Health and wellbeing transitions - Education Scotland



-414068-53483800Health and Wellbeing Transitions during COVID 19Key findings,?reported?issues and recommendations -43417437735700Health and Wellbeing Transitions: Key findings,?reported?issues and recommendations ForewordThe COVID-19 pandemic is having a multi-faceted impact on the health and wellbeing?of individuals and families.?At?surface?level, there are?those who appear to be coping in the current context and those who are struggling.?Schools?previously known to have?effective?transition practice will?now?need to rethink their approaches and develop new arrangements for children and?young people?moving class and?entering?new stages. The voices of stakeholders will be critical when?considering approaches to address?current and emerging needs relating to health and wellbeing and transitions.?Delivery of activities to support new and ongoing transitions are more complex outside of the educational context. This is further compounded by the absence of robust research evidence?on?the efficacy of interventions when delivered online, particularly those previously regarded as best practice. Therefore,?this document outlines?5 areas for consideration?to?ensure?health and?wellbeing?is at the heart of the transition process?so?that?all?children and young people?feel?safe, nurtured and ready to learn.What are the key findings?based?on research and references?Health and Wellbeing issues being reported as a result of COVID-19Recommendations?for improving health and wellbeing of children and young people during transitions.PlanningPlanning?should consider transitions back to school that?focus on the context?and approaches adopted for children and young people transitioning back into formal education.? ?These approaches should?consider?the?initial?interaction?between the?school?and their children and young people to help reduce anxiety when they return. For example, is there opportunity for children and young people to reconnect with practitioners whom they had a connection with before lockdown??This would increase confidence of children and young people as they reconnect with familiar faces.?However this is dependent upon children and young people returning to their original setting and context before lockdown.? It is vitally important that the transition process is handled delicately and sensitively. This may ensure there is no additional detriment of health and wellbeing by?creating situations that could increase anxiety.?When issuing?transition?guidance?to stakeholders, the information should include:?? the names and faces of?colleagues?connected to the school.??map of the school highlighting important areas.?tour of the building and significant areas within?the?school.?provide a timetable appropriate to the new normal and consideration of a wellbeing registration?period?that will promote wellbeing and nurture.?This may include adjusting timings for subject rmation and expectations to reassure pupils and parents that the school are adhering to COVID-19 guidelines.?expectations for?pupils on school uniform and equipment?required, including PE kit, Home Economics policy and school bag.rules, codes of conduct, expectations in and out of the classroom in the new normal.?revised school values to include principles and values in the new normal, such as kindness,?compassion, self-care and self-awareness.?For equity purposes paper copies should be made available and delivered to the homes of children and young people, as well as publishing versions online.The overarching aim to support health and wellbeing in the transition back to school would be to reassure, inform and instil confidence that schools are a safe place and well prepared for the new normal.?It may be useful to?revise?the?school's Wellbeing?Policy for?children, young people, practitioners?and?parents?that is?appropriate?and?in line with COVID-19.??CommunicationCommunication should be clear, consistent and regular with children, young people, practitioners and parents.?Schools are deemed by many as a safe place.Providing reassurance that the school is adhering to official guidelines?may instil confidence in children, young people, practitioners and parents.? It is important for schools to?communicate effectively?and be?transparent.? This will involve agreeing and sharing communication lines with all key stakeholders that will establish the format and routine for communications and expectations on receiving these?moving forward in the ‘new normal’.??Ensure there is shared language of understanding across all parties to avoid confusing children, young people, practitioners and parents with different versions of saying the same thing. Developing shared strategies and wordlists is munication should be?provided to parents by the school and practitioners,?both?in?paper?version?and online, to ensure reach and prevent inequity.?This should direct parents and carers to other key sources of information and promote a range of options and times for parents/carers to contact the school, including in the event of sudden closures.??It is important for individuals to obtain information about the environment they will be returning to, and to prepare them for what to expect.?Ensure age-appropriate advice and information is available online and offline, in multiple languages, and in accessible formats for those with disabilities. Consideration may be given to partner with youth organisations, networks and volunteer programmes to engage children and young people in the COVID-19 response. This could include input to designing social and behavioural change interventions and consideration for the need to tailor interventions and age appropriate messaging to different communities and groups. The ‘do no harm’ principle of trauma-informed practice must always be applied and should be the cornerstone of any engagement. All actions should be evaluated for potential risks for harm and, as necessary, plans developed to mitigate those risks.ConnectionRe-establish connections?between the school and community.? School practitioners and community partners should collaborate to provide support for the wider community, such as running workshops and acting as a hub for services.Provide meaningful and purposeful?lifelong?learning?for both parents and practitioners.?Parents?will?require support on home learning, accessing material