together (Robinson et al., 2015). Providing parents and caregivers with

resources, workshops, and support groups helps them learn how to support their children's

mental health at home.

Also, getting the community involved through events and workshops about mental health can

help schools build stronger connections outside of school. When community members are part of

the conversation about mental health, it reduces stigma and lets people know about the help

available. This way, everyone feels responsible for helping students feel good mentally, not just

the school.

Additionally, the partnership between mental health services and schools in Bristol is a chance to

combine resources and know-how to tackle big challenges (Robinson et al., 2015). By working

together and sharing what works best, schools and mental health services can make their support

efforts better and more effective. This teamwork also lets them come up with new ideas that fit

the needs of Bristol schools and their students.

Promoting Mental Health Literacy:

The teamwork between mental health services and schools gives us a chance to teach students,

educators, and the community more about mental health. By adding mental health lessons to the

curriculum and holding workshops for parents and caregivers, schools can help people learn
 12

more about mental health issues. This knowledge helps everyone know when someone is feeling

bad mentally, how to ask for help, and how to help others who are going through tough times.

Preventing Mental Health Crisis:

Schools can make a big difference in stopping mental health crises before they happen. By

checking in with students regularly and doing things like mental health screenings, educators can

spot when someone might be struggling and give them help right away. Also, teaching students

how to manage stress and build resilience helps them deal with tough situations better, so they're

less likely to have a mental health crisis.

Enhancing Academic Performance: Dealing with mental health problems doesn't just make

students feel better, it also helps them do better in school. Studies show that when students are

mentally healthy, they can concentrate better, go to school more often, and do better in their

classes (Robinson et al., 2015). By making mental health support a top priority, schools can

make it easier for students to learn, helping them do their best in school.

Fostering Social and Emotional Development: The teamwork between mental health services

and schools helps bring social and emotional learning (SEL) programs into schools. These

programs teach students important skills like understanding themselves, managing their feelings,

getting along with others, making good choices, and building healthy relationships (Schwartz et

al., 2001). By using SEL ideas in everyday activities and lessons, schools help students grow

emotionally and socially, making them stronger, more caring, and better at getting along with

others.
 13

Building Resilience and Coping Skills: Mental health challenges are a natural part of life, and

building resilience is essential for effectively coping with adversity. Through targeted

interventions and support services, schools can help students develop resilience and coping skills

to navigate life's challenges. This includes teaching problem-solving techniques, stress

management strategies, and positive coping mechanisms. By equipping students with these

skills, schools empower them to overcome obstacles and thrive in the face of adversity.

Creating a Culture of Well-being: Ultimately, the partnership between mental health services

and schools contributes to the creation of a culture of well-being within the educational setting.

By prioritizing mental health initiatives, promoting open dialogue, and fostering a supportive

environment, schools communicate to students that their well-being is valued and prioritised.

This culture of well-being permeates all aspects of school life, from classroom interactions to

extracurricular activities, creating a nurturing and supportive environment where students can

flourish academically, socially, and emotionally.

Expanding Access to Support Services: The collaboration between mental health services and

schools expands access to support services for students in need. By integrating mental health

professionals into the school setting, students have easier access to counselling, therapy, and

other specialised interventions. Additionally, partnerships with external organisations and

community agencies broaden the range of support services available to students, ensuring that

they receive comprehensive and holistic care tailored to their individual needs.

Conclusion

In conclusion, this report has provided a comprehensive analysis of the challenges and priorities

related to mental health support in Bristol schools, as well as recommendations for improvement.
 14

Summary of Findings: After looking at the case study and other important writings, we found

some important things. The case study showed us how important it is for mental health services

and schools to work together to help students with their mental health. It also showed us how

much the COVID-19 pandemic has affected students' mental health and how important it is for

schools to have counseling services that are easy for students to use and right for their age. The

research we looked at also gave us good ideas for helping students with their mental health, like

using methods that have been proven to work, stepping in early, and working together with

others.

Recommendations: Based on what we found in this report, here are some recommendations to

make mental health support in Bristol schools better. First, schools should focus on using

methods that have been proven to work, like trauma-informed care and social-emotional learning

programs, to help students with all their different needs. Second, it's really important for teachers

and staff to keep learning so they can support students' mental health better. This means training

them on things like understanding mental health, how to help in a crisis, and ways to make the

school a supportive place.

Also, schools should work closely with mental health agencies and community groups outside of

school to make sure students can get the help they need. By teaming up with experts and using

resources from the community, schools can do even more to help students with all kinds of

mental health needs.

Reflections on Problem-Based Learning: The problem-based learning (PBL) method used in

this report worked well in encouraging teamwork and getting people involved in real-life

problems. By following PBL principles like asking questions and focusing on students' needs,
 15

this report was able to look at all the different challenges and important things related to mental

health support in Bristol schools. But it's also important to remember that PBL can be tough to

do because it takes a lot of time and resources.

Future Directions: Looking ahead, it's important for future research and projects to keep

looking into how well problem-based learning works for tough issues in education, especially for

mental health support. Also, we need to find ways to make the problem-based learning method

even better for different kinds of students and schools.

This report showed how working together, using methods that are proven to work, and always

learning can make mental health support in Bristol schools better. By making sure students feel

good and using problem-based learning ideas, schools can make a place where everyone can do

well mentally.

References

Aubrey, K., & Riley, A. (2022). Understanding and Using Educational Theories (3rd ed.). Core
Reading.

Daudelin, M. W. (1996). Learning from experience through reflection. Organizational Dynamics,

24(3), 36-48.

Dewey, J. (1910). How We Think. Chicago: D.C. Heath & Co.

Kieling, C., Baker-Henningham, H., Belfer, M., Conti, G., Ertem, I., Omigbodun, O., ... &
Rahman, A. (2011). Child and adolescent mental health worldwide: evidence for action. The
Lancet, 378(9801), 1515-1525.
 16

Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., ... &
Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness on
the mental health of children and adolescents in the context of COVID-19. Journal of the
American Academy of Child & Adolescent Psychiatry, 59(11), 1218-1239.

Patalay, P., & Gage, S. H. (2019). Changes in millennial adolescent mental health and health-
related behaviours over 10 years: a population cohort comparison study. International Journal of
Epidemiology, 48(5), 1650–1664.

Podpadec, T. (2015). Your Primary School-Based Experience: A Guide to Outstanding

Placements. UWE Bristol.

Reiss, F. (2013). Socioeconomic inequalities and mental health problems in children and
adolescents: A systematic review. Social Science & Medicine, 90, 24–31.

Robinson, T., & Childs, P. (2015). Your Primary School-Based Experience: A Guide to
Outstanding Placements. Publisher.

Savin-Baden, M. (2003). Facilitating Problem-Based Learning: Illuminating Perspectives. Open

University Press.

Schwartz, P., Mennin, D. S., Webb, J. R., & Lin, X. (2001). Problem-Based Learning: Case
Studies, Experience, and Practice. Stylus Publishing, LLC.

UK Department for Education. (2016). Counselling in Schools: A Blueprint for the Future
 17

Appendix

Step 6: Independent study

Students work individually to gain information about their learning objectives. Information should be obtained from a
variety of sources including books, journal articles and personal contacts. Learning should be shared below, with
references included.

Notes: (be precise, only 500 words, outline the key information)
Bethan- safeguarding policy and protecting children online.

