Youth work and social care news from around the world

Links from around the world of youth work and social care:

Youth work and social care news from around the world

Links from around the world of youth work and social care:

Commission on Religious Education

The Commission on Religious Education has published its final report.

The Final Report of the Commission on Religious Education, Religion and Worldviews: the way forward.  A national plan for RE, has been published. It sets out a National Plan for RE comprising of 11 recommendations, and calls on the Government to consider and adopt it.

The National Plan is built around a National Entitlement which sets out what all pupils up to the end of Year 11, in all publicly funded schools, should be entitled to be taught.  The National Entitlement reflects a new and inclusive vision for the subject, fully embracing the diversity and richness of religious and non-religious worldviews.  It will ensure a strong academic basis for the subject in all schools.  The National Plan provides for flexibility of approach in the translation of the National Entitlement into programmes of study in schools, ensuring that Headteachers are able to choose the approach that is most appropriate for their pupils.

There is a long and detailed Press Release which gives all the background information.  There is both the Full Report and an Executive Summary.

Responding to the publication of the Commission on Religious Education’s Final Report, The Church of England’s Chief Education Officer, Nigel Genders, said:

“This report calls for a new vision for Religious Education (RE) which is vital if we are to equip children for life in the modern world where religion and belief play such important roles. It is also timely given the falling numbers of students taking RE at GCSE and A level following the introduction of the English Baccalaureate (Ebacc).

“The report articulates well the need to recruit and train RE teachers who are resourced and supported effectively. It also makes significant recommendations for structural change in the way RE is determined. Today, most people’s experience of religion and belief is national and global, so we support the move away from a local determination of the subject. We believe this will help pupils make sense of religion and belief as it is lived today and this proposed change is educationally valid and would bring RE into line with all other curriculum subjects.

“We fully support the policy of developing a Statement of Entitlement to RE and are pleased to see the Commission endorsing an approach which we already use in Church of England schools. However, the Commission’s proposed Statement of Entitlement requires further work if it is to ensure that children and young people develop religious and theological literacy as part of their knowledge and understanding. We look forward to playing our part in working with the education community to achieve this and building an irresistible consensus of agreement about the subject.

Other media reports include:

Children and young people’s mental health: focus group research

The Department of Health and Social Care (DHSC) in England has published findings from focus group research carried out to understand the views of children and young people, parents and carers, and professionals on the proposals in ‘Transforming children and young people’s mental health provision: a green paper’.

The student insight report, carried out by Young Minds, looks at the views of 55 young people aged 11-18 across England. Findings show that they were broadly in favour of the core three proposals but felt that there needed to be an additional focus within the new approach around causes of ill mental health amongst young people.

Youth Access looked at the views of 11-15 year olds and 16-25 year olds. Findings include: participants were generally positive about the proposals; they had concerns that the needs of many groups of young people would not be met in its current form including those not willing or able to access support in a school setting; many felt that the green paper did not go far enough in acknowledging some of the root causes of young people’s mental health issues.

The National Children’s Bureau reported on the views of over 80 professionals and parents. Findings include: the green paper proposals were broadly welcomed but that further consideration should be given to ensuring children in the early years develop well emotionally and are prepared for the transition into school; and better continuity of care for young people with mental health conditions transitioning to adult services.

Youth work and social care news from around the world

Links from around the world of youth work and social care:

Home Office #knifefree lesson plans for KS3&4

The PSHE Association are launching new PSHE education lessons today that they’ve developed to challenge the myths and communicate the realities of carrying a knife to secondary school students, using the Home Office #knifefree campaign as stimulus for discussion.

The free-to-download lessons – one for key stage 3 and one for key stage 4 – will inform young people of the consequences of carrying a knife and inspire them to pursue positive alternatives, using real life stories of young people’s experiences as a basis. Accompanying teacher guidance will help you plan the lessons into your PSHE curriculum safely and effectively.

Well-planned and delivered PSHE education provides an ideal context for this learning, as the subject develops knowledge and understanding of key concepts such as risk, identity and power, and skills relating to decision making and managing peer influence. These lessons are therefore best suited for delivery alongside topics exploring personal safety or gang crime.

The lessons aim to help students to:

  • Recognise and evaluate the risks of carrying a knife
  • Challenge common misconceptions about knife crime
  • Develop strategies to manage peer influence to carry a knife
  • Explore how young people can choose to live knife free and achieve their potential

Download the resources:

Anti-bullying strategies for young people

The Equality and Human Rights Commission (EHRC) has published advice and guidance for schools and education authorities on how to address bullying in schools with a focus on using data to improve anti-bullying strategies. The guide covers four main areas:

  • creating an anti-bullying culture in schools;
  • finding ways for students and staff to report bullying incidents;
  • finding ways to record and review the data on bullying;
  • communicating the anti-bullying messages.

Each area contains a set of questions for education professionals to ask themselves when carrying out steps one to four, above.  The questions aim to help you review the current practices in your school, and identify areas for improvement.

Read the guide for further information.

Teacher say children face mental health epidemic

Teenage mental health charity stem4 have released findings from a survey of teachers looking at children and young people’s mental health issues in schools.

