School leaders have spoken about how they are increasingly stepping in to help pupils suffering from anxiety, amid long waiting lists for mental health services.
Some teachers have introduced wellbeing lessons, set up “zen dens” for anxious pupils and are running interventions similar to those for drug and alcohol addicts.
It comes after one in four parents cited anxiety or mental health problems as a reason why their child was absent from school, according to Department for Education data from June. In February 2022 it was just eight per cent.
Early findings from a government study indicate a “causal link between mental health problems and absence” from school.
And Ofsted chief inspector Amanda Spielman said that since the pandemic, absenteeism has become a “stubborn problem.”
To help solve the problem, Oasis Community Learning, which runs 54 schools, has set up “family interventions” in the style of those intended for drug and alcohol addicts.
Jon Needham, director of safeguarding at Oasis, told Schools Week the approach was inspired by Mahatma Gandhi and his non-violent resistance movement. He said: “Parents tell their young person, ‘I love you, but I’m not going to tolerate this anymore’.” And pupils sign contracts for a ten-week programme committing to improve their attendance and behaviour.
He said: “It’s a massive opportunity to change these family’s lives. If we can support parents to be more in control – for parents to parent rather than try to be their kids’ best friend – then you get structure. A kid with structure is more likely to cope, and then more likely to attend.”
The programme also brings parents who are struggling with the same things together in WhatsApp communities to support each other.
Oasis is also spending £1 million a year on employing 13 mental health workers. Mr Needham said the team is “improving the quality of referrals to CAMHS (Child and Adolescent Mental Health Services), because young people have already started therapy while they wait for their assessment.
“A lot of stuff – anxiety, bereavement, self-harm – is no longer being addressed by CAMHS services. Somebody’s got to do it, so we’re doing it.”
The Harris Federation of 55 schools also has its own central mental health team of four councillors and a senior practitioner.
Ben Levinson, executive headteacher of Kensington Primary School in Newham told Schools Week a new curriculum has been introduced that teaches children to understand their emotions.
Wellbeing lessons have replaced some English and maths lessons. Pupils also wear trainers and tracksuits throughout the day so they can take part in “active learning breaks”.
He said: “There’s no point in children getting great academic qualifications if ultimately they’re destined to drop out because they mentally cannot cope.”
He added: “When we look at children who find learning challenging, so often it’s a mental health problem driven by anxiety and lack of confidence.”
At Juniper Hill Primary school in Buckinghamshire pupils get weekly lessons in life skills using 12 themes, exploring “the opportunities of adversity”.
She said the school tries to “create a culture in which it’s OK to have a wobble”.
She said: “Adversity is going to happen, so we try to reframe it to make things positive. We’ve got to normalise some of the stuff that’s making people anxious, because this is life.”
Anna Smee, managing director of Thrive, which helps schools to develop strategies for pupil wellbeing, said some schools are setting up spaces outside the classroom where pupils can go if they feel anxious. These are called nurture hubs or ‘zen dens.’
She told Schools Week: “It could involve a large outdoor area with a focus on nature, a quiet corner in a classroom with something soft to sit on and books, or mindfulness activities on hand to promote relaxation.”
