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Mental Health Chaos and Crisis

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Written by Paul Dix

How many times must a 9-year-old threaten suicide before the adults will drop the bureaucratic defences and actually help. I have lost count of the number of times children in desperate situations have been flatly refused help or deliberately been referred to another agency to delay intervention. Last week a colleague had to go down to the offices of one agency and threaten to call the press unless they saw the child. It took 4 hours for them to relent. He visits the same office, every week, to advocate for children. Each week the same faceless response. At the same time politicians are proudly talking about safety nets there are children falling through gaping holes that are being wilfully ignored. It is a national scandal. An asset stripping of the ugliest kind. 

Schools used to confuse mental illness with bad behaviour choices. In good schools we are well past this. Teachers recognise those whose behaviour is not driven by deliberate choices. They know those children whose struggle is deeper than the day to day ups and downs of childhood.

When you speak to teachers working in referral units the will tell you that the issues that many children arrive with are more complex than they were 15 years ago. These are the children who are growing up with complex needs, in families with addiction, domestic violence, foetal alcohol syndrome, ADHD and compounded by old fashioned neglect. We could search for the reason behind this change if we weren't so tied up with dealing with the symptoms.

Emotional trauma in the early years is a scar that people carry for the rest of their lives. It is a hidden injury that rarely produces the same empathy in others as a physical disability. It is easy to imagine the brief and limited pain of a broken bone. Not so easy to imagine the constant emotional pain of childhood trauma that displays itself in behaviour not bandages.

Some children hold it in, appear to be ‘normal', pretend to be like everybody else but it is exhausting. Without the space to talk, to rest and refocus the tension builds and releases in an explosion of anger, tears, aggression and self injurious behaviour. In school where there is no differentiation of intervention, where children are forced to conform, where punishment is used too liberally there are real dangers. ‘Behaviour' labels are given to children who need medical interventions. Classroom management polices are used to try and crush behaviours. I have even heard of schools unilaterally rejecting evidence of mental illness because it doesn't fit with their systems. It is cruel, misguided and has long-term repercussions in later life.

As a profession we need to do more to stimulate collaboration between agencies. We must refuse to sit in endless meetings talking around problems. Instead we need to use the time and the professionals aroind the table to act, to intervene, to stand up for those whose voice is rarely heard. I have lost count of the number of day long meetings where social workers, Ed Phys, Pastoral leaders, learning mentor etc sit around and chew the fat. "We should write a report on this and come back to it next time'. While the child sits and waits for the adult world to help, those that can help are sat in endless reviews filling in pointless paperwork.

Therapeutic approaches can be highly affective but are never part of a ‘behaviour' policy. When executed properly they can help children to operate within the ‘normal range' of school behaviour. Many schools are now providing their own support while they are waiting for appointments with other agencies. Many have gone further and trained teachers and LSAs in talk therapy, play therapy, safe touch, nurture, eye contact games and positive self-talk routines.

Of course the consistent empathetic responses of all adults to children with mental health issues is at the core of good practice. Making time to listen, to try and understand or just to be there can be as effective as planned interventions. The consistent caring approach of every adult must be the foundation for exceptional practice regardless of the learners we are working with.

We must challenge the poor practice, speak out for those who have no voice and make the bean counters understand that taking support from the children in need is the most inefficient use of their money.

 


Can we have our old teacher back please?

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Written by Paul Dix

The excitement of the new job has been overwhelming. Long hours spent creating a new classroom environment has taken most of your Christmas holidays. You now know the site manager like an old friend despite the fact that you haven't even met the Deputy Head. There are now sea caverns for reading in the classroom, mystery object portholes in the windows and a coral reef in the toilet. Like a small child on Christmas eve you anticipate the arrival of your new class. This is it, this is the moment... you wait for the "WOW"s.

The children seem less excited about the changes. They are still grieving over the loss of their previous teacher, an experienced teacher of over 30 years, who retired at the end of last term. The questions start gently enough ‘Why is there a lobster on the bookcase?', ‘Why is my table covered in sand?'. But some children seem irritated by the change, ‘Where is the old red chair ? Mrs James loved that chair?" and then, 'Why have you taken the house away from us, that was OURS!'... rapidly accelerating to, "Why can't we have Mrs James back?' You stay positive and try to reassure the children that you are their new teacher and they can trust you. They don't look convinced.