● Talk to your children about what they experience online and signpost them to appropriate websites. Help
children feel relaxed and mean that when they do have any worries, they’re more likely to come and speak
to you. They also encourage taking breaks when online content feels too much. (NSPCC, 2024).
● Social media allows children to stay in contact, provide specialist support to children, such as counseling
and therapy, promote events, livestream activities and run online sessions creating online communities.
(NSPCC, 2024).
● Online safety advice for parents and carers- schools should encourage parents and carers to provide age-
appropriate supervision on the internet. including: talking to their children about not accessing age-
inappropriate material on devices, knowing who their children are talking to online, setting up age-
appropriate parental controls on digital devices, and educating about data protection. (GOV.UK, 2022).
● Children should be educated about their rights across online and offline contexts and how to respect the
rights of other online users. They also need to be taught who to ask for help if things go wrong. Children
have a right to be taught how to best navigate potential risks online and have their own safety strategies.
(UK council for internet safety, 2022).
● The online safety act of 2023 states social networking companies or search engines must tackle illegal
material and content that is harmful to children and properly enforce age limits. (GOV.UK, 2023).

References:

● NSPCC (2024). Keeping children safe online. Available from: https://www.nspcc.org.uk/keeping-children-

safe/online-safety/ [Accessed 4 March 2024].
 18

● NSPCC (2024). Social media, online communities and safeguarding. Available from:
https://learning.nspcc.org.uk/online-safety/social-media-online-communities-safeguarding#article-top
[Accessed 4 March 2024].
● GOV.UK (2023). Online Safety Act 2023. Available from:
https://www.legislation.gov.uk/ukpga/2023/50/enacted. [Accessed 4 March 2024].
● GOV.UK (2022). Safeguarding and remote education. Available from:
https://www.gov.uk/guidance/safeguarding-and-remote-education [Accessed 4 March 2024].
● UK council for internet safety (2022). Online safety in schools and colleges: Questions from the Governing
Board. Available from: https://assets.publishing.service.gov.uk/media/632b18628fa8f53cba450128/
Online_safety_in_schools_and_colleges.Questions_from_the_Governing_Board__2022_.pdf [Accessed 4
March 2024].

Liz pages 2,3,4,5

Children’s use of the internet
-Children have proven to be using the internet more due to the fast changing society and the innovations by
technology.
-Children using the internet depends on their age ,gender , socio economic status , location , devices and
accessibility.
-The percentage of children using the internet over the years has barely changed over the past five years as
compared to the times they spend online .
Only a small percentage of children, especially from poor backgrounds, have no access to the internet .
-Ofcom’s (2016 a )national survey has shown that boys tend to use game consoles as compared to girls who rely
more on their mobile phones .
-Non users and occasional users of the internet are from working class families , whereas frequent users are from the
middle class . (Livingstone and Helsper ,2007).
-Children aged 5-15 years from poor families are less likely to have access to a range of devices as compared to
those from abled backgrounds .(Ofcom ,2016a p.23).
- Children from low SES backgrounds tend to make less daily use of the internet in all locations (home ,
school )besides reporting poor digital skills .
-In the past year,one in ten children as compared to one in five teens reported exposure to nasty materials online .
-The UK is one of countries that has high levels of internet use in schools ,
-Age is the major factor that differentiates among children in terms of amount and context of internet use.
-Gender matters more to patterns and preferences in internet use rather than to access
Boys tend to spend longer hours online (3.1 hrs ) as compared to girls (2.6hrs).
Children's online activities
-These vary from engaging with mass produced contents to communication .
-Children of all ages tend to enjoy their online experiences .
-Fewer children tend to take up opportunities presented by the internet to create or receive content .Childwise’s
(2017) Monitor Report found that children aged 7-16 use the internet to watch video clips (59%), listen to music
(56%), play games (54%), complete homework (47%), interact with family and friends (47%), social networking
(40%), look up information (38%), and upload videos, photos and music (27%)
-The rate at which children report risky behaviors is low .
-Under age children get into risky online activities like sending photos and or revealing personal information to online
contacts .
- young people recognise the positive role of the internet in relation to self-expression, developing understanding,
bringing people together and respecting and celebrating differences.
-Girls are less likely to be themselves online in comparison to boys (74% vs. 82% respectively),
-children with disabilities in comparison to children without disabilities (69% vs. 79% respectively)
Risk of harm to children online
--These are summarised mainly into four ;

Content Contact Conduct

 19

-Bullying
-Harassment
Aggressive -Violent/gory content -Hostile
-Stalking
-peer activity
-Grooming
-Pornographic -Sexual harassment
Sexual -Sexual abuse on meeting
content -Sexting
strangers

-Racist/hateful -Potentially harmful user generated

Values -Ideological persuasion
content content
-Advertising ,
Personal data exploitation &
Commercial Embedded -Gambling ,copyright infringement
misuse
Marketing
-NSPCC findings (Lilley & Ball, 2013) suggest that 59% of UK 11- to 12-year-olds have social media accounts, and
23% of those have encountered something nasty online
-Some of the riskiest rated sites include: Chatroulette – 100% Sickipedia – 100% Omegle – 89% ASK.fm – 86%
Tinder - 76% MeowChat – 67%
Bullying aggression and hate
-Between 6-25% of children and young people in the UK experience cyber -bullying due to gender
appearance ,race ,sexual behavior ,religion , disability and gender identity .
-Young people deal with varied methods to deal with cyber bullying .
-The impacts of cyberbullying on children and young people are potentially severe and long-lasting.
Reference : Children’s online activities, risks and safety A literature review by the UKCCIS Evidence Group Professor
Sonia Livingstone ▪ LSE Professor Julia Davidson ▪ Middlesex University Dr Joanne Bryce ▪ University of Central
Lancashire With Saqba Batool, Ciaran Haughton and Anulekha Nandi October 2017
The Teenage Cancer Trust -

The Teenage Cancer Trust is an organization that supports young people with cancer. They provide specialized care
and support to teenagers and young adults, including emotional support, education, and even music and art therapy.

They raise funds through various means, such as donations from individuals, corporate partnerships, fundraising
events, and grants. They also have celebrity ambassadors who help raise awareness and funds for their cause.

This trust offers a range of programs to support young cancer patients. They have specialized units in hospitals that
provide age-appropriate care and facilities. They also have support services like education programs, workshops, and
activities to help young people cope with their cancer journey. Additionally, they organize music and art events to
raise awareness and funds. It's incredible how they create a supportive community for teenagers and young adults
facing cancer.

The Teenage Cancer Trust offers education programs to help young cancer patients continue their studies while
receiving treatment. They provide support and resources to ensure that young people can stay engaged with their
education, whether it's through tutoring, online classes, or liaising with their schools. They understand the importance
of education and work to minimise any disruptions caused by cancer treatment. It's really wonderful how they
prioritise both health and education for these brave individuals.

They use social media platforms like Facebook, Twitter, and Instagram to raise awareness about their work, share
inspiring stories, and engage with their supporters. They use these platforms to provide updates on their programs,
promote fundraising events, and share resources for young cancer patients. Social media helps them reach a wider
audience and connect with people who may be interested in supporting their cause.

The Teenage Cancer Trust provides a variety of resources to support young cancer patients. They offer information
and guidance on topics such as treatment options, managing side effects, and coping with emotional challenges.
They also have online forums and support groups where young people can connect with others who are going
through similar experiences. Additionally, they provide educational resources to help patients stay engaged with their
studies during treatment.
 20

The Teenage Cancer Trust's online forums provide a platform for young cancer patients to connect with others who
are going through similar experiences. It's a safe and supportive space where they can share their stories, ask
questions, and receive advice from peers who understand what they're going through. These forums can be a source
of comfort, encouragement, and a way to build a sense of community during their cancer journey. The online forums
provided by the Teenage Cancer Trust are monitored by professionals. They have moderators who ensure that the
forums remain a safe and supportive environment for young cancer patients. These moderators help maintain the
guidelines and rules of the forums, ensuring that the discussions are respectful and helpful. The presence of
professionals helps create a secure space where young people can freely express themselves and receive guidance
from both their peers and experts.

