How schools are tackling the impact of GCSEs on mental health
With students approaching a new academic year and this year’s GCSE and A-level results just out, discussions have once again been turned to the level of stress that exams, particularly GCSEs, bring on young minds. With the exam intensity increasing each year, levels of stress are also on the rise. The question is whether this stress is a natural motivator, or whether it pushes youngsters too hard – to the point where there is a possibility of developing mental health issues. Childline delivered 2,795 counselling sessions for exam stress between 2018 and 2019. One third of these sessions took place during the exam season months. The most common age for students to seek this help was between 15 and 16, with girls five times more likely to ask for help with mental health than boys. Within this article, we explore the difference in healthy stress and unhealthy stress and highlight that our current exam system may well be aggravating stress levels, as well as the line between stress and mental health conditions and how the two relate to each other. Identifying mental health issues The fact is that healthy stress, toxic stress and mental health are different to one another, although the terms ‘stress’ and ‘anxiety’ are often used interchangeably. We go through stress to help deal with present threats. Whether this is pressure at work, home, or school, this current pressure causes adrenaline to be released and cause a feeling of stress. This is a natural reaction in a short-term scenario. However, if we experience too much stress or if the chemical adrenaline lingers in our bloodstreams for too long, then we can experience anxiety. Anxiety brings a whole host of symptoms with it, including sickness, panic attacks, and dizziness. Anxiety continues to pressure a person long after the pressure-causing event has gone. This can be caused by an internal chemical imbalance, hence the prolonged effects even without a current, identifiable event causing the feelings. This in and of itself can prove upsetting for an individual with anxiety, as they feel there’s no observable reason for them to feel like this. In a nutshell, stress is something we experience when we come across immediate, present threats or pressure. Anxiety is usually longer lasting, and often deals with concerns of the future; it is a response to hypothetical, potential pressures to come. Where stress is a response to a currently occurring issue, anxiety has been considered as an intolerance for uncertainty. When stress is embraced Healthy stress is quite beneficial, but the downside is that its temporary. It is born out of our fight-or-flight instinct, where present threats or pressures took the form of predators more than academic performance! Experiencing stress before an exam is normal. The adrenaline is all part of the body and brain getting ready to perform. It is important that students are aware that a little stress is nothing to fear. It’s normal, and it’s helpful. With a healthy, manageable level of stress, people often perform well. Of course, the key element here is ‘manageable’. When this healthy burst of stress builds and spirals out of control, affecting areas of life outside of the exam hall, then it most certainly isn’t helpful, nor is it healthy. If a student finds themselves feeling stressed outside the exam hall, and that that stress is impacting home life or classroom behaviour, it’s time to look at the issue from the viewpoint of anxiety. Combatting stress Anxiety’s damage comes in, lingers and gets tangled with everything. Often, people suffering from anxiety note that little to nothing seems enjoyable anymore, as there’s something in everything they do that makes them worry more or their feelings of anxiety are so overwhelming that they cannot focus on anything else. Simply ‘taking their mind off it’ isn’t possible. Experiencing jittery feelings and nerves before exams is one thing. But when that worry lingers long after you’ve left the exam hall and starts to extend out into future ‘what if’ scenarios, that’s when anxiety could be developing. Often, anxiety is characterised as a feeling of ‘doom’ in these future worries. The worst-case scenario is, in the throes of anxiety, suddenly a fact rather than a hypothetical. With this in mind, how can schools provide for students in order to ensure stress remains at healthy, short bursts and not a lingering, damaging, and often harmful condition? What schools can do to help Schools can provide a number of methods to help their students in the run up to their exams: • Encourage achievement but avoid undue pressure. — Particularly for high-achievers, the pressure to perform perfectly in exams can be a lot to handle. These students can feel that they not only need to achieve the grade for themselves, but for their parents and teachers or they will risk letting them down. Many may feel shocked or ashamed if they gain a grade 8 in their exam when they were ‘expected’ to get a grade 9. Assure them that this top-tier grade is still that: a top-tier grade, and more than enough to see them on to future success! • Remind students that exams are important, but they are not the most important thing in life. — We’re not saying tell your students the exams don’t matter; of course they do. But make sure the scale is realistic. You want, and expect, them to do their best. Achieving good results here will build a great foundation for their lives. But remind them that a failed exam will not mark them for the rest of their lives, nor will it be the defining of them: let them have a chuckle at some of Jeremy Clarkson’s tongue-in-cheek tweets each year during exam season, such as: “If you’re a level results are disappointing, don’t worry. I got a C and two Us, and I’m currently on a superyacht in the Med.” • Arrange stress-buster sessions. — Learning how to handle and manage stress is a vital skill. Particularly at