As you look up in exasperation you notice for the first time a banner stuck on the ceiling reading ‘To Mrs James, THE BEST TEACHER IN THE WHOLE WORLD..... EVER'.

What will you do next...

A. Carry on regardless
Ignore it, stiff upper lip, push forward, they will soon get over their loss.

B. Take it personally
You spent your entire holiday preparing the class for them, it is time they showed some appreciation.

C. Keep connected
Get in touch with Mrs James, see what can be done to maintain a connection with the class.


A. Just keep swimming
Ignoring their sullen faces you keep to the plan, launching into an active Drama lesson to begin exploring the undersea world. You try to conceal your frustration at the rudeness of some children and show them how learning with you can be as fun as with their old teacher. Yet the incessant ‘Mrs James wouldn't have made us do this' and ‘Mrs James did better Drama" are starting to get to you. Your irritation finally boils over with a terrifying scream of "I DON'T CARE ABOUT MRS JAMES" that echoes too far down the corridor. The children take this as their cue to send a delegation to the Headteacher's office, leaving you trying to escape from the net of seaweed and plastic crabs. By break time you are exhausted and slump on the chair in the staff room crest fallen. A colleague introduces herself as the Deputy Head, her first question is ‘What exactly have you got against our lovely Mrs James? ‘


Key Questions:

 

  1. Should you let the mood of the children dictate the direction of your lesson?
  2. Will the children simply forget about their old teacher in time?
  3. How can you stop them comparing her teaching with yours?

 


B. Flex your mussel

The children's attitude towards you feels very personal. You have gone to great lengths to prepare a really stimulating learning environment and they need to show some appreciation. Talking to the whole class about poor manners is not a great introduction but you feel it must be done. The class are quiet and listen calmly. It is only when you get to the end of your lengthy speech/rant/tirade that that a small hand is nervously raised from the front of the class, "Yes?", "Miss, who are you Miss, we don't even know your name". A bad start becomes a bad morning. You feel like you are walking through sand with the children. It seems that your guilt trip has had some strange results. The children won't go within a mile of the displays, nobody looks through the porthole, the sea caverns are avoided and the coral reef is starting to smell. Furthermore the children have clearly been talking at break. Sanchez pulls you aside at the start of lunchtime to tell you, "Don't know if I should tell you this but the rest of the class don't really like you Miss, sorry Miss". The dream of an exciting launch of a collaborative journey lies wrecked on the beach. It is going to be whole lot of work to put things back together.


Key Questions:

 

  1. Why shouldn't you take things personally when they feel very personal?
  2. What is the best way to start your first lesson with a new class?
  3. How can you now encourage them to interact with the new displays/working areas?

 


C. Throw out a line...

Feeling the loss of a really good teacher is natural and never wrong. You decide to adjust your plan for the day and spend some time getting to know the children. You apologise for changing their classroom around and immediately many of the children tell you that they actually like some of the changes. Treading carefully you suggest that the children could write a letter to Mrs James telling her about the summer, that way you would be able to get to know them and Mrs James would surely be pleased to see how everyone is getting on. You resolve to deliver the letters personally.

On visiting Mrs James it is clear that the children are not the only ones who are missing the status quo. After reading the letters with many tears, laughs and cups of tea she is happy to stay connected with class. You agree that she will ‘visit' the class on Skype every week at first then reducing to every two weeks as the term goes on. You record a video message with her to take back to the class.

The children are beyond excited by the video message and the plan. They start to relax a little with you. After all they know that Mrs James trusts you and that is good enough for them, for the time being. The Skype plenary works brilliantly. The children take extra care of the work that they are going to present to her and they have to try hard to re-explain what they learned and how they learned it.


Key Questions:

 

  1. Why not have Mrs James come in and visit the children for a day straight away?
  2. Why is your connection with Mrs James so important for the children?
  3. What other digital audiences could you use to extend children's learning beyond the classroom? Skype Classroom? Quadblogging.org?

 


Your style

A. Stubborn shellfish
You don't want the children to dwell on their loss for too long but trying to ignore the feelings of 32 eight year olds is never going to end well. Leave your ego at the door of the classroom. Just because the children love their other teacher doesn't mean that, in time, they could love you too.

B. Out of tuna
Unrealistic expectations are fuelling your frustration. Gratitude, like respect, is nurtured. The childrens' perception of the changes in the classroom are very different to yours, with good reason. Try to see things from their angle.