Gemma - In analysing Molly Russell's case study through the lenses of Bronfenbrenner's ecological systems theory
(Bronfenbrenner, 1979) and Maslow's hierarchy of needs (Maslow, 1943), we can gain insights into the impact of digital
technologies and social media on young people's mental health and well-being (Livingstone et al., 2017).

Bronfenbrenner's Ecological Systems Theory:

● Microsystem: Molly Russell's immediate environment included her family, friends, school, and online social
networks like Instagram. Her family discovered distressing material on her Instagram account, indicating that her
online interactions played a significant role in her mental state.
● Mesosystem: The interactions between different elements of Molly's microsystem, such as her family's awareness
of her online activity and her school environment, could have influenced her well-being. In this case, her family's
discovery of distressing content on Instagram affected their understanding of Molly's struggles.
● Exosystem: The broader societal and cultural factors, including social media algorithms and the prevalence of
distressing content online, also impacted Molly's mental health. The algorithm-driven flow of content on Instagram
exacerbated her negative state of mind by pushing distressing material to her.
● Macrosystem: The societal norms and values regarding mental health, technology use, and social media influence
the availability and accessibility of resources and support for individuals like Molly.
● Maslow's Hierarchy of Needs:
● Physiological Needs: The physiological needs of Molly were likely being met, as she had access to food,
shelter, and healthcare. However, her psychological needs, especially those related to safety and
belonging, might not have been adequately addressed.
● Safety Needs: Molly's safety needs were compromised by her exposure to distressing content on social
media. Instead of feeling safe and secure, she encountered harmful material that contributed to her
distress.
● Love and Belongingness Needs: The online interactions on social media platforms like Instagram might
have initially fulfilled Molly's need for connection and belonging. However, the negative content she
encountered likely undermined these feelings, leading to further isolation and distress.
● Esteem Needs: Molly's self-esteem may have been negatively impacted by the distressing content she
encountered online, as it reinforced negative beliefs and perceptions about herself and her worth.
● Self-Actualization: Tragically, Molly's suicide prevented her from reaching self-actualization, as she was
unable to fulfill her potential and achieve personal growth and fulfillment.

In the hospital setting where you are an informal educator providing support to teenagers and young adults with cancer, it's
essential to recognise the complex interplay between digital technologies, social media, and mental health. While these tools
offer opportunities for connection, information-sharing, and support, they also present challenges such as exposure to
harmful content and the exacerbation of mental health issues. As a practitioner, it's crucial to critically assess both the
positive and negative aspects of digital technologies and social media and provide support to young people in navigating this
digital landscape safely and responsibly. This might involve implementing strategies for promoting digital well-being,
educating young people about online safety and mental health awareness, and fostering a supportive environment where
they feel comfortable seeking help and support when needed.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University
Press.
Livingstone, S., Davidson, J., & Bryce, J. (2017). Children’s online activities, risks and safety: A literature review by the
UKCCIS Evidence Group. London: London School of Economics and Political Science. Accessed on [Accessed 9/03/2024].
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
 21

Jasmine:

Teenage Cancer Trust is one of the main leading trusts for young adults with cancer within the UK. The charity
provides specialist nursing, care and support for young adults who are aged 13-24.
Cancer doesn’t just affect the body, it affects the mind, thoughts, emotions and relationships. Teenage Cancer Trust
stated that Young people with cancer have unique psychological needs - their stage of life means they need tailored
and specific support for them to deal with the impact in which their cancer diagnosis might have on them and that
they are more likely to have mental health issues such as depression & anxiety etc.

They stated that Young people with cancer have unique psychological needs - their stage of life means they need
tailored and specific support for them to deal with the impact in which their cancer diagnosis might have on them and
that they are more likely to have mental health issues such as depression & anxiety etc.

Teenage Cancer Trust uses the term psychological support instead of mental health issues as they are supporting
young people with cancer and they need to maintain their mental health whether this is positive, or if it needs
improving due them being in a negative mental state.
In 2020, there was a survey done in which was about young people with cancer and them struggling with their mental
health. Mental health was already a significant issues for young people with cancer, and ever since covid it has got
worse. The following survey shows young people's mental health and whether they have been negatively impacted
from covid over the span of 6 months

Picture - table of the survey which was done over 6 months (wont allow me to upload it on here).

Some benefits/opportunities in which I have found whilst researching is that:

● Technology enables them to talk to someone if there feeling anxious, lonely, sad or frazzled.
● It allows people to stay connected, through social media but to be wary as there is a constant upload of
distressing content which could negatively set off someone's mental health.

References:

Teenage Cancer Trust (2024) Cancer and mental health information. Available from:
https://www.teenagecancertrust.org/information-about-cancer/cancer-and-mental-health-information [accessed 11
march 2024].

Teenage Cancer Trust (2024) mental wellbeing, anxiety and isolation: young people's top tips. Available from:
https://www.teenagecancertrust.org/information-about-cancer/mental-wellbeing-anxiety-and-isolation-young-peoples-
top-tips [accessed 11 march 2024].

Teenage Cancer Trust (ND). Not ok: filling the gaps in mental health support for young people with cancer. Available
from: https://www.teenagecancertrust.org/sites/default/files/2021-12/Not%20OK%20mental%20health%20report.pdf
[accessed 9 March 2024].

Digital technology policies - Noor

The case of Molly Russell, a teenager who tragically took her own life after being exposed to harmful content on
social media platforms, has underscored the urgent need for effective digital technology policies to protect vulnerable
individuals online. Molly's experience highlights the potential dangers of algorithmically curated content, which can
amplify exposure to harmful material and contribute to negative outcomes, particularly for vulnerable users.
Key policies that i researched are listed below:

● Content Moderation Policies:

Content moderation policies outline guidelines for the types of content allowed on social media platforms and the
processes for moderating and removing harmful material. These policies are crucial for addressing the dissemination
of content promoting self-harm, suicide, or other harmful behaviors.
 22

● Algorithmic Transparency Policies:

Algorithmic transparency policies require social media platforms to be transparent about how their algorithms work,
particularly in terms of content recommendation systems. These policies are relevant in understanding how
algorithmic curation may contribute to the exposure of vulnerable users like Molly to harmful content.

● User Safety Policies:

User safety policies focus on protecting individuals from harm while using digital platforms. These policies may
include provisions for reporting harmful content, providing support resources for users in crisis, and implementing
proactive measures to prevent harm.

● Digital Well-being Policies:

Digital well-being policies aim to promote users' mental health and well-being while using digital platforms. These
policies may include features such as time management tools, notifications about excessive usage, and resources for
managing stress and anxiety.

● Collaboration and Advocacy Policies:

Collaboration and advocacy policies involve partnerships between social media platforms, mental health
organisations, advocacy groups, and policymakers to address issues related to harmful content and mental health.
These policies may include joint research projects, public awareness campaigns, and policy advocacy efforts aimed
at promoting online safety and mental well-being.
In conclusion, Molly Russell's case serves as a stark reminder of the critical importance of effective digital technology
policies in safeguarding individuals' well-being in online environments. Her tragic experience highlights the urgent
need for comprehensive approaches to address the complex challenges posed by harmful content on social media
platforms.