Findings from an online survey of 300 teachers working in primary and secondary schools , and further education colleges in the UK show that:

  • 78% of teachers said that at least one of their pupils has experienced a mental health issue over the past year;
  • 14% said that at least one of their pupils has experienced suicidal thoughts and behaviours over the past year;
  • 66% reported a pupil has suffered anxiety, and
  • 45% have witnessed a student with depression
  • 30% engaged with a pupil who had an eating disorder
  • 28% supported a pupil with self-harm
  • 10% reported a pupil who had an addiction.

Yet the teachers told the survey that just under half (46%) of students are unable to access the mental health services they need to make a recovery, with only one in five (19%) saying all these students were getting the treatment they needed. One in five (22%) say pupils needing specialist treatment typically had to wait more than five months for an appointment, and more than a third (36%) had feared at some point that a pupil would come to harm while waiting for treatment.

Nearly one in ten (9%) described their school’s mental health provision as ‘non-existent’, with 30% saying it was inadequate or very inadequate. Four in ten (40%) of the state school teachers surveyed say the need for mental health services has increased over the past year. Over half (52%) of all respondents believed family difficulties were contributing to their students’ problems while other common causes were exam stress and the emotional impact of bullying, both cited by 41%.

For more information read their full news release.

Growing up in a military family

The report, ‘Kin and Country: Growing up as an Armed Forces Child’ by the Children’s Commissioner for England, explores how primary and secondary school children with parents in the Armed Forces feel about moving school or country, how their lives at home and school change with deployment and whether or not they feel they receive the support they need.

The Children’s Commissioner’s Office spoke to 40 children, aged 8-15 years old, up and down the country whose parents are currently serving in the Army, Navy or RAF, as well as speaking to teachers, parents and members of the Armed Forces to build a clear picture of where there are gaps in provision for children, and why these gaps exist.

The report shows that most children in Armed Forces families are growing up living happy lives, despite the unique challenges they face. It is clear though that the lifestyle can be tough, and that multiple school moves often leave children feeling unsettled and anxious. For children with additional needs or teenagers in the middle of exam courses, moving around adds another layer of complication.

Alongside the impact of mobility, service children describe a range of complex emotional responses to the deployment of their parents, sharing the impact that parental absence has at home, with changing family dynamics and increased responsibility for siblings and household tasks. For children who had both parents deployed at the same time, these issues are exacerbated by the need to move to stay with another family member for a significant period of time.

However, despite the challenges highlighted in this report, many of the children in the study had developed very effective coping strategies. The vast majority of service children the research team spoke to during this project were happy, resilient and incredibly proud to have a parent serving in the Armed Forces.

Anne Longfield, the Children’s Commissioner for England, commenting on the report, said:

“The vast majority of service children we spoke to during this project were happy, resilient and incredibly proud to have a parent serving in the Armed Forces. Belonging to a military family was central to their identity and sense of self, and it is clear that we should celebrate the contribution and the sacrifices made by military families.

“However, more can be done to improve the services that help these children as they cope with the pressures brought about by frequent moves and parental deployment. I want to see a child-focused approach to supporting military families that takes into account the complex challenges that are inevitably part of growing up in an Armed Forces family.”

Read the report, Kin and Country: growing up as an armed forces child.

Digital Friendships of young people aged 8‐17 years

For Safer Internet Day 2018, the UK Safer Internet Centre commissioned an online survey of 2000 young people aged 8‐17 years, which was conducted by Censuswide.

The findings reveal how central technology is to young people’s relationship and the many different platforms they are using to interact with each other. It also highlights both the positive and negative role that technology can play in young people’s relationships and that whilst they are proactively helping to build a better internet, they also want support from the adults in their lives to do so.

  • Being online is key for many young people’s relationships, and they are using a number of different platforms to communicate.
  • Technology is changing the way young people are interacting with each other as well as their ideas of what constitutes a ‘good friendship’.
  • Young people have strategies to manage their online relationships but also want adults to support them when things go wrong.

Download the Digital Friendships Report and Executive Summary

 

How the food we feed young people affects their brain

How the food we feed young people affects their brain

At work we’ve been reflecting recently on how our young people’s diet affects their brain.

When it comes to what you bite, chew and swallow, your choices have a direct and long-lasting effect on the most powerful organ in your body: your brain. So which foods cause you to feel so tired after lunch? Or so restless at night? Mia Nacamulli has this amazing video which takes you into the brain to find out.

The challenge now is how does this alter the youth work we run – does it change how what food we provide and what treats we offer?  What are you doing in your setting?

View the full lesson here.

The Adoptables Toolkit – a free resource for key stages 2 and 3

The Adoptables Toolkit is a free resource for key stages 2 and 3 that enables students to understand the issues faced by adopted children and young people at school.  It will also increase staff awareness of behavioural issues that can affect young people from the care system.

The package for schools includes lesson plans, teachers’ guidance, films and activities. The toolkit is also designed to support and enrich a school’s values, and help children to empathise with others and respect diversity.

Download The Adoptables Kit here.