Personal, Social, Health And Economic Research Articles

A Mixed-Methods Study of Compassionate Mind Training for Pupils (CMT-Pupils) as a School-Based Wellbeing Intervention

ObjectivesMental health difficulties in children are increasing, especially following transition from elementary to high-school education. In attempts to mitigate risk of these difficulties, proactive wellbeing interventions are becoming increasingly explored in school settings. Recently, Compassionate Mind Training (CMT) has been shown to be well-accepted and efficacious in promoting school staff wellbeing and prosocial behaviours. This paper outlines the impact of CMT as a pupil wellbeing intervention.MethodSixty-seven pupils aged 11–12 took part in either Personal, Social, Health and Economic (PSHE) lessons as usual (n=30), or CMT-Pupils (n=37) as their PSHE lessons, over a 5-week period. A mixed-methods quantitative and qualitative design was utilised to explore implementation and curricula effectiveness across several wellbeing parameters (e.g., anxiety, self-compassion, perfectionism, moods and feelings, self-esteem).ResultsPupils reported positively on their experiences of the CMT-Pupils lessons, content and practices. Quantitative analyses revealed a significant time-by-group interaction effect for anxiety, reflecting differences in anxiety post CMT-Pupils vs. PSHE as usual. No further interactions reached significance. Qualitative analyses revealed benefits of CMT-Pupils for pupil and classroom behaviour, including emotion regulation, kindness to others and feelings of inclusion. Benefits were also found to extend to the class teachers.ConclusionsCMT-pupils could be a promising school-based wellbeing intervention for improving prosocial behaviours, the classroom environment and protecting against deteriorations in child mental health. Larger scale explorations of CMT-Pupils across wider demographics, including investigation of who can deliver the curriculum efficaciously (e.g., teachers vs. external facilitators), are suggested as next steps for investigation.PreregistrationThis study was not preregistered.

Towards successful implementation of public health research into practice: Experiences and lessons learned from EDUCATE

BackgroundThe English schools-based human papillomavirus (HPV) vaccination programme is routinely offered to all young people aged 12–13 years. The EDUCATE lesson was developed to overcome barriers to uptake related to unmet information needs by providing young people with information and answering questions they may have about the HPV vaccine. The resource comprises a PowerPoint presentation, interspersed with five short films and a guidance document for professionals delivering the lesson. Adopting public health research into practice is challenging and few papers describe the process. This paper reports the initial use of the EDUCATE resource in schools and the process involved in supporting wider implementation. Study designImplementation and knowledge mobilisation. MethodsFive secondary schools supported implementation of the EDUCATE resource. Delivery took place during April and December 2022 and was observed in four schools, with feedback obtained from two school staff members and 15 young people. Alongside this, meetings were held with over 80 stakeholders with the aim of identifying possible policy levers to encourage use of the EDUCATE resource, and to enhance understanding of how wider scale and sustained impact can be achieved. ResultsOverall, the resource was positively received by school staff and young people engaged well during the lesson. As a result of the stakeholder networking activities, the research team worked with the Personal, Social, Health and Economic (PSHE) Association to adapt the materials to meet their Quality Assessment and incorporate elements, such as more interactive activities, requested during the implementation study. ConclusionThe EDUCATE resource has the potential to change practice by enhancing information provision about the HPV vaccine in schools and supporting young people nationally to make informed decisions. Key learnings from the project include the importance of integrating input from target users at all stages of the research process, pragmatism in relation to evaluation research designs, and incentivising researchers to undertake translation activities through further funding and a greater focus on impact. Together, these can help facilitate the availability of public health resources and their adoption into ‘real-world’ practice.

The long life-time shadow of bullying: cost-effectiveness of KiVa to reduce bullying in primary schools

BackgroundThe ‘long shadow’ of childhood bullying can extend beyond immediate adverse mental health and educational outcomes well into adulthood, with associated long-term health and social care costs. Reducing bullying is therefore a public health priority. KiVa, a school-based anti-bullying programme, is effective in reducing bullying in schools in Finland and is currently being tested in the UK through the large-scale Stand Together trial. MethodsThe Stand Together trial is a two-arm, pragmatic multicentre cluster randomised controlled trial (RCT) to test the effectiveness and cost-effectiveness of KiVa in reducing bullying in UK primary schools compared to usual practice over one academic year. The trial is targeting approximately 13,000 7- to 11-year-olds in 116 primary schools across England and Wales, including North Wales, the West Midlands, South East- and South West England. Usual practice is defined as the delivery of the Personal and Social Education (PSE) curriculum in Wales and the Personal, Social, Health and Economic (PSHE) Education in England. To assess cost-effectiveness, we are conducting a cost-utility analysis and wider cost-consequence analysis from a school and societal perspective. Pupil self-reported health-related quality of life (CHU9D) is the primary outcome to enable the calculation of quality-adjusted life years (QALYs) in an Incremental Cost Effectiveness Ratio (ICER). The cost-consequence analysis will consider other outcomes such as pupil self-reported bullying-victimisation, pupil absence and bullying-related service use, teacher wellbeing and the frequency of parent-school meetings regarding bullying. Cost calculations will include the time and resources required to implement KiVa in schools versus usual practice, including the cost of resources and training. We will undertake sensitivity analysis to explore the impact of assumptions about dose of intervention, adherence, and costs of delivery. Our analyses will provide the first large-scale RCT-based evidence of the cost-effectiveness of KiVa in UK primary schools.