Social media and how algorithms work -Liz

An algorithm is a series of instructions designed to solve specific problems, perform tasks or make
decisions .Algorithms analyze user behavior, interactions and interests to understand their content preferences and
deliver personalized content.

Social media algorithms are virtual matchmakers designed to match users with content that suits their
interests .They work by sorting and connecting users with their preferences enabling users to uncover valuable
posts, connect with like-minded individuals and explore their interests. This prevents overwhelming users .

Importance of social media algorithms

1 help users identify what they’re interested in .

2 personalising users' experience by either filtering , hiding and or selecting content needed.

3 optimising engagements to create wider views boosting online social presence ,

How social media algorithms work

1. Show users more of what they are interested in .

2 . Personalise user experience .

3 . Maximise organic reach by targeting users with similar interests .

This is through :
 23

a-user engagement ;depending on likes , shares and comments .

b-time and frequency ;frequency and consistency in posting with active viewers creates virality.

c-relevance ;use of keywords and hashtags equals enhanced visibility

d-recent searches ; prioritising new posts over older posts .

e-location ; contents are more channelled to users within the same demographic areas.

f-content type ; contents tend to be treated according to user interactions with more priority given to videos as
they’re more engaging .

g-user interactions ; the more follows an account has signifies more interaction ,relevance and the content
quality.

h-profile authority ; defined by the audience attracted by the topics.

i-watch time ;the time spent on watching the videos.

j-virality ;the popularity and relevance of the algorithm.

Reference:

https://sproutsocial.com/insights/social-media-algorithms/ [accessed 22 March 2024]

Specific literature surrounding mental health and social media/technology- Saeed

The literature reviewing effects of social media and technology among young people indicates both beneficial
and harmful outcomes. Using online technologies have benefits of increased self-esteem, perceived social
support, enhanced social capital, and greater potential for self-disclosure. Conversely, it also poses challenges
such as increased exposure to harm, social isolation, depression, and instances of cyber-bullying (Best,
Manktelow, &Taylor, 2014). Teenagers and young adults (TYA) who face cancer may encounter unique
psychosocial challenges that require innovative approaches to support their mental well-being. However, this
requires guidance to care providers on how to use these networks in a professional way and to overcome
knowledge and attitudinal barriers.

The TYA with cancer often feel social isolation and need social support to combat these feelings of isolation
and maintain connections with peers. Researches find that the variations in diagnosis, disease stage, and
treatment phase combined with the uniqueness of each individual, contribute to these feelings of social
isolation (Walton, 2017). Social media platforms offer avenues for connection and communication, and
therefore offer platforms for combating isolation serving as a lifeline for TYA with cancer (Love and Donovan,
2014). Educators can leverage these platforms to engage TYA in meaningful ways and can foster a sense of
community and reduce social isolation.

Alongside, they often experience a wide range of emotions, including fear, anxiety, sadness, and frustration
and need support to navigate these feelings (Erfani, Blount and Abedin, 2016). However, the underutilization of
psychosocial support services by TYA remains a major concern. There are practical challenges (e.g.
transportation) that hinder accessing traditional in-person support services. Additionally, the stigma associated
with mental health services may deter TYA from seeking care. They may feel reluctant to seek help due to fear
of judgment or social repercussions (Zebrack and Isaacson, 2012). This highlights the need for alternative
avenues for accessing professional and peer psychological support online.

Educators can facilitate online support groups and mentorship programs to enhance TYA's coping skills and
emotional well-being. They should facilitate peer support groups or mentorship programs where TYA can
 24

connect with others who are going through similar experiences (Walton, 2017). They should try to provide a
safe environment where TYA feel comfortable and where they express their emotions without judgment or
stigma (Koltai, 2018). Moreover, educators can offer practical strategies and coping mechanisms to help TYA
manage their emotions effectively. Educators can also incorporate creative outlets such as art therapy,
journaling, or storytelling into their support programs. Through their guidance and support, educators help TYA
navigate their emotions and build resilience as they navigate the challenges of cancer treatment and
survivorship (Eva et al., 2020). TYA seek factual information about their diagnosis, treatment, and related
concerns, indicating varied informational needs across the cancer trajectory (Lea et al., 2018). Educators play a
crucial role in guiding TYA towards credible online resources and addressing their evolving informational
needs. Social media and technology interventions hold promise for promoting behavioral changes among TYA
with cancer. Educators can collaborate with healthcare teams to develop and implement these interventions,
ensuring their relevance to TYA.

References:

Best, P., Manktelow, R., & Taylor, B. (2014) online communication, social media and adolescent wellbeing: A
systematic narrative review. Children and Youth Services Review. 41: pp.27–36. [Accessed 19 March 2024]

Erfani, S.S., Blount, Y. and Abedin, B. (2016) The influence of health-specific social network site use on the
psychological well-being of cancer-affected people. J Am Med Inform Assoc. 23(3), pp. 467–476. [Accessed 20
March 2024]

Eva, C., Michael, R., Fabienne, G. P., Tamara, D., Vittoria, E. and Bernice S. (2020) Moving Beyond the
Friend-Foe Myth: A Scoping Review of the Use of Social Media in Adolescent and Young Adult Oncology.
Journal of Adolescent and Young Adult Oncology. 9(5), pp. 561-571. [Accessed 15 March 2024]

Koltai, K., Walsh, C., Jones, B. and Berkelaar, B.L. (2018) applying social network analysis to identify the social
support needs of adolescent and young adult cancer patients and survivors. J Adolesc Young Adult Oncol.
7(2), pp. 181–186. [Accessed 19 March 2024]

Lea, S., Martins, A. and Morgan, S. (2018) Online information and support needs of young people with cancer
a participatory action research study. Adolesc Health Med Ther. 9, pp. 121–135. [Accessed 21 March 2024]

Love, B. and Donovan, E.E. (2014) Online friends, offline loved ones, and full-time media: young adult “mass
personal” use of communication resources for informational and emotional support. J Cancer Educ. 29(2):241–
246. [Accessed 19 March 2024]

Walton, A.L., Albrecht, T.A. Lux, L. and Judge, S.S. (2017) Social media: support for survivors and young
adults with cancer. Clin J Oncol Nurs. 21(5), pp. 537–40. [Accessed 18 March 2024]

Zebrack, B., Isaacson, S. (2012) Psychosocial care of adolescent and young adult patients with cancer and
survivors. J Clin Oncol. 30(11), pp. 1221-1226. [Accessed 21 March 2024].

Step 6: Independent study

Students work individually to gain information about their learning objectives. Information should be obtained from a
variety of sources including books, journal articles and personal contacts. Learning should be shared below, with
references included.