Unique PSHE resources for mental health and safeguarding
There is now a realization by governments that schools play an important role in promoting good mental health. And there’s pressure on schools to deliver. Promoting robust mental health is now a formal part of the PSHE curriculum, yet there’s very little available to schools in terms of support and resources. Now, there are proven resources available – all the way from Denmark! Widely regarded as one of Europe’s most successful education systems, Denmark has enthusiastically embraced the need to provide positive mental health intervention. As in the UK, there are incredible stresses placed on children and young people by social media, peer pressure, bullying, exams, and more. There’s very little that schools can do to alleviate these stresses, but what they CAN do is provide ‘counterbalancing’ positive input. In Denmark, as in many other countries around the world, the concept of ‘positive education’ has emerged as an important part of the curriculum. Evidence from many studies shows that good self-esteem and robust mental health allow children to learn better. But until recently, the tools that schools needed to implement such policies were lacking. This is where Denmark has taken a lead… Based on the concepts of positive psychology and intrinsic character strengths, the Danish education company Strength Academy has developed a range of classroom materials that are easy to use and give very positive results. Now proven over several years, and in hundreds of schools, Strength Academy materials are finally available in the UK. With versions available for both Primary and Secondary schools, the Strength Academy resources are complete systems – ready to go. High quality teacher and classroom resources are complemented by low-cost student workbooks, reducing costs: Strength Game (each box for 2–4 players) Teacher guides with clear step-by-step activity instructions Low-cost student workbooks (just buy new workbooks for each class) A4 flashcards A2 classroom poster Evidence from Denmark shows that using these resources can lead to: Noticeable improvements in individual self-esteem Improved class interactions and acceptance of diversity Greater engagement and willingness to learn In the UK, these leading-edge resources are supplied and supported by Tiny Sponges. We’re a specialist supplier of PSHE, mental health, and safeguarding resources to schools and parents. With over 30 years’ experience in education, we’ve worked with Strength Academy to adapt these unique resources for the UK. Email: info@tinysponges.com Web: www.tinysponges.com Tel: 01903 910191
Education professionals feel too guilty to take sick days and it’s affecting their mental health
CV-Library offers advice to those who are feeling overworked or struggling with mental health Research from leading job site, CV-Library, has found that the majority of education professionals (65.1%) actually only take one or two sick days a year. What’s more, only 14.3% said they have ‘pulled a sickie’ in the last 12 months. The study sought to uncover just how many sick days the average worker takes each year, and the affect this has on their physical and mental health. Worryingly, two thirds (66.2%) of professionals in the sector said they feel too guilty to take time off when they’re genuinely ill. When asked why they feel too guilty to call in sick, the main reason was because they didn’t want to leave their team in the lurch (39.2%). Other key findings include: Over one in four (29.4%) don’t like taking sick days as they believe it reflects badly on them A further 15.8% say their boss is not very understanding if they are ill And over one in 10 (15%) say calling in sick is frowned upon in their workplace Additional research from CV-Library explored the impact that working overtime can have on people’s physical and mental health. According to the study, two thirds of education professionals (65%) confess to working more than their contracted hours, with 15.4% working an extra 15 hours each week. Lee Biggins, founder and CEO of CV-Library, comments on the finding: “We’re all guilty of overworking ourselves, especially if we’re trying to make a great impression. But the truth is, going into work when you’re not feeling well is counterproductive. When we’re unwell we find it hard to be as alert and it can be difficult to focus. “What’s more, depending on the nature of your illness, you could pass this on to other members of the team or to the pupils, causing it to spread. Therefore, it’s best to take time out to look after your mental and physical health when you need to, so you can return to work feeling fresh and productive.” CV-Library offers its advice to professionals in the education industry who feel guilty about taking sick days, or have an employer who makes them feel bad for doing so: Speak to your manager: If you feel your manager is being unfair, try speaking to them about your situation, whether it’s problems with your physical or mental health. Together you might be able to come to an arrangement to suit both parties. Create work-life balance: If being overworked is affecting your health, try to create a better work-life balance. Be careful not to take too much work home with you in the evenings. Practise self-care: Take time for yourself before/after work and on your weekends. Do something you enjoy or that helps you unwind. Exercise can be a great way to de-stress and boost your mood. Find a new company: If your boss isn’t able to help or your existing company is not very supportive, it might be time to search for jobs elsewhere! Look for an employer who offers flexible working or mental health days and a culture that promotes work-life balance. If it’s time to find yourself a new role, in a company that encourages you to look after your health, browse over 195,000 live vacancies today!
