STAR SPOTLIGHT

STAR PROMOTES WELLBEING MEASURES TO PROTECT PUPILS’ MENTAL HEALTH

The Covid-19 pandemic has affected the wellbeing of thousands of young people across the country. From the loneliness and boredom of lockdown to the devastation of coping with the death of a loved one, this past year has wrought an unprecedented level of mental health challenges for our children.

A recent report found that one in eight children now has a diagnosable mental health disorder, which equates to around three children in every classroom. According to experts, these figures could be set to rise as a result of the stress, uncertainty and loss of support networks brought about by the Covid-19 pandemic. In response to these challenges, Star Academies is working with pupils to help them develop the necessary skills to be the ‘resilient Covid generation’ who can tackle different forms of adversity that may come their way. A raft of additional, specially designed measures has been developed to help support pupils through these difficult times. Ensuring that pupils remain safe, happy and well, remains Star’s biggest priority and is the golden thread that runs throughout the trust’s work. Now more than ever, Star’s team of wellbeing experts is reflecting on its provision and practice to ensure it is fully equipped to support pupils in the best way possible. Throughout this turbulent period, Star Academies has dedicated its efforts to ensuring pupils have the resilience to manage their mental and emotional health so that they are able thrive academically, both now and in the future. An important part of the trust’s work is to develop a greater understanding of the difficulties pupils are facing and the impact on their wellbeing. Star schools have mechanisms in place to help pupils feel confident about sharing information about their feelings and concerns. This informs and drives their approach to improving pupil wellbeing. Pupil feedback is also helping schools to be proactive in addressing whole-school

and community issues. For example, pupils in some schools have experienced a high number of Covid-19 bereavements. To support those pupils, more staff have been trained in bereavement counselling so that they can provide emotional support to pupils who have lost someone close to them. In another example, pupils from some schools may be at greater risk from county lines gangs and, in those contexts, pupils are educated on how to stay safe from harm. At the beginning of the year, Star Academies further enhanced its ENSURING THAT wellbeing measures by arranging for school staff to participate in Mental PUPILS REMAIN SAFE, Health First Aid training accredited by MHFA England. The course enabled HAPPY AND WELL, REMAINS staff to learn how to spot the early signs of possible mental health STAR’S BIGGEST PRIORITY issues and to feel confident in how AND IS THE GOLDEN THREAD to provide initial support to a person in need of help. The training also THAT RUNS THROUGHOUT offered guidance on promoting positive attitudes towards mental health THE TRUST’S WORK. around schools and to helping pupils understand the issues involved. Each Star school now has a team of trained Mental Health First Aiders who have the skills and expertise to support struggling pupils and staff when the need arises. In total, 135 Mental Health First Aiders have been trained across Star schools to support pupils with anxiety or depression and 100 pastoral staff have been trained to provide bereavement support for the 20% of Star pupils who have lost members of their immediate or extended family during the pandemic. In some schools, Star has established In-School Inclusion Centres which, alongside lessons, offer therapeutic support for pupils who are finding school difficult. The centres provide

specialist support to help pupils manage adverse childhood experiences and ongoing trauma so that they can flourish emotionally and academically. Throughout lockdown, schools kept in close contact with all pupils. Those identified as being more vulnerable than others were asked to attend school so that they had face-to-face support from their teachers and support staff. The staff at Highfield Leadership Academy offered an extra level of support to pupils by taking the school bus on a mini roadshow. The bus was filled with essential supplies, such as books and stationery, and pupils from the school were able to drop by to specially designated stops - with Covid-19 safety measures in place - to collect items to help with home learning. Staff were able to speak to pupils and their families about any concerns they had and were able to lend a supportive ear and offer practical advice. At The Valley Leadership Academy, special consideration was given to preserving friendships and social activities during lockdown. Pupils were given the opportunity to relax by socialising with friends online by taking part in a range of exciting extra-curricular activities. Chess, live baking sessions, Science, Technology, Engineering, Art and Maths (STEAM) school and newspaper clubs were all held virtually on a regular basis to help pupils stave-off lockdown boredom whilst maintaining their friendships. The easing of restrictions and the associated changes to routine had the potential to pose significant risks to the mental health of pupils. As schools prepared to reopen to all pupils in March, comprehensive plans and risk assessments were developed in each school to make this transition smoother for pupils and staff. The plans enabled staff to rehearse their routines and were complemented by the trust’s Behaviour Playbook which promoted key behaviours and expectations to help keep pupils safe. For pupils who have suffered particular mental health challenges during lockdown, schools were provided with a centrally developed ‘Mental Health and Wellbeing Support Pack for Schools’. Working alongside external agencies, where required, school staff continue to provide ongoing bespoke support to help address those issues and build confidence.