Notes: Liz
Covid Research
According to the European Lung Foundation article (08/23) defines coronavirus as a group of viruses causing
 25

illness from simple common cold to acute respiratory infections . The virus is known as SARS-CO-2 .
It was declared a world pandemic on 11th March 2020 by the WHO, symptoms range from mild to severe flu
symptoms accompanied by fever , cough, muscle aches ,loss of smell, taste and appetite , breathlessness etc
Covid and mental health : According to an online article by the name of vaccines work , victims of covid -19
infection were susceptible to other diseases like dementia for up to two years after infection ,precisely the adult
population which made up 4.5% of the population as compared to 3.3% in those with other related respiratory
illnesses and infections .
From the Covid-19 Impact inquiry report (July 2021) the risk of psychosis and seizures increased in children
due to covid -19 .
According to the journal of child psychology and psychiatry article , adolescents were more prone to mental related
illnesses like depression, anxiety, slow/ reduced movements , lack of attention and defiant symptoms from precovid
-19 symptoms and those with ADHD were more likely to experience these symptoms as compared to those without
ADHD .
The BBC news online article clarifies that the proportion of individuals showing symptoms of mental health doubled
in adults as well as children since the start of the pandemic .
In young people , mental health increased during the pandemic due to increase in anxiety levels from isolation ,
sudden switch to remote learning and the absence of extra curricular activities and events .
In children, 16% of 5-16 year olds have "probable" mental health disorders compared with 10.9% in 2017,
according to NHS England.
-Mental Health of Children and Young People in England, 2020: Wave 1 follow up to the 2017 survey [Accessed
19th February 2024]
Covid-19 symptoms related to mental health include :cognitive and attention deficits ,anxiety,depression and
psychosis.
Causes of mental health during the pandemic believed to be :anxiety and fear of the pandemic ,feelings of
loneliness, increase in poverty levels due to financial impacts ,strain on relationships , increased use of drugs and
alcohol

DfE 2016 Counselling in schools: Blueprint for the future - p.g. 6-16 Jasmine:

Page 6:

Government was “committed” to improving children and young people's mental health and wellbeing.

Apparently with mental health issues being common, only 10% of 5-16-year-olds had mental health difficulties.
(whether or not that has changed from 2016 – it needs to be found out).

“Issues” included eating disorders, anxiety, low mood, and depression: these were classed as things which
would significantly impact on their future and happiness – even though mental health difficulties aren’t
prominent.

In 2014 the government established the children and young people’s mental health and wellbeing taskforce. (10
years ago!!) This looked at ways in which children, young people and their families could have access to help
and support when needed and improve the ways in which mental health services are organised and provided.

Also in 2014, the DfE said that they would develop a counselling strategy and new PSHE association guidance
on teaching mental health issues (was that done?).

The task force recognises the crucial role in which schools play, whilst working alongside mental health services
and health and community services. This allows support in “good” mental health and in preventing and
identifying mental health issues in children and young people.

Most schools value the importance of ensuring that pupils' mental health, wellbeing, resilience and developing
character are being supported.

They are always keen on EARLY INTERVENTION and the use of school-based counsellors which are used to
support mental health issues.
 26

Having a positive mental and emotional wellbeing is crucial to children and young people’s holistic development.

Page 7:

The key proposals show that:

2015-2016 and then again in 2019-2020 there should have been a 1.4 billion pound funding which was
supposed to “transform” children and young people’s mental health services.

In 2020 (Covid-19), the government proposed aspirations in which they were hoping to achieve that year. These
included:

Improving public awareness and understanding about mental health, which was supposed to be combated by
an anti-stigma campaign called ‘time to change’.

In the whole country every child or young person should have open access to effective mental health support.

Increased usage of evidence- based treatment with focused outcomes. This would be by building on the
success of the Children and Young People’s Improving Access to Psychological Therapies programme (CYP
IAPT).

Every area has a service where children and young people could pop in and be provided with advice and
support to help them.

Improving communication, access, and referrals to support through every area and having named contacts in
specialist mental health services and schools.

Professionals who work with children and young people are trained in child development and mental health, so
they can understand what needs to be provided in order for them to have access to the best help they can.

Every area should publish a Local Transformation Plan (LTP) which should support how local provisions will
change to better children and young people with mental health issues and improve prevention services.

Page 8:

School-based counselling is one of the best forms of psychological therapy for children and young people.

62% of schools offer counselling services to their students (70% secondary schools) & (52% primary schools).
What are the percentages now?

1-1 counselling for 2 days a week would cost 14.5k per year.

As where a whole school system of pastoral, safeguarding and support systems estimate around £40k a year.

Page 9:

Counselling within secondary schools has been proven to decrease psychological stress in the short term.

In primary-based counselling the one-on-one basis consists of art or play-based methods.

The Place2Be model is a flexible opportunity for schools based on mental health services which are delivered by a
team of clinical staff and skilled volunteers.

This includes having weekly one-to-one counselling sessions in schools for children with most urgent needs, where
trained counsellors tailor each session in school to the individual pupils' needs.

For younger children a more therapeutic route would be encouraged as it encourages the children to be expressive
in non-communicative ways.

Family members of the Children who have received Place2Be counselling said that 74% of them have improved
 27

after counselling.

Page 10:

Teachers and school staff say that they don’t have the time or expertise to support children and young people when
they show signs of distress.

Areas which have been highlighted for development of counselling services which schools should be cautious of
are:

Greater use of outcome monitoring

Ensuring equity of access to young people who are currently under-represented for example those from black and
minority ethnic (BME) backgrounds.

Ensuring services are equipped to meet the needs of vulnerable children and young people, including looking after
children and young people with SEND.

Increasing children and young people’s involvement with development services

Better integration with other mental health and wellbeing support, within schools and beyond it, this allows
improved assessment and referral. Integration with local specialist child and adolescent mental health services
(CAMHS) is crucial to this.

Page 11:

The benefits to the individual and to society in preventing problems from arising, and intervening early where they
do, are significant. For schools, this can result in improved attainment, attendance, and reductions in behavioural
problems.

The document states that: over time, all schools should make counselling services available to their pupils. In line
with the Government’s wider approach to schools, allowing schools autonomy to make their own decisions about
how to use their funding in the best interests of their pupils, we are not requiring this.

Page 12:

Schools have a vital role to play in relation to supporting the wellbeing of their students.

The DfE supposedly has a range of programmes through voluntary and community sectors, this includes
resources, information and training for schools, young people and families; specialist support for vulnerable groups;
helplines, online services and apps.

Page 13:

The blueprint states that PSHE provides an obvious approach to teach students about mental health???

The PSHE association which is a non-statutory requirement covers mental health and has continuously provided
guidance for schools about mental health.

Apparently, there are lesson plans covering mental health in key stages 1-4. Regarding that, the older the student
is the topics become more detailed e.g. self-harm, depression, suicide, anxiety and eating disorders etc.

It is also important to promote staff health and wellbeing, headteachers have an obligation to check up on and
support staff wellbeing.

Reducing the stigma around mental health

Whether mental health is learnt through the curriculum, pastoral support or encouraging openness about it, needs
 28

to be non-judgemental.

Page 14:

Internal support for schools can be provided for example, by providing and promoting external services such as
ChildLine or NSPCC.

Pastoral systems within schools have responsibility for the wider welfare of their pupils and counselling services
should be considered within this context.

Schools should consider how their pastoral and SEND support systems link with counselling support as well as with
external specialist services; how pupils are monitored, both to identify those with issues or in high-risk groups, the
effectiveness of interventions deployed; and what training and support is available for staff in these roles, including
form tutors.

Highlight the need of different services for example, bullying, academic pressure or difficult issues which are
handled by teachers e.g. gender identity. This way schools can see and edit or implement new policies to improve
the way things are being dealt with in regards to mental health.

Page 15:

The DfE provided the NSPCC with 11.2 million from 2011-2015 to help fund them.

Make appropriate references to other key guidances in the area.

The DfE’s mental health and behaviour in schools advice provides schools with advice and support on how to
effectively support children and young people’s mental health.

Page 16: has a case study which isn't related to the task at hand.

