Adult Community Family Learning

1. The Wider Benefits of Community Learning and Active Minds Presented by Karen Bhamra & Jane Jaroudi Adult Community Family Learning

2. Aims & Objectives • By the end of this presentation you will: • Increase your knowledge of the wider benefits of community learning courses for well-being. • Consider advocating for and/or commissioning Harrow Adult Community Learning to deliver courses to support the national and local strategies to improve the mental health and wellbeing of Harrows residents.

3. Content • Stats & Facts • Definition of Mental Health & Well-being • Adult Community Family Learning (ACFL) • National and Local Strategy to improve mental health and well-being • Challenges - Solutions • Adult Health & Wellbeing Strategy • Benefits of wider family learning • Harrow ACFL role in CLMH Research Project • How can we support Harrow’s Mental Health & Wellbeing Strategy • Summary • Food for thought

4. Statistics & Facts One in four adults experiences at least one diagnosable mental health problem in any given year. People in all walks of life can be affected and at any point in their lives, including new mothers, children, teenagers, adults and older people. Mental health problems represent the largest single cause of disability in the UK. The cost to the UK economy is estimated at £105 billion a year – roughly the cost of the entire NHS.

5. What do we mean by ‘Mental Health and Wellbeing’? • It’s important to identify what we mean by mental health and wellbeing • The words themselves mean different things to different people. • The Somali community told us ‘we have no word for wellbeing’. • Defining it means we can measure it.

6. One Harrow Residents Definition Mind– the thoughts and emotions we have and the feelings we have about ourselves and others Body– our physical being and appearance Heart – the love and connections we share with others Spirit– our sense of purpose in life

7. Adult Community Family Leaning (ACFL) Who are we and what do we do? Harrow's Adult, Community and Family Learning service is based at Harrow Civic Centre and provides a wide range of courses across the borough, both directly and through partnership providers. The courses consists of formal and non- formal learning, with accredited and non-accredited status Examples of courses English for Speakers of Other Languages (ESOL) in a range of venues Community-based computer courses Maths, English and Employability programmes Family learning courses and activities in schools, children’s centres and community venues Courses for mental health service users Programmes for health, including Dance, Keep Fit and Yoga

8. A snap shot of Harrow Census 2011 Population 243,000 Harrow is one of the fifth most deprived boroughs in the country, with significant poverty, deprivation and an acute housing need. 28.5 % of Harrow’s residents have a foreign first language with Gujarati, Tamil and Romanian being the most commonly spoken languages. In 15.9 % of households English is not the main language of any household occupants compared to the national level of 4.3%. The 2011 census showed 3% of Harrow Adults unable to speak English at all, compared to 0.6% for London and a national figure of 0.3%. White British make up 42% of the population, compared to 60% for London and 82% for England as a whole. Asian or Asian British comprise around 44% of the borough’s population, primarily Indian (26.4% of the borough’s total) and Sri Lankan.

9. Statistics • An average of 4,000 learners participate in community learning courses around the borough each year. • Age • 19-24yrs 1% • 25-39yrs 33% • 40-59yrs 45% • 60yrs plus 21% • Gender mix • 24% Male • 76% Female • Leaners on average participate in 1.4 courses per year ranging in length between one-off taster sessions to 20 week accredited courses. • Ethnicity • 27% White British • 73% BME

10. National Strategy to Improve Mental, Health & Well-being A report from the independent Mental Health Taskforce to the NHS in England February 2016 This independent report of the Mental Health Taskforce sets out the start of a ten year journey for that transformation, commissioned by Simon Stevens on behalf of the NHS Recommendations Achieve the ambition of parity of esteem between mental and physical health for children, young people, adults and older people. Access to good quality mental health care. Meet the needs of the ambitions highlighted in the report by individuals which were to have a decent place to live, a job and good quality relationships in their local communities. Tackling inequalities. Mental health problems disproportionately affect people living in poverty, those who are unemployed and who already face discrimination.

11. Local Strategy to improve Mental Health & Well-being Harrow Health & Wellbeing Board 2016-2020 “Our goal is to enable everyone in Harrow to start well, live well, work well and age well.”