Can mindfulness tackle the mental health epidemic?
World Mental Health Day on 10 October gives us all an opportunity to reflect on whether we are really doing enough to support young people and mental health in an ever-changing world. The statistics are alarming: every year one adult in four, along with one child in 10, will suffer a mental health issue. Half of all mental illness begins by the age of 14, but most cases go undetected and untreated. In fact, according to UK estimates only a quarter of those with mental health problems undergo ongoing treatment. Suicide is the second leading cause of death among 15-29 year olds and is the single biggest killer of men under the age of 45. Helping young people to grow up healthy, happy and resilient is the responsibility of everyone, not least schools, where there is a growing recognition of the importance of building mental resilience from the earliest age possible to cope with the challenges of today’s world. In my experience, for young people suffering from mental health there is a lot bubbling under the surface before symptoms appear, and it is their inability to communicate their feelings that results in actions such as self-harming or even worse. Our approach with 1decision is to support teachers in exploring mindfulness. Children from the age of five have the opportunity to recognise and name a range of emotions including worry, anger and grief, and develop an understanding of their physical effects, distinguishing between those that feel pleasant and those that feel unpleasant or uncomfortable. Within the topics on our feelings and emotions module, there are many opportunities to help students gain the skills to manage their emotions positively and to understand how to seek help in the early stages. Another factor in mental health is the 24/7 online world. When I was at school, any arguments or disagreements were mostly left at the school gate. Now these continue online, often long into the evening. Young people’s likeability today is based on how they feel about themselves and what others say about them on social media – their confidence can be ripped out so easily. Helping children understand the golden rules for staying safe online, and how their online activity can affect others, is another issue we tackle. 1decision has developed supportive materials for teachers suited to 21st century children to explore all of these areas and support children in our media-dominated society. Yet more work needs to be done to build mental resilience. An approach to promoting and protecting adolescent health can help: working on areas such as healthy diet and understanding why we need a healthy mind are crucial. This is where many schools can and do make difference. The outcome of the Department for Education consultation on Relationships, Sex and Health Education, which closes on 7 November, should give schools more direction on this issue. But prevention of mental health begins with better, and earlier, understanding of pupils needs. Hayley Sherwood is creator of 1decision, part of Headway learning resources. For more information on World Mental HealthDay click here.
Lack of support around teacher mental health
The stigma around discussing mental health is still very much present, and the majority (80.3%) of education professionals agree that not enough is being done to support mental health at work. In fact, half (50.1%) have considered resigning from a job due to lack of support. That’s according to the latest data from CV-Library, the UK’s leading independent job site. The survey of 1,100 UK workers sought to explore the topic of mental-health in the workplace and how well employers support their staff. With 45.4% of education professionals revealing that aspects of their job can cause them to feel anxious or depressed, it’s clear that something must be done. When asked what measures employers can introduce to help support their staff, respondents said: Promote a healthy work-life balance – 32.9% Refer employees to a counselling service – 19.7% Create an environment where mental health is not stigmatised – 15.8% Have an internal counselling service for staff – 14.5% Allow them to take time out when they need to – 8% Furthermore, the majority (81.6%) of professionals in the education sector believe that employers should offer mental health days for staff, with 80.3% agreeing that they’d be more likely to work for a company that did. A staggering 92% also said that they believe that employers should be given training to help them understand mental health and how to help employees who may be suffering. Lee Biggins, founder and managing director of CV-Library, comments: “It’s concerning to learn that education professionals aren’t feeling supported by their employers when it comes to their mental health and it’s clear more needs to be done to tackle this. It’s a sad reality that mental health problems can affect all areas of life. But if you’re struggling to cope at work, it’s important that you don’t suffer in silence.” Worryingly, the majority (81.8%) of education professionals confessed that they would be too embarrassed to disclose information about the state of their mental health to their employer. What’s more, a huge 81% feel guilty for taking time off for mental health reasons. Biggins concludes: “From our data, it’s obvious that there is a deep-rooted stigma around talking about mental health, particularly at work. And it’s clear that education professionals are reluctant to take days off to look after their mental wellbeing. But the truth is, you wouldn’t feel bad leaving the office because of a migraine or stomach bug and your mental health shouldn’t be any different. “If you are comfortable enough with your boss, it’s important to let them know what’s going on. They may be able to offer you support in the way of counselling, reduced or flexible hours, or time off to recharge. If your employer is very unforgiving and you feel that you are not supported, it could be time to look for a better opportunity elsewhere, in a company where your wellbeing comes first.” For more tips on taking care of yourself, check out our guide on looking after your mental health in the workplace or search over 174,000 jobs today.