Private Education vs Mainstream education comparison (Mainstream: Fairfield High School and Private: Clifton
High School) - Niamh

‘We change our world’ in Academy Improvement Priorities 2022-23 states that Fairfield High School (FHS)
encourages collaboration and communication between all members: staff, students, parents/guardians, agencies,
and wider networks, to “[make our world] a better place to live by championing inclusivity and diversity for all
protected characteristics.” This suggests that FHS has a large support system and are aware of potential
differences in members and allowing the school to provide a safe space for everyone involved. As this is one of
their policies, it can be suggested that FHS takes students’ perspectives and experiences into consideration when
focusing on the school’s improvements. Also, in Fairfield High School’s ‘Excalibur School Improvements Priorities’,
they have selected ‘Safeguarding: Pupil Mental Health/Wellbeing’ to be listed as a focal area for the upcoming year.
From an ‘Agile Strategic Leadership’ diagram, it is clear to see that FHS really believes in personal development
and enriching opportunities for students, as they have stated as ‘influenced by local, regional, national and
international contexts, including.. Gender and racial inequality and Social justice.
Also, an entire subpage is dedicated to ‘Wellbeing’: FHS state they ‘..aim to promote positive mental health and
wellbeing..’, and on this page they have offered many links to different organisations, charities, and resources for
anyone who is struggling. There are 16 different links on this website, but to name a few they have included:
websites such as ‘On Your Mind’ - sources of support for good mental health and emotional wellbeing, phone
services such as ChildLine and FRANK - hotlines for contacting counsellors about mental health concerns or drug
use, apps such as ‘Calm Harm’ and ‘Headspace’ - free spaces to get meditation and ‘counsellor-like’ advice and
management of self harm urges, and charities such as ‘PAPYRUS’ and ‘The Charlie Waller Memorial Trust’ where
individuals can seek advice or help regarding depression and suicide. However, despite these links there are no
mentions of any type of in-school counselling or physical support.
At Clifton High School (CHS), immediately on their website you are greeted with their core values which include:
curiosity, empathy, love, and direction. Having ‘empathy’ and ‘love’ as key values is quite rare in comparison to
other schools, so it immediately gives the sense of care and concern towards their students. However , unlike
Fairfield, Clifton High have a very limited page when it comes to their ‘Values and Ethos’, where they are mainly
 29

just repeating what is shown on their front page. The ‘empathy’ value section does hint towards having a good
support system as it states having an ‘embedded pastoral system’ to ‘[equip the students] with the ability and desire
to change the world in a positive way’. Similarly, following this and in the ‘love’ value section, it is stated that it is
their belief that ‘love for others directly equates to the inclination of prioritising personal wellbeing’. This again
suggests that wellbeing could be a very valued and important aspect to Clifton High’s ethos. Another subpage is
listed where all staff for the 2023-24 Spring Term and their qualifications are listed, and it is stated that CHS have a
‘Pupil Welfare Counsellor’ with the qualifications to support this. On top of having a counsellor, there is also a whole
team dedicated to the Safeguarding of the students, with s Pastoral member also recognised. Next, I looked into
their ‘Wellbeing’ subpage to find any additional information on the support their students are entitled to, and found
an excellent amount of information regarding counselling in school and ways to find it outside of the school doors.
For example, it immediately greets you with the name of their counsellor and recognises her as being able to offer
‘professional support and expertise’ and an ‘experienced Counsellor of children, young people and adults’. It is
stated what the counsellor has training and experience in, including art therapy and psychotherapy, alongside the
issues brought to counselling: bereavement, relationship problems, mental and physical ill health: anxiety/panic
attacks/stress/depression, social media and internet issues, assault, sexuality and gender, self-esteem, and
interestingly enough, the impact of Covid-19. Below this, there are many different links in how to get in contact with
the counsellor and make an appointment, followed by seven alternative ways to find counselling outside of CHS,
such as through ‘The Counselling Directory’ where over 10,000 qualified counsellors are listed, and ‘Relate’: a
Bristol based child and family counselling scheme. Additionally, to end the page, there is a link to a page where
there are ‘Tips to make your days brighter’, where it includes: a wellbeing list of personal checkpoints, some
creative and physical ideas, how to appease each hormone, apps for mental health and wellbeing, how to deal with
managing thoughts and feelings, alongside support for Coronavirus and mental health and plenty of other links and
websites regarding community resources and support systems online.
‘The study found that there was no private school advantage for boys’ mental health at any age. Girls in private
schools had slightly better mental health than their state school counterparts at age 16, but no difference was seen
at 14 or 25. The researchers also found no difference in life satisfaction between the private and state school
pupils.’
‘ “I think it is possible that the increased pastoral support was just starting to make a difference for this cohort,” says
co-author, Dr Morag Henderson (UCL Centre for Longitudinal Studies). “But it is also likely that although school
resource is greater in private schools, the academic stress students face might be too and so we see each force
cancelling the other out.”’ https://cls.ucl.ac.uk/state-school-pupils-just-as-happy-with-their-lives-as-private-school-
counterparts/#:~:text=Girls%20in%20private%20schools%20had,private%20and%20state%20school%20pupils.
‘The study looked at data from 2,682 individuals who took part in a large cohort study -- 2,413 attended state
schools and 269 attended private schools. The researchers analysed data on family background and prior
educational achievements as well as information gathered from questionnaires (conducted with participants
between the ages of 12 and 21) on factors including wellbeing, peer victimisation, sexual behaviour, substance use
and anti-social behaviour. The findings of the study suggest that, when it comes to overall well being across
adolescence, private and state school students do not differ.’

However, ‘In the UK, seven per cent of secondary school children are privately educated.’ Professor von Stumm
added: “In the wider population we often assume that a private education will have a very positive impact on a
child’s development. Our study suggests we have unrealistic expectations of the virtues of a private education,
when in reality many of its benefits result from the legacy of a privileged family background.

https://www.york.ac.uk/news-and-events/news/2020/research/private-school-development/

Mental health charities in bristol:

· Second Step (https://www.second-step.co.uk/) – in partnership with the NHS to run mental health services
as well as mental health support for those who are homeless, leaving hospital or settling into their own homes. The
charity has a strong belief in the benefits of partnering with other services to ensure every person is receiving the
best care possible and can go on to lead fulfilling lives. There is also access available to everyone to their social
media, blogs and YouTube videos which further explain services they can provide, stories from people who have
used their services and coping techniques. Workshops available in Bristol and North Somerset only to people aged
18+. Multiple community services such as drop-in services for mental and physical health for homeless people,
recovery navigators by GP referral and crisis hotlines. Unclear on specific services they could offer primary school
 30

aged children.

· Mind Bristol (https://bristolmind.org.uk/) – Mindline helpline open Wednesday-Sunday 7pm-11pm. Offer

support for “Mild-Moderate mental health struggles”.

· Young Minds Organisation (https://www.youngminds.org.uk/) – Ensuring no child or young person feels

left alone with their mental health struggle and to prevent reaching crisis point. Shout Textline for free 24 hour
mental health support. Multiple blogs and information pages on their website to help better understand your feelings
and what steps and/or contacts to help overcome this.

· Health Watch Bristol (https://www.healthwatchbristol.co.uk/). – can help children and parents find the
correct help if they are struggling to access services or unsure how to. Contact them to share your views and
experiences with health and social care services in Bristol to help providers improve.

Page 17
Mental health refers to our emotional, psychological, and social well-being. It affects how we think, feel, and act,
and also determines how we handle stress, relate to others, and make choices. Mental health is important at every
stage of life, from childhood and adolescence through adulthood.
Good mental health means being able to function well in everyday life, cope with stress effectively, maintain healthy
relationships, work productively, and make meaningful contributions to society. It's not just the absence of mental
illness, but also the presence of positive characteristics like resilience, self-esteem, and emotional intelligence.
Mental health can be influenced by various factors, including genetics, brain chemistry, life experiences, and
environmental factors. Just like physical health, mental health can fluctuate over time, and it's essential to take care
of it through self-care practices, seeking support when needed, and maintaining a balanced lifestyle.

