The Shaw Mind Foundation has launched a national crusade for compulsory mental health education in the UK.
“Mental health problems are happening right now in our schools and are affecting too many of our children!
Mental health is an absolute life skill. It is just as important a tool in understanding the body as physical education and biology.
Mental health education will help an already stretched curriculum become more efficient. It will also greatly support and take the pressure off teachers, mental health social workers, the NHS and CAMHS as well as having huge advantages for the UK economy.
It is clear the government are still focusing on the sticking plaster technique to deal with the growing epidemic of mental health problems. We must go back to the very root of the problem by implementing compulsory mental health education into all schools in the UK. The Shaw Mind Foundation will fund this crusade until this objective is achieved.
Good mental health education lasts a lifetime. Mental illness is one of the most important issues of our time, so let’s lead the world in ensuring that the UK’s next generation understands the importance of mental health and how it will allow the whole of society to prosper. If we act now, we can save future generations and ensure prosperity for our children, their children and all society as a whole.” – Adam Shaw & Dr Lauren Callaghan (Founders of The Shaw Mind Foundation)
We are petitioning the UK government for compulsory mental health education on the national curriculum.
We need your support to help us bring about this change. Things you can do:
If you have already signed our petition, you can read our reply to the government’s response below.
1) Sign our government petition now (please don’t forget to validate your signing by clicking the link within the email that you will automatically receive from the government petitions department).
4) Purchase one of our innovative and award winning mental health recovery books. Proceeds from every purchase help fund the crusade.
Click here to view our range of self help and inspirational books.
5) Make a text donation, and make a difference today!
Text HEAD33 £5 to 70070 to donate £5
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Our reply to the government’s response
Why mental health education needs to be compulsory in all UK schools.
Educating the next generation about the importance of mental health will have a long-lasting, positive effect on our society. The UK can become a world leader in fighting mental illness, so that it no longer blights the lives of children, adults, and families. We can stop mental health issues putting a strain on our NHS, industry and economy. We will only achieve this, however, if it’s made a compulsory in our schools, and not a box ticking exercise.
Maintaining good mental health is an absolute life skill. It is just as important a tool in understanding the body as physical education and biology.
We acknowledge the government’s response to our petition – “Make mental health education compulsory in primary and secondary schools”. But they are still falling drastically short of delivering an effective preventative strategy, something that is vital if we are to tackle the mental health epidemic that is facing three children in every UK classroom.
The government has outlined their plans, but these will still fail to provide adequate mental health education to the 850,000 children aged 5-16 who suffer with mental illness. They will not be sufficient for British 10-14 year olds who, over the last two years, have seen a 70% increase in the number of reported cases of self-harm in their age group. They will not help the 43% of school leaders who are finding it harder to access CAMHS (Child and Adolescent Mental Health Services) for their pupils.
In their response, the government stated that they want ‘mental health to be an everyday concern in all institutions’ – as part of the Personal, Social, Health and Economic lessons (PSHE). But PSHE isn’t taught every day – if it is even taught at all! PSHE is a non-compulsory subject, and not given the dedication it deserves. The PSHE Association identifying that schools often ‘lack curriculum time to teach PSHE’.
The government also wants schools to ‘be able to decide themselves how to teach their pupils about mental health by developing their own local PSHE programme.’ They also said ‘all schools should teach PSHE’. The onus, of course, being on the word ‘should’. This does not mean that they have to – it is not compulsory,
The government states they support schools in developing their PSHE curriculum, and that the PSHE Association provides guidance and age-appropriate lesson plans to teach about mental health. However, 75% of school leaders say they lack the resources to meet the mental health needs of pupils and cited lack of training as one of the main contributors. Providing support and ambiguous PSHE guidance to schools is just a box ticking exercise which fails pupils and puts immense pressure on teachers and schools. The government relies upon Ofsted to ensure that schools are teaching PSHE (though of course this doesn’t always happen). However, in 40% of schools that do teach PHSE, Ofsted said that the subject ‘requires improvement’ or is ‘inadequate’. PHSE is also taught to varying degrees and throughout the country and is therefore inconsistent.
In the new common inspection framework, PSHE provision was mentioned in just 14% of Ofsted reports in secondary schools, and in only 8% of primary school reports. PSHE was mentioned in far fewer reports than other subjects such as sport (59%), history (36%), art (31%), music (31%) and geography (26%). If we are placing such importance on the physical education, then it begs the question: why aren’t we doing the same for their mental health education?
Until mental health education is made compulsory and not delivered as a ‘nice to have’ afterthought, the alarming mental illness statistics relating to children and young people will continue to increase.
