Dr. Christopher Spann’s Post

It is interesting that some children and young people can go through really rough times and still bounce back. These young people might be described as resilient. Resilience is not a single factor it is the outcome of a process that takes into account the level of risk exposure and the presence of protective factors. Resilience is described as ‘the successful adaptation in the presence of risk or adversity.’ It does not mean that you are immune to stressful situations but rather that you have a range of skills and strategies that enable you to deal with them and bounce back. The good news is that resilience isn’t something you are born with or not. The skills that underpin resilience can be learnt. By teaching and developing these skills, we give children and young people a shield that can help protect them when challenges arise. Learning the skills for resilience as children grow and develop has a positive impact on a young person’s outcomes, success in life and ultimately their wellbeing. Underpinning everything is the belief that children have about themselves. This is a key factor in how they meet the challenges they face. Because of this, each interaction we have with them influences what they think and believe. If what children feel and think about themselves is, the foundation for resilience then: optimism, emotional awareness and emotional regulation, impulse control, empathy, connect with others, self-efficacy, flexible thinking and their experience of surviving past challenges  develop from this. If we can weave these skills into our classroom practice and promote them within schools we start to build the protective shield that children need to be resilient.  #childdevelopment #childrensmentalhealth #teaching #resilience #childrenswellbeing #education #schools

🌟 Many people tell us that SPARQS is the system we've all been waiting for. As one #EarlyChildhoodEducator said, "I am really excited about the changes coming up. I feel like this is the direction that we need to be going in to increase #quality for children and families." Read the latest SPARQS update, and request an assessment, consultation, or #coaching support for your Vermont #EarlyChildhoodEducation program! https://lnkd.in/exfHuqjM

For crying out loud. The Department for Education and this government are insistent on remaining wholly ignorant about the REAL problems fuelling absence from schools. What do they propose? - To continue to ignore the real barriers to school-based education and instead waste a further £15 million on attendance mentors! Meanwhile, the mental health lead and mental health training for every staff member in every school, as promised in two key policies (2017/18) are yet to materialise. Mainstream school is no longer a safe option for hundreds of thousands of children, who are being re/traumatised by schools' draconian, zero tolerance approach to behaviour, which is causing many children distress - particularly those who have SEND and those who have been exposed to adverse childhood experiences and trauma. On which note - surviving a global pandemic IS a ''Big T'' trauma - yet children/YP are just expected to ''keep calm and carry on''. NO! This trauma needs to be seen, validated and processed with safe adults, if is to be healed. While pre/post Covid attendance are constantly churned out - the underlying reasons why are always omitted. Covid gave families the opportunity and freedom to educate their children at home/alternatively. Their children did not have to be confined to school to be subjected to re/traumatising practices (particularly around their dysregulated behaviours). Of course they would choose to protect their children from this torment. It is no coincidence that over 140,000 children (predominantly those with SEND) are now being home-schooled as a result of being unable to cope with mental and physical health challenges, bullying, trauma, excessive academic pressure, overly strict behaviour policies and an ever-narrowing/irrelevant curriculum (because apparently play, sport, drama, music, art and cooking are unnecessary extras in life!) The answer is not more policing in schools - it lies in embedding TRAUMA-INFORMED CARE. Until this informs and guides the cultural ethos and provision in schools, attendance WILL remain an issue - because the government is an ignorant ass and the Department for Education is lead by clueless, myopic, misguided and ill-equipped individuals. High time for trauma-informed transformation. Fail to invest now - pay later. https://lnkd.in/eayi_q9q

More myopic initiatives from DfE....love Dr Conkbayir's response. Here's to continuing to speak up for real initiatives to make trauma-informed practice mainstream!