Research Counselling in secondary schools

Place2Be:
Place2Be is a children and young people's mental health charity with almost 30 years' experience working with
pupils, families and staff in UK schools.

They provide mental health support in schools through one-to-one and group counselling using tried and tested
methods backed by research. In addition, they also offer expert training and professional qualifications.

Each school has a dedicated Place2Be mental health professional who is integral to the school team.
They work closely with pupils, families and staff to improve emotional wellbeing and provide mental health support
for the whole school.
They collect data to measure our impact on mental health in schools, which helps them to review and improve our
in-school support.

Last year, 36,565 children and young people accessed a support service from Place2Be. Our one-to-one
counselling supported 6901 pupils.
Of those receiving one-to-one counselling, many faced challenges which made it harder for them to focus at school:

● 43% received free school meals

● 6% are subject to a Child Protection Plan (CPO)
● 8% were reported to be on a Children and Adolescent Mental Health Service (CAMHS) waiting list
● 43% were eligible for pupil premium.

https://www.place2be.org.uk/our-services/services-in-schools/mental-health-support-in-schools/
 31

The British Association for Counselling and Psychology (BACP):

The British Association for Counselling and Psychotherapy is the professional association for members of the
counselling professions in the UK.

In England, Government plans to support children and young people's mental health remains inadequate.
Unlike in Scotland, Wales and Northern Ireland, school and college counselling rarely features in these plans,
though some integrated care systems (formerly clinical commissioning groups) do directly fund short term
counselling provision, often within the voluntary sector but also delivered in schools.

The Government has committed funding within the NHS Long Term Plan providing additional access to support for
children and young people via NHS England’s funded mental health services. This includes expanding mental
health support teams (MHSTs), with the aim of reaching 50% of schools and colleges by 2024-2025, with low level
evidence-based interventions provided by educational mental health practitioners. MHST’s do not include funding
for a step-up to counselling. BACP is supportive of the recommendations made in Barnardo’s It’s hard to talk review
of MHSTs where they state that the model should be expanded under the banner MHST+ which is inclusive of
counselling interventions for children and young people when current MHST interventions don’t go far enough.

Our message remains consistent, England needs to catch up with other UK nations regarding Government funded
counselling interventions offered to children and young people – and there is no more crucial time than to influence
this agenda in the run up to a general election.

What’s more, 82% of parents with children aged four to 17 believe counselling or psychotherapy should be freely
available to all school children, throughout all schools. BACP and You Gov survey 2022.

https://www.bacp.co.uk/news/campaigns/school-counselling/

The spark

The Spark is one of biggest providers of school-based counselling services in the country, supporting thousands of
children and young people each year with counselling. The quality of the service has been demonstrated through
robust assessment, evaluation, and impact measures.

Working directly with schools and local authorities, our in-school counselling services help to support the emotional,
behavioural, mental, and social health and wellbeing of pupils. School-based counselling services are provided by
age-group category in both primary and secondary settings.

Every child and young person have the right to expect the appropriate support from adults to ensure they can reach
their potential. Helping children and young people to develop a positive outlook on life is essential. This can be
achieved by building social and emotional competencies such as resilience, self-esteem, and interpersonal skills.
These encourage healthy behaviours and aid achievement in and out of school.

The Spark incorporate the GIRFEC framework to help to get it right for every child. Supporting families and schools
by making sure children and young people can receive the right help, at the right time, from the right people to help
them to grow up feeling loved, safe, and respected so that they can realise their full potential.

School based counselling can help young people deal with a range of personal problems. Common issues
addressed by The Spark’s counsellors in schools include:

● Anger / aggression
● Anxiety
● Body image
● Bullying
● Depression
● Eating disorders
● Emotional issues
 32

● Exam stress
● Family breakdown
● Illness
● Loss/bereavement
● Low self-confidence
● Low self-esteem
● Puberty
● Relationships and sex
● Self-harm
● Sexual identity
● Substance abuse
● Young carer responsibility

Depending on the pupils age and stage, The Spark’s school counsellor may utilise a combination of therapeutic
play, art therapy or talking therapy. The counsellor will establish a therapeutic relationship with the child or young
person through acceptance, trust and empathy providing them with an opportunity to express and process feelings
at their own level and pace.

This positive relationship can then be internalised by the child and help instil:

● a sense of competence
● improved ability to form healthy relationships and
● re-align negative patterns of behaviour or thinking

https://www.thespark.org.uk

McLaughlin, C,. (1999) Counselling in schools: Looking back and looking forward. British Journal of
Guidance and Counselling. 27(1) [Accessed 10 Feb 2024]

https://www.researchgate.net/profile/Colleen-Mclaughlin-8/publication/
247522962_Counselling_in_schools_Looking_back_and_looking_forward/links/57dfe86608ae5272afd0a0b3/
Counselling-in-schools-Looking-back-and-looking-forward.pdf
Chinwuba M,, Ogunode, O (2023) Counselling Skills for Effective Counselling in Schools Journal of
Innovation in Education and Social Research 1 (3) [Accessed 10 Feb 2024]

http://journals.proindex.uz/index.php/jiesr/article/download/241/198

Guidance and Counselling in Schools: Theory and Practice Namita Ranganathan, Toolika Wadhwa Taylor &
Francis, 2024

This book addresses guidance and counselling needs of children and adolescents in school settings.
Acknowledging that most issues which children and adolescents face do not reach clinical settings and are often
addressed by primary caregivers, the book focuses on specific strategies that primary caregivers can use. With an
overview of mental health concerns that arise during these developmental stages, the book focuses specifically on
the roles that parents and teachers can play. Home and school together play vital roles in the lives of children and
adolescents.

The book thus recognises the need for them to work together and uses examples from the field to build contexts in
which school children and adolescents grow. This is attempted in the backdrop of theories of psychology and
mental health therapies. The volume tries to bridge the gap between theory and practical applications of mental
health in everyday life.
 33

This book would be useful to the students, researchers, and teachers working in the fields of education,
psychology, development studies, social work, and sociology. It would also be an invaluable companion to policy-
makers, professionals from government and non-government organisations working around education and social
development.

Dr. Darakhshan Parveen, & Shameem Akhtar. (2022). The Role of Guidance and Counselling in Schools: A
Literature Review. International Journal of Indian Psychȯlogy, 11(2

Research for mental health policies/strategies in schools:

There are many schools that have integrated mental health education into their curriculum. Teaching about mental
well-being, coping methods, and reducing negative perceptions are some of the things this includes. Psychological
health education is often incorporated into programs like PSHE.

Teachers and staff are trained to spot signs of mental health issues and provide appropriate assistance to students
at schools. Workshops, seminars, or online training programs may be included.

Student support from qualified professionals can be found in some schools' counselling services. Group therapy,
one-on-one counselling, and drop-in sessions are all possible.

Peer support programs train students to offer assistance and direction to their peers who may be struggling with
mental health issues. Peer guidance, listening programs, or support groups are some of the options.

Schools may take various steps to boost students' mental well-being. Yoga classes, sports activities and art
therapy can be included.

Schools often collaborate with external organisations to enhance their mental health support services. These
alliances could provide more assistance, knowledge, or financial support for mental wellness initiatives.

Awareness campaigns and events may be organised by schools during mental health awareness weeks or months.
These activities are intended to raise awareness about mental health issues, reduce stigma, and promote help-
seeking behaviours among students.

Parents and caregivers should be involved in mental health initiatives. The school might hold workshops or inform
parents about mental health concerns and offer tips on how to help their kids' minds.