How should heads cope with rising mental health issues within teaching?
Robyn Johnstone, Chief Executive Officer of Education Placement Group specialists in teacher recruitment, recently partnered with Education Support Partnership (ESP). ESP is the only UK charity dedicated to improving the health and wellbeing of teachers, and its free and confidential 24-hour helpline receives over 7,500 calls a year from education staff who have reached breaking point. Here she answers some questions about the rising mental health issues within teaching… What issues are teachers facing in terms of their mental health? Teachers are currently facing high levels of stress, resulting in behavioural, psychological and physical symptoms. Behavioural impacts cause teachers to be more prone to procrastination and mood swings, which may affect their teaching ability. Psychologically, increased work pressure can lead to anxiety and panic attacks, leading to cases of depression. There are also physical impacts of raised blood pressure, tension and regular headaches affecting their performance. How are schools affected when teachers leave the profession due to mental health issues? Mental health issues result in teachers suffering from long term sickness, meaning that temporary members of staff are required to cover these absences. This creates stability issues for pupils as children do not have regular and familiar teaching staff, impacting both their performance and behaviour. Schools may also face challenges relating to the recruitment of new member of staffs, particularly for STEM subjects. How does the Education Placement Group’s (EPG) new partnership with Education Support Partnership (ESP) work? Our partnership aims to raise the issue of mental health and how it impacts the retention of staff in schools. We want to ensure all teachers have access to a support network, whether that is professional or social, in order to help them remain within the profession. It will also help school leaders to understand how their school can support teachers suffering from these issues. ESP and EPG will be working together on a number of events to raise awareness and provide wellbeing advice and support for teachers. We will also be working collaboratively on a Teacher Community which proactively provides trainee teachers and newly qualified teachers with a peer community, professional coaching and guidance with ‘real time’ wellbeing advice. What can heads do to reduce the number of teachers leaving the profession? Head teachers need to recognise that a supportive school culture should be at the forefront of their agenda. A strong and positive culture where teachers are often rewarded and recognised will help with both recruitment and retention of staff. School leaders need to be supported by the senior management team to address the issue as a team. Head teachers also need to provide sufficient guidance and advice about health and wellbeing for their staff, through well communicated formal policies. Teachers are less likely to seek support from their employer when experiencing mental health issues related to work. A school culture which positively addresses mental health, rather than seeing it as a sign of weakness, will be better equipped to address issues early, before staff inevitably leave. What should policy makers be doing to ensure that teachers feel valued in their roles? Policy makers need to understand the current level of mental health issues teachers are experiencing and thus how policy changes can contribute to exacerbating these issues. Unsustainable workload and work-life balance are the two top causes of poor mental health, yet many policy changes, particularly if they are made rapidly, often increase the workload and only make the situation worse. This is particularly prevalent as a major stress for senior leaders in schools, who report that the rapid pace of organisational change is one of the major reasons for leaving the profession. For further information on mental health support see educationsupportpartnership.org.uk and for the Education Placement Group, please call 0114 2572700 or email info@educationplacementgroup.com.