Another step toward a police state with strict liability although, it may well stop the schools expediency of accounting for self-excluded but still on register...... Then there was the other trick of disapplying the national curriculum so, they only come in one day a week and then suspend them for '25' days and not see them again and on paper, like the shampoo, repeat as necessary, until '16'... In one county we worked in, that applied to '1' in '5' of the '1' in '5' already receiving 'retention' and 'learning support' money adding-up to average £12,500 times '40' lost souls adding a handy extra £500k to annual budget - naughty This was early 2000's, only later did they start classifying the 2,000,000 plus "Post '16" as, Not in Education, Employment or Training (NEET's) although, many of our members were from age '10' to '25' (Including New Deal unemployed) Interesting to note by far the majority of our members arrived "functionally and digitally illiterate" effectively, "excluded from participating in learning" so, hardly surprising that they were "Kickin-Off" and suffering symptoms of Borderline Personality Disorders (BPD). https://lnkd.in/dB__urn #MentalHealth #DiversityAndExclusion #LearningDisabled #FunctionallyAndDigitallyIlliterate #EmotionallyIlliterate #UndiagnosedVisionloss #FailureToScreenForReading

Nicky O. Thanks for sending me Dr Mine Conkbayir post on UK education woes. Our children deserve so much better, their health and futures depend on it. Dr. Conkbayir I could agree more. Well said!! 👏 Putting people with lived experience in planning and decision making roles would save a lot of wasted money and make the world significantly better for people who live and work in the real world. Out of touch micromanaged corporate ways of doing things contribute to reduced productivity, high turnover and massive costs for inadequate services that hurt people. There are few things more frustrating for service users and providers than dealing with top heavy corporate structures of bureaucracy. I think it’s time to encourage the entrepreneurial spirit, promote small businesses, eliminate corporate monopolies, massively flatten corporate structures, decorporatize government and let people who know what they’re doing design the systems we depend on and leave them alone to do their jobs. It worked great in the 70s and 80s before neoliberal economic reform and 1% greed destroyed the world and there’s no good reason not to go back to it. I have a dream of a free and democratic world that doesn’t revolve around billionaires, traumatize so many children or make so many hard working human beings sick. I believe we can build a better, safer (and saner) world together. In Solidarity ❤️🩹🪶🇨🇦

Dear #linkedincommunity #linkedinconnections #linkedinfamily Part Two: 🌟 Navigating a Holistic Approach to Mental Health and Education 🧠📚 Embarking on a journey through the realms of mental health and education with Andrew Speight and Dr Sue Roffey. 🌐 This insightful piece, part of the LGA children and young people's mental health think piece series, unravels the intricacies of promoting well-being through a holistic lens. Let's continue to explore: 📚 Shaping the Education Landscape: Andrew Speight explores the profound impact of the education system on young people's mental health. Exam stress and system rigidity emerge as significant stressors. He proposes a transformative five-tier model for a culture of well-being within the education system. 🌈 The Five Tiers: Detoxify Interactions: Cultivate a positive classroom and school environment to engage young people actively. School Initiatives: Support well-being through school policies and initiatives for the entire school community. Psychopolitical Validity: Utilise systemic apparatus to identify and implement meaningful changes, involving power-sharing with all stakeholders. National Policy Change: Advocate for significant policy changes at the national level to reduce pressure and adopt a holistic assessment system. Empowerment and Flexibility: Increase agency for students and teachers, fostering a sense of control and freedom in the education system. 🌐 Global Models: Speight advocates for models like those in Finland and Estonia, emphasizing creativity, critical thinking, and a departure from a one-size-fits-all curriculum. 🤝 Collaboration for Change: Meaningful collaboration, co-production, and active participation are integral to culture change. Speight's work with stakeholders, including the Big Change Charitable Trust, introduces "Emoco," an emotional and cooperative approach, fostering change collaboratively. 🚀 Towards a Culture of Well-being: In the long term, the aim is to generate popular demand and a broader shift in thinking by demonstrating the merits of a culture of well-being on a smaller, achievable scale. 🌈 Join the Journey: The call is clear: Embed a culture of well-being in schools, recognising the urgent need for change. The journey is ongoing, and everyone's participation is crucial. Let's foster an education system that truly values and nurtures the holistic development of our children. 📖 Read the Full Article: https://lnkd.in/gaE8bXN7 🤝 Authors: Andrew Speight and Dr Sue Roffey. #MentalHealth #Education #HolisticApproach #WellBeing #CultureChange #ChildrensMentalHealth #TransformativeEducation #CollaborationForChange #education https://lnkd.in/gaE8bXN7