12. Harrows Council’s pledge to end the stigma around mental health Harrow Council has pledged to end the stigma around mental health – in the workplace and the community as a whole. Thrive Harrow campaign. The campaign is a first-of-its-kind year-long programme of activities to champion mental health issues and the path to wellbeing. Mental Health Champion, Tom Whiting said: "Mental health problems are the greatest danger to our wellbeing today. We’re standing up for the thousands in this borough who suffer in silence, to say – we’re here for you. We believe the best way to fight mental illness is with openness, discussion and support”

13. Challenges to improving Mental Health and Wellbeing? • Removing the Stigma attached to mental heath • Access to services other than those funded by the NHS • Engaging with residents and providing services to enable people to live healthier lives for longer, reducing their need for public services. • Proactivity - Prevention is better than cure. (Conversely -The ‘what if’ approach ) • Influencing the circumstances in which we are born, develop, live, work and age – specifically our housing, education, employment, financial security, the community and the built environment. • Reducing public finances

14. Solutions • Think differently about how we invest for the future • Familiarise ourselves with innovative, researched alternative provision • Increase access to services linked to improving mental health and well-being • Engage communities • Widen participation in learning to improve life chances

16. Give (Give something back) Participation in social and community life is linked to an increase in well-being. Connect (Relate to other people) Social relationships are critical for promoting wellbeing and for acting as a buffer against mental ill health for people of all ages. Be active (Exercise your body) Regular physical activity is associated with lower rates of depression and anxiety across all age groups. Exercise is essential for slowing age-related cognitive decline and for promoting well-being. Take notice (Appreciate your world) Studies have shown that being aware of what is taking place in the present directly enhances our well-being and savouring ‘the moment’ can help to reaffirm our life priorities. Learn (Try something new) Continued learning through life enhances self-esteem and encourages social interaction and a more active life.

17. What does this mean? The high level of indicators of deprivation in Harrow, have an impact on unemployment rates, life expectancy, physical and mental health and child poverty. There is a challenge for all services in addressing the inequality gap and a need to support the ‘5 ways to Well-being’

18. Wider Benefits of Community Learning • Community learning has played a significant part in the national agendas on adult learning over the past decades through a number of policy statements and initiatives and their evaluation. The wider benefits for learners that have been identified are summarised as: • Improved health and well-being • Community cohesion and citizenship • Economic benefits and employability • Better family relationships • Sustained learning • Personal enrichment

19. These were summarised in the Community Learning Survey Reports published by BIS in 2013/4. “ Impacts were wide ranging and included those related to personal progression, personal well-being, social and community aspects, work and employability and improvements in parenting and relationships with children and other family members….However, it was also apparent that learners benefited from ‘unintended’ impacts from their course.” Community Learning Learner Survey Report (BIS 2013) p10.

20. Research and policy statements on the impact of community learning whether lifelong learning, health and wellbeing, family learning or the skills agenda. The Learning Age, the 1998 Green Paper on Lifelong Learning which saw community, adult and family learning as the key to “improve skills, encourage economic regeneration and individual prosperity, build active citizenship, and inspire self-help and local development.” The Learning Age: a renaissance for a new Britain (DfES, 1998) para 4:18 Learning for 21st Century, the 1997 report by Professor Bob Fryer set out a vision for a culture of lifelong learning which urged that more emphasis be put on the home, community and workplace as places of learning. One of the key messages was that “Government, funders and providers of learning should recognise the valuable contribution which learning at home and in the community can make to educational achievement, economic success, community development, well-being and social cohesion.” Fryer B (1997) Learning for the 21st Century, para 11.5

21. Opinion Leaders Informal learning acts as an important bridge into other forms of employment and learning. It is particularly significant for some of the most underrepresented groups – women returning to work, those discouraged by earlier learning – people for whom informal and 'bite-sized' chunks help them fulfil their potential…I do not have a utilitarian view of learning; we need to offer learning in all sorts of ways and places for its own value beyond utility” (Further Education and Skills Minister John Hayes, 2011) “The key messages –that learning is good for your health, your self esteem and your employability, whatever your age, stage or previous education – are backed by solid evidence. There is plenty of passion for learning once it is unlocked and one person’s confidence spills over on to others” (Prime Minister Tony Blair 2005) “Education for education’s sake – learning how to learn – benefits the economy in the long term…My mother was a housewife and when I was 10 she had a major nervous breakdown and spent time in a mental hospital. When she recovered she saved her mind through adult education – learning for the first time about history, literature, philosophy and art.” (Coalition Liberal Democrat Business Secretary Vince Cable, 2010)