DfE (2016) Counselling in schools: a blueprint for the

futurehttps://assets.publishing.service.gov.uk/media/5a74ba8640f0b619c8659f41/Counselling_in_schools.pdf
Notes on pages 17-27 (Bethan).
What is counselling and how does it help young people?
- The document describes counselling as an intervention that can help young people overcome issues in their lives, which
could be causing them distress, confusion, or difficulty.
- Boundaries are identified and contracts are made between the young person, the councillor and sometimes the parents or
careers, to help keep all participants safe and informed.
- Good mental and emotional health is an integral part of children and young people’s holistic development. When this
development is inhibited, counselling can be an effective and important resource.

- The aims of counselling: assist the young person to achieve a greater understanding of themselves and their relationship
to their world; create a greater awareness and utilisation of their personal resources, build their resilience, support their ability
to address problems and pursue goals.

- What is school based counselling? The British Association for Counselling and Psychotherapy (BACP) define school-based
counselling as: ‘a professional activity delivered by qualified practitioners in schools. Counsellors offer troubled and/or
distressed children and young people an opportunity to talk about their difficulties, within a relationship of agreed
confidentiality.’

- Benefits of school based counselling? It can help reduce the psychological distress that young people may experience due
to life difficulties, such as being bullied or experiencing bereavement. It can also support young people who are having
difficulties within relationships, with family or with friends; young people who are having difficulty managing their emotions,
 34

such as anger; and as part of a graduated response to decide whether to put SEN support in place where difficulties are
caused by events such as bullying or bereavement.
- Effects of counselling? Improves their capacity to study, improved concentration, increased motivation, increased
attendance, improved behaviour.
- Main causes for a need of counselling? Family issues, anger, behaviour, bereavement, bulling, self-worth, and
relationships.
- Routes to counselling? voluntary sector services, private services, GP, specialist children’s mental health services
(CAMHS) and counselling in schools.
- Schools can also use counselling to complement and support other services.
- Some children may not want to see a counsellor in their school so they may provide resources to other sources in the local
community or online.

Schools that do not have counselling services in place will need to consider several factors to consider, including
the:

- prevalence of mental health problems and its impact pupils’ academic progress and behaviour

- experience of existing staff within the school and strength of pastoral systems

- Availability of support through external agencies, within the statutory and voluntary sectors, including Local Authority and
mental health services.

- Views of pupils, parents or carers and school staff.

Funding: Schools have the freedom to decide how to spend their budgets. They will need to take into consideration
the costs of the different models of delivery, alongside considerations about quality and accessibility of provision.
They can use Pupil Premium funding for this purpose. Some schools have the flexibility to use the notional SEN
budget to provide services, this might be particularly effective where they identify several pupils with emotional,
social, and mental health needs.

How to provide school-based counselling? Contracting individual counsellors directly, engaging with a Local
Authority team of counsellors, contracting with a third party, for example, within the voluntary sector, or paying for
the time of specialist children’s mental health services (CAMHS) counsellors. Experienced external providers
should give assurance to schools that the counsellor is properly trained, supported, professionally supervised,
insured, and working within agreed policy frameworks and standards, and accountable to a professional body with
a clearly articulated complaints procedure. They could also have good links to other services and more contacts.

Schools will need to consider the delivery of these services:

- Length, timing, and duration of sessions

- Secondary school counselling sessions tend to vary from 40 to 60 minutes

- Some children and young people may only need to attend for a few sessions whilst others may need support for much
longer.

- Some school counselling services may offer a “drop-in” facility for pupils where a child or young person can see the
counsellor for a short period of time without an appointment.

Identifying pupils in need of support:

- Schools need to consider how referrals will be made to counselling services and ensure that staff and other services know
how referrals are made, including through SEN support processes.

- Self-referral by pupils as well as by teachers and support staff.

- Schools may also want to consider whether and how to enable referrals by parents or carers and peers.

- There may be some children and young people whose mental health issues need clinical treatment by an appropriate
 35

specialist mental health professional.

- There may be some individuals who do not want to undertake counselling and schools need to be prepared with
alternative approaches.

- Some ethnic minorities are under- represented in school-based counselling.

Schools will also need to help making appointment services. Consider making a waiting list. They need to ensure
that as many young people attend their appointments, this could be through using appointment slips or text
reminders. They also should follow up if there is no attendance.

Something else to consider looking at: School based Counselling Operating Toolkit

Features of a good counselling service:

- All staff, parents or carers, pupils and school partners are aware that a school-based counselling service is being offered.
- Information about the school counselling service should be available and understood by all staff.
- Information and publicity materials have been developed and made available for all the different audiences: staff, parents
or carers, pupils.
- Counselling is seen as part of a whole school approach to emotional health and wellbeing and school effectiveness.
- The service is independent as well as integrated into the school.
- The counselling room is accessible, private, secure, safe, and welcoming.
- The counsellor is suitably qualified and is recognised on an Accredited Voluntary Register and is working within an ethical
framework, such as BACP or equivalent.
- Appropriate clinical and managerial supervision arrangements are in place.
- Continuing professional development opportunities are available and taken up.
- A member of school staff has been appointed to act as liaison.
- Appropriate induction arrangements have been made.
- The counsellor is familiar and works with relevant legislation and procedures, including child protection and safeguarding
procedures.
- The counsellor has a knowledge of mental disorders and the evidence base for effective treatments.
- Pupils have been involved in the development (and evaluation) of the service.
- There is clear referral, including self-referral procedures in place.
- The equal opportunities policy includes sex, disability, race, and sexual orientation.
- The complaints procedure is accessible to all.
- There are protocols in place for working with, and referring onto, other agencies.

Information found from: https://www.wheretotalk.org/charities/

Some charities:
SPECIALIST SUPPORT FOR FAMILIES THE ANNA FREUD NATIONAL CENTRE FOR CHILDREN AND
FAMILIES
- The Anna Freud National Centre for Children and Families has delivered mental health care for over 60 years.
http://www.annafreud.org

SPECIALIST SUPPORT FOR MENTAL HEALTH

- CITIZENS ADVICE BUREAU Citizens Advice provides a free, confidential debt advice service. Their staff get specialist training
on helping clients with mental health problems. If you disclose mental health problems early, it will help advisors to help you.
Contact your local Citizens Advice Bureau.
- Heads together charity https://www.headstogether.org.uk
- https://www.mind.org.uk/information-support/tips-for-everyday-living/money-and-mental-health/

SPECIALIST SUPPORT FOR YOUNG PEOPLE

- Place2be provides counselling for children in around 280 schools across the UK. https://www.place2be.org.uk
- The Mix supports young people under 25 years old with mental health problems. It offers email and telephone counselling,
including a helpline. http://www.themix.org.uk
- Young Minds champions and promotes the wellbeing and mental health of young people. https://youngminds.org.uk
- Samaritans: 116 123
- Mental Health Matters: 0800 107 0160
- Childline: 0800 1111

Secondary schools in Bristol

- Bristol Metropolitan Academy Snowdon Road, Fishponds, Bristol, BS16 2HD
 36

Rated good by OFSTED. It’s also an Academy. https://bristolmetropolitanacademy.clf.uk

They have a policy for people with health needs that cannot attend school
https://bristolmetropolitanacademy.clf.uk/wp-content/uploads/Children-with-health-needs-who-cannot-attend-
school-policy-1.pdf

Emily: Document attached as a link

https://docs.google.com/document/d/1GPaPwai4MthndS6S894770UhineMpU_BYyW53npQtgU/edit?disco=AAABG3Xt_bI