Recovering Together

RECOVERING TOGETHER WITH OUR DESSC STUDENT ADVISORS

Olivia Tom | Student Advisor, DESS

The Green Paper, “Transforming Children and Young People’s Mental Health Provision” (UK Department of Health & Department for Education, 2017) outlined the pivotal role of schools and colleges in tackling the growing tide of support needed for the social-emotional wellbeing of our students. Add in the small ingredient of a pandemic, and our schools and the sense of community they provide have become a lifeline to so many families.

The last eighteen months have not been an easy ride. Our stories and experiences are all unique with different interpretations and perspectives; this can create division but can emphasise the importance of our community and belonging, pulling together when times are hard and uncertain. We have socially distanced, embraced the online world, and covered our faces, blocking 80% of our non-verbal communication and social cues. This in turn has created isolation and anxiety towards our strongest primal need; to connect and feel safe. Yet, somehow, we have found a commonality in this crisis. Whilst the world pushes us apart, we have understood that it is better together. At DESSC, we understand that we are in this together, and we will recover together. half of all mental health conditions in adulthood are diagnosed before the age of 14 and that early intervention is key to effective support. At DESSC, we are not reacting to the pressures of young people and patching over problems but instead creating a holistic, ‘whole school’ proactive approach to the attitude of mental health. We understand that emotions are much like data, informing us about our feelings and we encourage curiosity to explore ways to express, manage and find support for our ‘big’ feelings, thoughts, and behaviours. We understand that the pressures students face from FS1 all the way up to Year 13 are evolving, complex and increasing due to many factors, including the impact of COVID-19, social media, and the increased use of technology. However, the consequence in the current circumstances has meant their exposure to some of life’s burdens has become even more pronounced. At DESCC we listen without judgement but with compassion and empathy to support students through their journey, working holistically to find provision with the best interests of the student in mind.

Our role sits with the Wellbeing Team, supporting the DESSC culture of ‘being well’. We actively promote conversation where no problem is too big or small. This may be a conversation to calm and ease worry; a time to regulate and provide a safe space, whether it be from forgetting to feed the hamster, a trouble or upset amongst friends or managing adjustment to a big change in a young person’s life; all the way through to mental health, exam preparation and stress, getting ready for university

and teenage issues going through to early adulthood.

We explore the why beneath the why, helping to connect and understand what the student’s subjective world feels like and how we can reframe, support or guide with taught strategies. Sometimes students walk in with an isolated event to process, or sometimes we look to commit to a regular time to chat. We offer ‘low intensity’ evidence-based interventions for mental health and psychosocial difficulties, including those relating to anxiety, stress reduction, low self-esteem and more. We maintain that, whilst these feelings can be scary, sharing them need not be.

At DESS, our children have been seen leaving with a skip in their step, proud to show off their handmade worry dolls, mindful counting beads, calming glitter-jars and more. We have also researched effective practice and realised that the value of peer-to-peer group support is also significant. Together with the consultation of teachers and parents, our children have been invited to enjoy out-of-class circle time in group-based interventions (universal and targeted) with selected friends. As a group they discuss weekly themes such as empathy or trust, as well as build awareness and learn strategies to develop their taught skills of emotional intelligence. These ‘Lessons for Living’ follow a syllabus of social skills - understanding and developing self-awareness, social awareness, emotional regulation, and interpersonal skills. To see the relief in a child as their shoulders let go of tension, as shame lifts, and they realise they are not alone in challenging times is a truly golden moment. They learn that their feelings are normal and they can listen to another experience to gain ideas on how to manage a similar situation. This has been hugely effective at DESS.

At DESC we build supportive relationships whereby students feel able to have open and honest discussions about their feelings or any difficulties they may be facing in their lives. We also acknowledge the need for quiet time and reflection, allowing students to lead conversations based on their needs at the time. We work collaboratively with the students, their teachers, parents, and external specialists to promote positive mental health and wellbeing. This may include providing a calm safe space to regulate, talk and process situations; providing affirmation and reassurance; discussing and implementing solutions and positive strategies and generally encouraging students to flourish. We aim to develop healthy young adults who are equipped with the psychosocial tools needed to form meaningful relationships and thrive both during and after their time at DESSC.

We also guide our teaching staff in promoting and understanding a child’s psychosocial needs and encourage collaborative interventions, including ‘team around the child’ meetings. Acknowledging the needs of the teachers and DESSC staff themselves is also an essential part of the Student Advisor Role. It is easy to forget when they are disguised in their superhero capes every day that they also have a home life, professional demands, and personal feelings. Our staff are pillars of the community and their wellbeing is essential to enable them to bring their best self to school and deliver to students - especially during these challenging times. We work closely with the Senior Leadership Teams to ensure we provide the correct support for our staff.

Lastly, but most importantly, our partnership with parents is key. Whilst respecting any information shared by our young people, we recognise that we are a trusted link to the important adults in their life. The safety in the trust of this relationship is pivotal and we offer support to all parents who seek guidance and ideas. We aim to be the thread that weaves in and out of academia, family life and day to day school and we hope to embed a positive outlook on mental health as well as physical health. We all get lost sometimes, but at DESSC you need not feel alone.