More young people experience mental health problems than asthma
Jonny Benjamin, the man who created the phenomenal #FindMike campaign, launches a new mental health workshop ThinkWell focused on educating the next generation in wellbeing and mental health. Jonny’s search for ‘Mike’, the man who stopped him taking his own life on the same date in 2008 (14th January), reached millions of people around the globe and created one of the biggest mental health campaigns in history. Not only starting a debate around mental health and suicide but also working on breaking down the stigma surrounding it. His aim is to empower and encourage young people to discuss and look after their mental wellbeing and simultaneously challenge the stereotypes and stigma associated with it. “Mental health is one of the last taboos in our society. I know first hand the prejudices and stereotypes that surround it. I’m determined to change this for younger people and get people talking about mental health. It’s something we all need to engage in” says Jonny, who’s experienced mental health problems since he was ten years old. “I never had any mental health education at school. I didn’t even know what mental health was whilst growing up. If I had had a workshop such as ThinkWell come to my school I think I would have sought help sooner and felt able to talk about what was happening. Instead I suffered in silence, leading to an eventual breakdown after becoming psychotic and ultimately taking me to the point of wanting to end my life. I hope to try and stop other young people from going through what I did by ensuring every pupil has mental health education, just as they do physical education. I believe that it should be a compulsory part of the curriculum.” Mental health workshops are safe & supportive The workshop ThinkWell will be launched nationwide and delivers a dynamic 100-minute session delivered direct to young people by both a highly trained workshop leader and a qualified therapist. It has been designed to provide a safe and supportive environment to talk about mental health, demystify many of the stigmas – and silence – around this issue and, very importantly, provide information and signposting for young people. The dynamic workshop uses exclusive film footage, from Jonny’s recent Channel 4 documentary The Stranger on the Bridge, as well as discussion and kinaesthetic activities to empower young people to talk about mental health and reach out for help if they need it. “Just as our bodies can get ill or break, so can our minds. And just as we can get treatment to be become physically healthy again or learn to live well with physical difficulties so can we do the same with our mental health. So why do we teach children how to look after themselves physically and when to ask for help if feeling unwell, but don’t do the same when it comes to their mental health and wellbeing? Engaging children and young people in the debate ThinkWell is a necessary project that should be available to all children and young people. As Jonny Benjamin shows, it is possible to return from significant mental health difficulties and live well. By sharing his story and engaging children and young people in the important debate around their and others’ mental health, Jonny and the Pixel Learning team are doing so much to empower and educate our upcoming generation and make the stigma and taboo of mental ill health a thing of the past.” Says Professor Tanya Byron, Clinical Psychologist specialising in working with children and adolescents. Delivered in tailored packages for KS3, KS4 and KS5 the workshop creates a safe environment for young people to engage in the topic and breaks down the taboos surrounding it. “We want ThinkWell to act as an early intervention- empowering young people to talk about mental health before they reach a point of a crisis. Encouraging young people to talk about their feelings is crucial in breaking down the stigma around mental health for the next generation” says Hannah Knight, Education Director at Pixel Learning, the organisation launching ThinkWell. ThinkWell Workshop: www.pixellearning.org ThinkWell is for all young people aged 13+ across the UK. We have different versions of ThinkWell to suit the age, ability and setting of young people. There are KS3, KS4 and KS5 versions for young people in school. We have a ThinkWell version for young people in youth groups, colleges, PRUs and other out-of-school settings. ThinkWell is also differentiated for the abilities of young people with stretch and challenge extension activities and simplified versions of tasks. We cater for young people with SEN and ESOL requirements. ThinkWell is designed to be inclusive and is suitable for all young people aged 13+. We send a trained Workshop Leader and a qualified therapist to work with young people. The Workshop Leader runs ThinkWell which involves exclusive film footage, discussion and kinaesthetic activities to reflect the different stages of Jonny’s journey. In an adjacent room, the qualified therapist runs ThinkWell Space for young people who are affected by the content of the ThinkWell workshop and may want to talk about their thoughts and feelings in a safe space. The ThinkWell therapist offers emotional support, mental health first aid and signposting to young people who visit the ThinkWell Space. We provide a full report of safeguarding concerns and action plans to the designated contact at the end of ThinkWell. The aim of ThinkWell is to provide a safe and supportive environment to talk about mental health, demystify many of the stigmas – and silence – around this issue and, very importantly, provide information and signposting for young people. ThinkWell has 4 key messages: Everyone has mental health and mental health issues are common Talking about mental health issues is essential Reaching out for help is a positive step and lots of different types of help is available Recovery is possible and achievable ThinkWell is run by Pixel Learning. Pixel Learning is a unique collaboration between film and education. Our aim is to use film to inspire empathy in young people empowering them to