Frances.griffin@ed.ac.uk

1. Place2BeFrances Griffin Consultant trainer in Initial Teacher EducationOur visionA world where children have the opportunity to grow up with prospects rather than problems Frances.griffin@ed.ac.uk

2. Introducing Place2Be The UK’s leading provider of school-based mental health services. • 24 yearsworking with children and young people in schools • Last year we worked with 294schoolsto reach a combined school population of 142,000pupils… • …and supported staff in 232 schools through training, consultation and professional development • One of eight founding charity partners of the Heads Together campaign www.place2be.org.uk

3. Place2Be Ethos Place2Be Model Learning through play Mentally Healthy School Whole school approach Self-awareness Early intervention Quality Bringing about change Evidence based approaches

4. Mental Health Champions Leaders programme Overarching Aims: To support School Leaders to develop a school wide approach to positive mental health, embedded in your schools and communities • To build leadership skills for driving the necessary changes in their school • Build your knowledge, confidence and capacity to lead on mental health needs within your school community • Identify your priority areas and plan for improvement • Develop effective communication channels with internal and external stakeholders (including CAMHS and parents) • Understand how attachment styles and contexts can impact relationships • Understand the importance of healthy relationships in building emotional health for children AND adults

5. Mental Health Champions Class teachers Programme Overall the programme aims to engender a positive impact on teaching, learning and pupil achievement. Specifically, it aims to: • Build teachers’ skills to better understand children’s mental health and wellbeing • Support teachers to apply this knowledge to classroom practice • Promote insight into children’s classroom behaviour • Encourage teachers to consider what impacts on their own wellbeing • Provide consultation for teachers to explore the behaviour of children displaying mental health issues • Empower teachers to build positive working relationships with parents and carers

6. Mental Health Foundation report 2018 Called for MH training to be embedded in teacher training careers a proposal backed by 92% of teachers surveyed. • 51% of teachers revealed that pressure of their job has led them to develop mental health problems (such as depression or anxiety) or has exacerbated an existing problem. • 85% believe mental health training would help them look after their own emotional wellbeing as well as that of their pupils. • Over a quarter (26%) of teachers say that they're unable to access prompt support and guidance if they’re concerned about a pupils mental health.

7. Mental Health Foundation report 2018 • Only a third (33%) of teachers think that health and wellbeing is taught with the same commitment as reading and writing in their schools despite it being a key plank of curriculum for Excellence. • Around a quarter (24%) of schools don’t have any mental health support in place (either visiting or full-time) • Three quarters of teachers (75%) think that wellbeing levels should be routinely measured for example, through questionnaires, to identify problems early. • 73% of teachers think that mental health should feature in school inspections

8. Place2Be pilot in Initial Teacher EducationAims: • Support teachers of the future to contribute to mentally healthy school communities • Strengthen reflective practice around health and wellbeing • Increasing knowledge of children's mental health and wellbeing • Build personal leadership qualities in student teachers to respond to mental health needs • Build teacher resilience and career longevity

9. The pilot will explore ways to build capacity of student teachers in the following areas: • Professional learning and reflective practice - developing their professionalism to impact positively on their learning experiences and the learning experiences and outcomes of children, young people and adult leaners • Capacity to respond to the challenges of teaching in schools, develop knowledge and understanding in the area of mental health and wellbeing - ensuring inclusive supportive and flexible learning environments that meets the needs of all learners but particularly those who are vulnerable.

10. The focus programmes for the pilot include: Moray House: • PGDE primary a 36 week course commencing mid-August with students spending 18 weeks on placement. • PGDE secondary (also commencing mid-August) a 36 week programme divided equally between University taught courses and school placement. • MSc in Transformative teaching and learning, a two-year programme consisting of University and site-based learning. Students spend two days per week in their cluster schools with some block periods of time built-in. Stirling: Initial Teacher Education

11. Moray House School of Education Additional input: • MA Physical Education • MA Primary • MA Gaelic • BA Childhood Practice • Scottish Sensory Centre • Student Experience Grant – Conference • Visiting Head teachers – Netherlands • Liaising with Student Support Services

12. Place2Think A key component of the pilot is ‘Place2Think’ offering a reflective space for student teachers and staff focussed on stimulating productive conversations about emotional resilience, mental health and health and wellbeing.

13. Case Example What might Joe be feeling? What might Joe be thinking, about himself and his teacher, family, school and the world? What is it like to be Joe in school? What sorts of experiences in Joe’s day could help support his well-being? How would Joe cope with setbacks?

14. Themes discussed • Mentor Relationship • Behaviour management • Teacher professionalism (taking responsibility for personal performance, pedagogy knowledge, managing their own internal states, impulses and resources) • Demands within ITE (workload, time management, assessments, crisis in teaching, media information, suicide) • Preparation for placement (adaptability & flexibility in handling change, challenges and rewards, observation) • Stress (Health & Wellbeing, high expectations, knowing own strengths & limits, self-control, keeping disruptive emotions in check) • Pupil Health & wellbeing (inclusion, social justice, resources) • Self-confidence (sense of self worth as a teacher and capabilities) • Self-care (recognising own emotions and their impact on self and others) • Competence (previous experience/roles) • Future in teaching (questioning choices/decisions and future plans)

15. Evaluation

16. Resources and web links https://www.mentalhealth.org.uk/a-to-z https://www.cwmt.org.uk/resources https://www.seemescotland.org/young-people/whats-on-your-mind/ www.samh.org.uk www.youngminds.org.uk www.headstogether.org.uk www.place2be.org.uk/crisis-contacts.aspx www.headspace.com www.sane.org.uk/

17. Connect with us! @Place2BeScot @Place2Be www.facebook.com/theplace2befans www.linkedin.com/company/place2be www.place2be.org.uk