The Prime Minister announced a new green paper with the agenda of supporting children and young people, and an additional £15m to implement a range of methods, including the offer of mental health first aid training in every secondary school.
We don’t think an improved first aid system in schools will have any major impact on addressing mental health issues for the country in the long term. You can invest as much money as you want into additional teacher training and first aid for mental health, but the fact is that children are very good at hiding mental health issues, and therefore suffer in silence. Very often young sufferers are confused and unaware of what’s actually wrong, and so they don’t, and won’t, open up. When they do, it’s usually because they’re beyond breaking point.
The government’s desire to ‘tackle the burning injustice of mental health problems’ so that ‘future generations can develop into resilient, confident adults, equipped to go as far as their talents will take them’ won’t become a reality until mental health education is made a mandatory.
We are doing our children an injustice if we don’t teach them about something that will potentially affect them. We need to begin the process of normalising mental health issues so children feel confident enough to open up to each other and to those who care for them. Compulsory mental health education will foster a more aware and proactive society, equipped for dealing with mental illness. Over half those who experience mental illness in childhood suffer it again as adults. Children who can open up in childhood will feel confident enough to open up in adulthood, as they move into the workplace and go on to have their own families.
Compulsory mental health education will help a stretched curriculum become more efficient. It will also reduce the pressure on teachers, mental health social workers, the NHS and CAMHS. It will avert a mental health crisis and help the UK economy to prosper. Without good mental health, we have nothing.
This is one of the most important issues of our time, so let’s lead the world in ensuring the next generation understands the importance of mental health. Mental health education lasts a lifetime, and it starts in our schools.
What do we want children to learn within compulsory mental health education?
We want compulsory mental health education to be taught at an age appropriate level, depending on which key stage the pupils are in.
Mental health education is currently only being taught within the non-compulsory PSHE framework at secondary school, and all too often it is overlooked or dropped altogether. This means that we’re not equipping our children with the knowledge and skills to understand something that affects three children (between the ages of 5 – 16) in every UK classroom.
Compulsory mental health education in all schools will enable pupils of any age to develop the skill set, knowledge, understanding, language and ability to seek help, if required, for themselves, their friends and family.
Children will be able to identify when help is required, what types of help are available, and how to access it.
Having a platform to enable pupils to talk openly about mental health issues will help towards eliminating stigma and facilitate discussion on specific issues affecting children and young people’s mental health. For example, bullying and social media pressures often lead to high numbers of self-harm and suicide.
Good mental health education lasts a lifetime.
Lessons should include (where appropriate for the age group):
Mental health, mental illness and emotional wellbeing
- What is mental health and mental illness?
- Our emotions and psychological and social wellbeing
- Understanding how the mind works
- How mental health affects people’s thoughts, feelings and behaviour
- How common is mental illness?
Types of mental illnesses
- Understanding all types of mental health problems
- Understanding common types of mental health problems in children and young people, in adults and in different groups in society (the elderly, homeless people, people with learning disabilities, physically disabled people, male mental health, LGBT+ etc.)
- Symptoms, behaviours and feelings associated with different mental illnesses
- Physical effects of mental illness (self-harm, suicide)
Stigma, discrimination and common misconceptions of mental illness
- Mental illness in the past (treatments, asylums, discrimination)
- Discriminatory use of language to describe mental illness or types of mental illness today
- Misconceptions of different mental illnesses
- Understand stigma
- Why mental health needs to be discussed openly
Causes of mental illness
- Factors associated with mental health: biological, genes, trauma, abuse, neglect, family history of mental health problems, social isolation, role of social media, bullying, discrimination, bereavement, unemployment, poverty, homelessness, substance misuse, sexual or domestic abuse etc.
Effects of mental illness on society
- Individual, carers/parents, children of those suffering from mental health, relationships, economy, unemployment, crime
Mental health diagnosis, treatment, support and recovery
- Differences in diagnosis of physical vs mental illness (intangibility etc.)
- Role of the GP in diagnosis and what they will assess (symptoms, length and duration of symptoms, impact on life). Tools used by GPs in assessment (questionnaires about mood, thoughts and behaviours)
- Role of mental health specialists (e.g. psychiatrist) and specialist mental health hospitals and clinics
- Mental health maintenance, self-care and lifestyle changes (signs to look out for in own mental health and that of others around them, looking after physical health, having a supportive network of friends, how to maintain positive mental health etc.)
- Treatments (CBT, medication, self-help books, music and art therapy, complementary and alternative therapy)
- Support (CAMHS, social care, crisis teams, residential care, hospitals)
- Recovery and managing symptoms
- What to do in a crisis