Author: Rhys Haworth, HR Business Partner for PACT HR

Published: 11th February 2022

Prevalence of mental health issues in children has increased dramatically over the past 5 years with some estimates claiming that five children in each classroom will have some issues relating to their psychological and emotional well-being. This is compounded by the fact that services are over-stretched and deterioration can occur whilst waiting for professional support; not to mention the adverse impact of the pandemic.

Early intervention is proven to support better outcomes for children, young people and their families. The mounting concern around mental health and wellbeing of children has impelled policy change, particularly around Children’s Services, in an attempt to provide a more targeted approach to prevention, promotion and treatment. Nonetheless, outliers and those below the threshold of support should still have opportunity to start a conversation about their wellbeing. Internalised coping strategies adopted by children may also be more difficult to spot than those who demonstrate externalised coping mechanisms (disruptive behaviour/acting-out). Children who internalise tend to direct negative emotions towards themselves and the development of maladaptive coping can lead to the use of substantially worse mechanisms in later life, such as, over-eating, binge drinking, and drugs. School-based programmes can act as a protective factor against mental health deterioration and the development of maladaptive coping mechanisms in children decreasing the likelihood of issues with substance misuse, exploitation and abuse throughout their adolescence and adulthood. The ‘growing together’ campaign can highlight that we all face challenges and setbacks throughout our lives and we may need to adapt our approach or go beyond our comfort zone to learn how to cope.

The campaign can be used as a fantastic opportunity to link the recognition and response to signs of poor mental health with staff CPD and encourage thought on strategies for children with emerging or borderline issues. Support and Teaching staff will already have a clear understanding of their role in supporting children’s social and emotional development, however, there is a tendency for more attention to be paid to physical, cognitive and verbal development. The Children’s Mental Health Week website has numerous resources to help schools to help explore the ‘growing together’ focus of this year’s campaign which is quite apt as both the children and staff stand to benefit.

NHS Digital (2020): 'Mental Health of Children and Young People in England', prevalence survey. Available here.

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