Social and emotional wellbeing in primary education

Social and emotional wellbeing in primary education Implementing NICE guidance 2008 NICE public health guidance 12

What this presentation covers • Background and scope • Principles • Recommendations • Costs and savings • Discussion • Find out more

Background • Good social, emotional and psychological health helps protect children against: • emotional and behavioural problems • violence and crime • teenage pregnancy • misuse of drugs and alcohol

Scope of guidance • Programmes in primary education aimed at: • – all schoolchildren (universal, whole school approaches) • – schoolchildren at risk of, or showing signs of, anxiety, depression or disruptive behaviour (targeted approaches) • Complements existing national initiatives including the Social and Emotional Aspects of Learning (SEAL) and Healthy Schools programmes

Principles • Create an ethos that avoids stigma and discrimination • Recognise that emotional, social and behavioural difficulties can be a normal part of childhood experience • Ensure children can express their views and opinions • Ensure programmes are culturally sensitive • Use alongside other local policies, including safeguarding procedures

Strategic • All primary schools should offer a comprehensive programme for promoting children’s social and emotional wellbeing. This should support: • All pupils and their parents • Children who are most at risk of developing problems

Strategic • Primary schools should have access to the skills, advice and support they need • Commissioners and providers should work closely with child and adolescent mental health and other services to develop and agree local protocols

Universal approaches • A curriculum that integrates the development of social and emotional skills within all subject areas • Training to ensure teachers and practitioners have the knowledge and skills to deliver this • Support for parents and carers • Integrated activities outside the curriculum to prevent bullying and violence

Targeted approaches • Ensure teachers and practitioners are trained to assess the early signs of anxiety, emotional distress and behavioural problems • Identify and assess children who are showing early signs of these problems • Involve a specialist when appropriate

Targeted approaches • Discuss the options with the child, their parents or carers • Provide a range of interventions according to the child’s needs, as part of a multi-agency approach • Ensure parents and carers living in disadvantaged circumstances can participate in parenting sessions

Costs and savings • The guidance on social and emotional wellbeing in primary education may result in some additional costs but is unlikely to lead to a significant change in resource use in schools, local authorities and the NHS. • Investing in prevention, education and early intervention could reduce public service costs significantly in the long term

For discussion • How effectively do we work with other services? For example, do we have local protocols to support work with adolescent and mental health services? • Do staff get the training they need to identify early signs of anxiety, stress or behavioural problems? • Do staff know how to ask for specialist help? • Do we need to improve our work with parents and carers to tackle these issues?

Find out more • Visit www.nice.org.uk/PH012 for: • The guidance • Quick reference guide • Costing statement

Social and emotional wellbeing in primary education