22. Harrow Adult Community Learning’s role in research CurrentlyHarrow Adult Community Family Leaning is one of the providers contributing the Community Learning Mental Health (CLMH) project launched in 2015 following the 2014 Autumn Statement that announced £20 million over two years to pilot courses to help adults manage mild to moderate mental health problems. The CLMH project is testing out whether short, part-time community learning courses help people develop strategies to manage their mild to moderate mental health problems such as stress, worry, anxiety, and depression, using a range of self-assessment tools. The project is also working with external evaluators to identify the impact and cost benefits of different types of courses.

23. Since April 2015 ACFL has developed and delivered a variety of courses ranging in duration from 3 – 6 weeks. 15 hours of learning has taken place on each course 534 participants The cohort of volunteers has ranged from between the ages of 19 - 85years. The volunteers have been employed, unemployed, homemakers, retired, and students The most popular courses have been Dressmaking, IT Skills, Working with Clay, Digital Photography and Yoga.

24. Case Study A single mum of 3 from the BME community lost her job. She was feeling anxious about finances, concerned about the deteriorating behaviour of her teenage son at school, had a feeling that she had no sense of purpose anymore and could only focus on the negative aspects of her life. She felt her age and the fact that she had children would be a barrier to her seeking further employment. X became a research volunteer for the Active Minds CLMH project as a result of attending a Job Fair at Harrow Council where Active Minds had a stand. X signed up to do Paediatric First Aid as she felt this may be useful if she was to pursue a career with children and a job where she could work school hours and term time only. After completing the First Aid course and passing the exam X had a new found confidence and sense of purpose. X signed up to a community learning parenting programme. She felt she needed to tackle the issues she was having with her sons challenging behaviour. X found the course both inspiring and helpful. The strategies and new found skills were being used at home to good effect. Within a short space of time her relationship with her son had improved, he was doing better at school and she felt as if a huge weight had been lifted form her shoulders. X felt she had more energy and vitality to cope with life pressures and to look for a job. X applied to become a Volunteer Parent Mentor and successfully gained a place on the training course. She gained an NVQ Level 3 ‘Working with Parents’ qualification. She is now excited to be supporting other parents in a similar situation struggling with the challenges of life and children. X will complete the practical side of the training in July and start mentoring parents in September.

25. ACFL supporting Mental Health & Wellbeing in Harrow • The provision currently being delivered by Harrow ACFL Service is intended to meet the national, regional and local priorities for learning through the following aims: • Widening participation in learning through targeting community learning and providing a means for learners who do not currently participate to gain access to the learning process and are furthest from the job market • Enhancing individuals’ life opportunities by providing a wide range of learning contributing to employability and functional skills; health and well-being; community cohesion and citizenship; and stronger family relationships • Developing local learning communities by enhancing the capacity of new providers, particularly community and voluntary organisations, to develop learning programmes for their immediate communities • Developing high quality teaching and learning by providing on-going professional development for those engaged in the delivery of community learning

26. How can ‘Community Learning’ support improved well-being? • Keep Mental Health & Well-being on the Agenda • Engage with residents and provide services to enable people to live healthier lives for longer, reducing their need for public services. • Be Proactive - Prevention is better than cure. • Influence the circumstances in which we are born, develop, live, work and age – specifically our housing, education, employment, financial security, the community and the built environment. (Discovering potential, Self-awareness, Goals for change) • Conclusion • ‘Increasing the access to ‘Community Learning’ could improve the mental health and well-being of residents, thereby reducing the strain on public finances’

27. Summary • There is a wide body of evidence from over 20 years of research and project evaluations to show the wider benefits of community learning for health, mental health, employability, social integration and civic awareness, family relationships and further progression in learning. • CLMH Research findings will be published early next year. • Community learning has proven success in widening involvement and increasing levels of participation in learning from priority target groups • Community learning has been an important part of national, regional and local strategies for skills, economic regeneration, family learning, health, arts and culture and active citizenship. • As the economy, labour market and demographic profile change in the coming years, the importance of community learning and lifelong learning will be increasingly significant. • Community learning has a long record of successfully adding substantial extra resources and added value to a modest funding level

28. Final thought