and supporting their child.?This should be considered in preparation for issuing home learning material.?In?addition,?equity issues to access materials should be considered,?such as an?inability?to access online resources.? The knowledge schools?and partners have on the needs of their communities will enable an equitable approach, which may be responded to through the use of Pupil Equity Funding.Model?positive behaviour by remaining calm and thoughtful to the current situation that others may face in line with COVID-19. This will help children feel?safe,?confident and provide?much needed reassurance?during?COVID-19.Promote self-care of children, young people, practitioners and parents to raise awareness of areas for support that can be accessed through the school (Year Head, Pastoral Support, Nurture base, class teacher) and organisations.?This may include creating nurture areas, nurture time within the school day and other opportunities that promote nurture of pupils, practitioners and parents.??EngagementMeaningful engagement?is?informed by participation and feedback from?children, young people, practitioners and parents?- they are?not solely beneficiaries of interventions - they are essential partners.Agency?could be considered the most important factor in successful engagement. To?foster a culture that enables?children, young people, practitioners and parents?to have ownership of and agency in their?lives, it is?essential to engage with the school community and allow individuals to share their?unique?stories and experience.?Enabling agency requires recognition and understanding.Encourage?and?empower?children, young people, practitioners and parents in forming creative solutions for a?'new normal'?by?talking?about their?feelings. Help identify constructive ways to express and recognise feelings to help?children, young people, practitioners and parents?understand what they are responding and reacting to; providing a link to what they have experienced.Always consider the most disadvantaged and marginalised children and young people and make use of relevant communication channels to reach them. Ensure children and young people know where to access safe, trusted and reliable services, remotely and in person, if feasible, such as health, protection and other support services?(including psychosocial support and gender-based violence care).Support children and young people to lead safe offline and online awareness raising interventions, including the dissemination of reliable and context-specific information about transitions, among their peers and community networks.?Balance healthy use of devices. If adults spend much of their time using technology for work and socialising, it is reasonable to expect young people to call out inconsistencies around screen time boundaries.Reassure children and young people about what will stay the same in their lives, despite all the changes. It’s reassuring to be reminded there is consistency despite the unknown, including where they live, expectations of schooling (homework, coursework, etc) and their own likes and dislikes.?Avoid making assumptions.Targeted Support Targeted support should involve?all stakeholders?and?relies?on a whole school and/or setting approach to early intervention,?focussing?on positive relationships.The early identification of?individuals who are?most at risk?is the first important step in the development of systems and strategies that offer ongoing?and professional?support.?Drop-in sessions?can?be provided for children, young people,?practitioners?and parents?to ensure?support is accessible and flexible;?enabling?individuals to?feel comfortable and confident enough to ask questions.Service providers and partners?can?offer?additional?meetings, or contacts?(online /observing?physical?distance)?to maintain positive engagement and?reinforce messages of support.?Extended tutor time, supported study and catch up support?can also?be provided to better support the learning time with children and young people identified as the most vulnerable.Further investigation should be considered when an individual?seems out of step with their peers or exhibits changes or problems, including appetite, sleep, mood, relationships?with family and friends,?regressive behaviour?and developmental milestones, such as speech and language.?If you are concerned,?or if emotional and/or behavioural difficulties persist, consult with a mental health professional.References and Suggested Sources-Briefing:?Tackling?the disadvantage gap during the Covid-19 crisis, Children’s Commissioner (2020)?. Available from: For Kids After Trauma Disaster and Death Second Edition (2006), The faculty and staff of the New York University Child Study Center: Harold S. Koplewicz, M.D.,Director & Founder Marylene Cloitre, Ph.D.,Director of the Institute for Trauma and Stress, Joel McClough, Ph.D.,Director of the Families Forward Program, Institute for Trauma and StressbyAnita Gurian, Ph.D.Dimitra Kamboukos, Ph.D.Eva Levine, Ph.D.Michelle Pearlman, Ph.D.Ronny Wasser, B.A.-Supporting?schools & colleges:?A guide to supporting the mental health and wellbeing?of pupils and students during periods of disruption, Anna Freud Centre: National Centre for?Children?and Families. Available from: ’s Neighbourhood Scotland?(2020)?Early insights into the COVID-19 response. Available from:? Attainment Challenge self-evaluation resource (DRAFT): Poverty Action Group?collect?evidence from families living in poverty, and push forward achievable and long-term solutions. They developed?The Cost of the School Day Project?to help?school communities identify and overcome cost barriers that shape and limit children’s opportunities at school.-Nurture UK?is dedicated to improving the mental health and wellbeing of children and young people and removing barriers to learning by promoting nurture in education.-Joseph Rowntree Foundation is an independent social change organisation working to solve UK poverty.-Scottish Attainment Challenge, Interventions for equity. Available from:? It Right For Every Child?(GIRFEC) supports families by making sure children and young people can receive the right help, at the right time, from the right people. The aim is to help them to grow up feeling loved, safe and respected so that they can realise their full potential. ................
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