I completely agree with Dr Mine Conkbayir ! As a mental health professional working with adolescents in the UK, I have witnessed schools and families being overwhelmed by anxiety and feelings of depression which were triggered by the Covid lockdown and its impacts. Calling these mentors “attendance mentors” sounds punitive and removes the positive associations which families and young people. It is time that government stops assuming they have the answer and actually ASK families and schools what they might find supportive. I can assure you it would not be “attendance mentors”! It is tiresome for everyone outside government to have, once again, the uniformed telling the informed what to do. One such example is my charity, Flourish Mentors , which emerged from such a mental health need. We support young women (16-25 years) with well-being and mental health support and have gained popularity because such a great need is out there! Our model is free to young women, carries no labels and is open to any young woman who should want support (no criteria to “qualify” for support). Mental health and well-being supports are needed. Not policing and more punitive measures. Families are desperate for help and not more consequences. #parents #parenthood #secondaryeducation #secondaryschool #secondaryteacher #teachertraining #familyengagement Penny Daly Rachel W Erin Burns Emma Mendes Da Costa Shanila Wahid - Conford Zoya Rasul Cathy Chesson Lynne Trower Mathilde Barbier

Today I have been working on a keynote speech I am due to give soon on the 'Perfect storm' of issues around attendance, behaviour and mental health in schools. Here's a summary of my thoughts: 1. Early Identification and Proactive Support** * **Mandatory training for all staff:** Equip staff to spot early signs of absenteeism, behavioural changes, and mental health concerns. * **Designated mental health lead:** Appoint a specialist to coordinate support, act as a point of contact for staff, students, and parents. * **Student well-being surveys:** Conduct regular, anonymous surveys to understand student needs and concerns. 2. Nurturing a Positive and Inclusive Culture** * **Re-evaluate the behaviour policy:** Ensure a focus on restorative approaches that build understanding and accountability, rather than solely on punitive measures. * **Whole-school focus on well-being:** Embed well-being practices into daily routines – mindfulness, gratitude exercises, etc. * **Celebration of diversity and inclusion:** Promote anti-bullying policies and encourage respect for all through assemblies and curriculum activities. 3. Parental and Community Partnership** * **Regular parent communication:** Use multiple channels to proactively communicate attendance expectations, support systems, and mental health resources. * **Parent workshops:** Sessions covering strategies for managing anxiety, internet safety, promoting healthy sleep routines, etc. * **Collaboration with external agencies:** Build links with CAMHS, charities, and community support groups to streamline referrals and access to specialist care. 4. Flexible and Personalised Learning Environments** * **Review attendance policies:** Recognise that some students may require flexible attendance arrangements in consultation with families and relevant professionals. * **Student voice:** Actively involve students in decision-making processes affecting their school experience. * **Tailored support plans:** Offer individualized support for students with additional needs, utilizing in-school and external resources. The perfect storm in our schools demands a collaborative response. Let's prioritize student well-being and work together to create supportive learning environments where every child can thrive. Let's make change happen! #studentsupport #mentalhealthmatters #schoolwellbeing #educationmatters #UKschools

Research and real life experience shows us that mentoring young people is needed more than ever. The recent declaration of a national "Epidemic of Loneliness and Isolation" by our Surgeon General has brought to the forefront our greatest struggle for all ages - lack of personal connection. This deficit isn't just that "we don't have friends", its speaks to the great crisis of lack of support system for all ages. For kids and seniors, this is most devistating, leading to significant decline in mental health and rise of suicide. We saw this disconnect growing and that's why we founded FORGE Youth Mentoring; connecting generations to restore hope in communities and help young people discover and pursue their full potential. The "win" is not just for the kids, but for the adults and entire community as well. Kids gain healthy self-confidence, a support system, guidance, life and social skills, career and interest development, and significant social capital that they would not have possessed otherwise. Perhaps just as important, the adult volunteers find meaning and purpose, as they use their life experience (past failings and successes), skills, and gained wisdom to empower a young person to create a pathway to success. It's time to come together to help... all of us! Learn more at https://lnkd.in/gwGvJ-H or contact us at (509) 374-7657 and info@forgyouthmentoring.org Surgeon General's Report: https://lnkd.in/gaCV7yie