C. Brain sturgeon
With some careful management the children can still maintain a positive connection with their old teacher. Inviting her in through Skype is less disruptive than a visit and more productive for learning. The children need to know that you respect their teacher and their view of her. The transition may take a little time but the initial crisis is averted and a plan that works for everyone is in place.

 

Re-framing the Education Debate with Independent Thinker, Ian Gilbert – PP191

Autistic? Genius! with Tom Bowes – PP192

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Ollie interviewed the self-proclaimed ‘Autistic Genius’, Tom Bowes this week in a great interview about the condition and what we should, as teachers and human beings, be doing about it. Often, Tom says, people focus on the autism and not the individual. He points out that autism isn’t a behavioural issue but it can cause ...
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Simplicity and Consistency works!

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By Peter Hawtin – Business Manager Having completed my first month at Pivotal Education, I am proud to be part of such an excellent team and I am blown away by how much our staff and trainers care about helping schools improve Behaviour management. It has highlighted to me how much schools, staff and pupils ...
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From an Apprentice to an Employee

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How time flies, it only felt like yesterday when I walked through the doors of Pivotal as an apprentice. I felt a variety of different emotions, nervous, excited and worried. The unknown scared me. I had just finished my A levels at School. I really did not know what to expect.  But hey ho, a ...
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How to be an equality champion with Claire Birkenshaw – PP193

Children see children do…

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I joined Pivotal just over a month ago and it’s been really interesting for me to join such a thriving, growing and fast paced organisation. When I first joined I was very much looking forward to learning how our approach supports both teachers and young people. There is a pressure on young people in all ...
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Learning the rules and then breaking them – Taking a school to outstanding with Jonathan Clucas – PP194

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Jonathan Clucas is the headteacher of a large three form entry Primary school in Blackpool with over 600 pupils with 50% in receipt of pupils premium funding. Blackpool is listed as the area with the lowest life expectancy in the UK, with the lowest average wage per household. It is the most deprived large seaside ...
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Custody, Behaviour and Trauma with Dr. Andrew Rogers – PP195

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Andrew is a Chartered Consultant Clinical & Forensic Psychologist and co-director of Changing Minds UK. He has over 20 years’ experience in delivering high quality applied psychology provision across a range of settings including; Elite Sport, Business, Mental Health, Social Care and the Criminal Justice System. Andrew has a particular interest and expertise in supporting ...
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My Journey – Jane Marr

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Many people during my career have described me as having very high principals, perhaps some thought that they were too high and needed to change! I asked to join the Pivotal training team as I strongly believe in the behaviour work they do, I can’t do something if I don’t believe in it. Initially I ...
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When the numbers don’t add up

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I was struck by something I read recently, an extract from a speech at the NEU (ATL section) annual conference in Liverpool last month. Dr Mary Bousted, joint general secretary of the union told delegates that ‘No education system can exceed the quality of its teachers. But in England we waste, on an industrial scale, ...
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The drama in positive relationships with Carole Davies – PP196

Pivotal Anniversary – You are capable of amazing things

How to Survive in Teaching with Emma Kell – PP197

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Dr Emma Kell has been teaching for two decades, mainly in inner-London secondary schools. She is now a middle leader with several years of senior leadership experience. In 2016, she completed her doctorate with Middlesex University on balancing teaching and parenthood and in January 2018, her book, How to Survive in Teaching, was published by Bloomsbury. ...
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Looking back on my Education

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Since working at Pivotal Education, I have had the opportunity to have many discussions with teachers and headteachers about their schools. It still overwhelms me how much time the teachers and senior leaders put into school and the level of care they have for their learners. Being part of the sales team has really opened ...
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Finding a path to a better future

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One of the many privileges of working for Pivotal is getting to meet young people. I was performing a Behaviour Health Check in a primary school in South Wales, just a few weeks ago.  Assembly had finished and I was standing in the corridor pondering my next move, when a Year Two class filed past ...
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Kids in Care with Pivotal Education’s Mike Armiger – PP198

Delving into animal psyche; canine cognition compared to human behaviour

Trainers Briefs: Crossing the Lines – PP199

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Pivotal Education trainers visit the office to update colleagues on their experiences and areas of work. This week, Ollie has selected some fascinating clips of Senior Trainers Hannah Hall and Alastair Burnett which cover some diverse topics such as gang culture and the new territories Pivotal is working in! Trainers Briefs: Crossing the Lines – PP199 ...
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