Study explores the long-term social and economic impact of effective bullying interventions implemented in primary schools.
MQ: Transforming Mental Health have published a report which finds that the implementation of evidence-based school bullying interventions could prevent over 24,000 cases of bullying each year. This would significantly improve the mental health of thousands of young people, and save the UK economy £348 million per year group. This represents a return on investment for £146 for every £1 invested in implementing a proven model.
The economic model uses data from the 1958 Birth Cohort on outcomes associated with childhood bullying to estimate the potential short- and long-term benefits of effective anti-bullying interventions in schools.
The report highlights that with such clear evidence pointing to the link between bullying and mental illness, it’s vital that schools receive support from both the government and public funding to rollout evidence-based schemes to tackle it.
New schools programme to equip young people with coping strategies for modern life | PHE
Dynamic new resources for teachers will help build crucial life-skills for young people to boost their resilience and improve their mental health and wellbeing, as part of a new evidence-based programme for schools unveiled by Public Health England (PHE).
With around 1 in 5 young people experiencing cyberbullying and 1 in 3 reporting that their body was “too fat”, pupils aged between 11 and 16 will be taught how to cope with some of modern life’s most challenging issues, equipping young people with resilience skills that will help them throughout adulthood.
PHE has developed a series of new resources for secondary school teachers to use in their lesson plans as part of the Rise Above for Schools programme. The resources will help teachers to engage pupils with coping strategies about ‘traditional’ health issues, like smoking and alcohol, while also addressing some of the most challenging pressures young people face today in an ‘always on’ social media generation.
Social and emotional learning programs for youth not only immediately improve mental health, social skills, and learning outcomes but also continue to benefit children years later | ScienceDaily
Social-emotional learning teaches children to recognize and understand their emotions, feel empathy, make decisions and build and maintain relationships. Previous research has shown that incorporating these programs into the classroom improves learning outcomes and reduces anxiety and behavioural problems among students. Some schools have incorporated social-emotional learning programs — like MindUP and Roots of Empathy — into classrooms while other school systems, including the new B.C. curriculum, embrace it more systemically.
The new study analyzed results from 82 different programs involving more than 97,000 students from kindergarten to middle school in the U.S., Europe and the U.K. where the effects were assessed at least six months after the programs completed. The researchers found that social-emotional learning continued to have positive effects in the classroom but was also connected to longer-term positive outcomes.
Students who participated in programs graduated from college at a rate 11 per cent higher than peers who did not. Their high school graduation rate was six per cent higher. Drug use and behaviour problems were six per cent lower for program participants, arrest rates 19 per cent lower, and diagnoses of mental health disorders 13.5 per cent lower.
Guidance for local commissioners, providers and schools on running the national child measurement programme (NCMP) as part of the government’s commitment to tackling the public health challenge of excess weight.
The publication of the Childhood Obesity Plan: A Plan for Action, in August 2016 shows that tackling child obesity is a priority for the Government. The plan aims to significantly reduce England’s rate of childhood obesity within the next ten years. Most local authorities have also identified addressing childhood obesity as a key issue in their health and wellbeing strategies, and reducing obesity is prioritised in many Sustainability and Transformation Plans.
The NCMP is key to monitoring the progress of the Government’s Childhood Obesity Plan. It provides the data for the Public Health Outcomes Framework indicators on “excess weight in children aged four to five years and ten to 11 years.” Because the data is valid at local level, it can also be used to inform the development and monitoring of local childhood obesity strategies.
The reports cover self-harm; cyberbullying and the emotional wellbeing of adolescent girls. They examine the data and explore what protective factors may exist in a young person’s life which may be linked to their mental health outcomes, ranging from personal attributes, family, school, peer and wider community context.
Public Health England has also produced a summary of data from the most recent HBSC survey.
School nurses are key professionals in delivering evidence-based public health programmes and interventions to support children and young people achieve best health outcomes | Public Health England
Evidence suggests that although school nurse interventions result in a variety of positive
outcomes there is a lack of formal and robust evaluation activities. This toolkit is for school nurses who are undertaking interventions to support behaviour change in children or young people. It takes a realistic approach that can be integrated into practice. Whilst there is no single way of doing evaluation, and there is no ‘one size fits all’ approach to evaluation, this toolkit provides a guide to the processes and tools to use to evaluate the work you deliver.
Objectives: Stakeholder engagement and public involvement are considered as integral to developing effective public health interventions and is encouraged across all phases of the research cycle. However, limited guidelines and appropriate tools exist to facilitate stakeholder engagement—especially during the intervention prioritisation phase. We present the findings of an online ‘Delphi’ study that engaged stakeholders (including young people) in the process of prioritising secondary school environment-focused interventions that aim to increase physical activity.
Conclusions: This novel approach to engaging a wide variety of stakeholders in the research process was feasible to conduct and acceptable to participants. It also provided insightful information relating to how stakeholders prioritise interventions. The approach could be extended beyond the specific project to be a useful tool for researchers and practitioners.