A large part of Star’s work on wellbeing is focused on activities to help pupils feel confident in expressing their emotions and feelings. This work is predominantly delivered through Personal, Social, Health and Economics (PSHE) lessons and form time. At Eden Boys’ Leadership Academy, Manchester, pupils participated in lessons about their emotional wellbeing to further their understanding of mental health issues and were also set weekly wellbeing challenges, which aimed to promote their sense of self-worth.

USEFUL WEBSITES

The following websites provide online guidance and support:

Young Minds: www.youngminds.org.uk Self-harm: www.nspcc.org.uk/keeping-childrensafe/childrens-mental-health/self-harm/

Depression: www.mind.org.uk/about-us/what-we-do/ depression-alliance/ Obsessions and compulsions: www.ocduk.org/ocd Suicidal feelings: www.papyrus-uk.org Eating disorders: www.b-eat.co.uk/about-eating-disorders

A Mental Health and Emotional Wellbeing Policy outlines the trust’s whole-school approach to keeping our pupils mentally and emotionally healthy as we navigate through the pandemic. The policy is available on school websites so that everyone can understand the support available to them at this challenging time.

Lessons in wellbeing were further developed at Eden Boys’ School, Birmingham where pupils received additional support on the subject of resilience from Mosaic, a charitable organisation founded by HRH The Prince of Wales. Younger pupils at The Olive School, Bolton took part in Wellbeing Thursdays during the national lockdown, where they were encouraged to take a break from screens and online learning and enjoy a fun, themed, weekly challenge. From a Come Dine With Me cooking challenge to family spa days and cinema nights, the engaging activities encouraged pupils and their families to spend time together and boost their wellbeing. Star schools also work to support pupils’ confidence by providing opportunities to try new activities and discover hidden talents. From taking part in the Duke of Edinburgh’s Award to public speaking competitions and sports and arts activities, pupils are encouraged to step out of their comfort zones to build self-esteem and improve their resilience. Fundamental to the Star mission is service to communities. All pupils are encouraged to embrace social action and to recognise the role schools play in serving their communities. When restrictions allowed, many pupils were actively involved in assisting school-run foodbanks or with the production and delivery of food and hygiene parcels to ensure that they felt part of a strong community that was dedicated to creating positive social change. Pupils who took part in the work told how it had helped them to realise that they were able to make a positive difference to the people in their community, and of the benefits to their own mental health in helping others. Star Academies also offers practical assistance to pupils and their families who are suffering hardship related to the pandemic. Through its Shine Charity, Star Family Hubs provide food and hygiene parcels to alleviate the financial difficulties that many families faced as a result of the pandemic. The trust continues to be incredibly proud of the Star family and how it has risen to the challenges of the Covid-19 pandemic. During these times of stress and challenge the Star family has demonstrated that it is an emotionally resilient community where everyone can shine.

WHEN TO GET HELP

You may become aware of signs that may indicate your child is experiencing mental health or emotional wellbeing issues. These warning signs should always be taken seriously. If you have any concerns about your child’s wellbeing speak to a member of staff at your school or seek medical advice. If you believe that there is an imminent risk to life, call 999.

Warning signs may include:

 Changes in eating or sleeping habits  Becoming socially withdrawn  Changes in activity and mood  Talking or joking about self-harm or suicide  Expressing feelings of failure, uselessness or loss of hope  Repeated physical pain or nausea with no evident cause  An increase in lateness or absenteeism.