The role of school-based health education in adolescent spiritual moral, social and cultural development

Background: The broad nature of young people’s development is internationally acknowledged, which includes physical, mental, spiritual, moral and social elements. In England, schools have a legal obligation to promote spiritual, moral, social and cultural (SMSC) development. It has been suggested that personal, social, health and economic (PSHE) education, a broad form of school-based health education, may contribute to building SMSC development in young people. Objective: To examine the association between PSHE education in schools and outcomes of an SMSC nature. Method: The study drew on data collected as part of the 2014 World Health Organization Health Behaviour in School-aged Children (HBSC) study for England. Data were collected from young people aged 11, 13 and 15 years, using anonymous self-completed surveys administered during school lessons. The analysis drew on responses from 3,731 young people. Multilevel modelling was used to examine the association between PSHE education and variables of an SMSC nature, while controlling for demographic variables. Results: Overall, the majority of young people who reported receiving PSHE education were positive about the benefits of this school-based health education. Positive perceptions of PSHE education were significantly associated with increased spirituality among young people, reduced engagement in both fighting and bullying perpetration and increased general self-efficacy. Conclusion: This paper highlights the important role that health education in a school context may have for young people’s broader development, and contributes to the national evidence base advocating for compulsory PSHE education in schools.

The effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): study protocol for a randomised controlled trial

BackgroundMindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness or cost-effectiveness for young people. The primary aim of this trial is to evaluate the effectiveness and cost-effectiveness of a mindfulness training (MT) programme to enhance mental health, wellbeing and social-emotional behavioural functioning in adolescence.Methods/designTo address this aim, the design will be a superiority, cluster randomised controlled, parallel-group trial in which schools offering social and emotional provision in line with good practice (Formby et al., Personal, Social, Health and Economic (PSHE) Education: A mapping study of the prevalent models of delivery and their effectiveness, 2010; OFSTED, Not Yet Good Enough: Personal, Social, Health and Economic Education in schools, 2013) will be randomised to either continue this provision (control) or include MT in this provision (intervention). The study will recruit and randomise 76 schools (clusters) and 5700 school students aged 12 to 14 years, followed up for 2 years.DiscussionThe study will contribute to establishing if MT is an effective and cost-effective approach to promoting mental health in adolescence.Trials registrationInternational Standard Randomised Controlled Trials, identifier: ISRCTN86619085. Registered on 3 June 2016.

Personal, social, health and economic education: the bridge between public health and education

The role of schools in addressing pupil health, well-being and personal development is a matter of much political and academic debate in England. Evidence from the UK and internationally suggests that a ‘Healthy School’ approach, with high-quality Personal, Social, Health and Economic (PSHE) education at its heart, can make a significant contribution to achieving both health and academic outcomes. A ‘Healthy School’ approach recognises that schools are in a unique position to offer an almost universal public health intervention for children and young people. Working with schools is therefore an ideal way to achieve public health objectives and to develop partnership working between children’s services and public health teams. If these objectives are to be achieved, high-quality PSHE education must be at the heart of a healthy schools approach. Indeed, the Chief Medical Officer in her most recent annual report emphasised this very point when she referred to PSHE education as ‘the bridge between education and public health’. Yet if schools are to play an active role in achieving these outcomes, and PSHE education is to form that bridge between academic and public health outcomes, schools need to see why health outcomes are important and help them to achieve other objectives. This paper sets out the evidence they need and explores ways in which schools and local authorities can work together to achieve shared outcomes.

Delivering high quality Personal, Social, Health and Economic (PSHE) education

Good quality PSHE can help equip children and young people with the life skills they need to ensure a healthy future. This article looks at how school nurses can overcome some of the barriers they might face in its delivery and provides advice on best practice.

Personal, social, health and economic education: the bridge between public health and education

The role of schools in addressing pupil health, well-being and personal development is a matter of much political and academic debate in England. Evidence from the UK and internationally suggests that a ‘Healthy School’ approach, with high-quality personal, social, health and economic (PSHE) education at its heart, can make a significant contribution to achieving both health and academic outcomes. A ‘Healthy School’ approach recognises that schools are in a unique position to offer an almost universal public health intervention for children and young people. Working with schools is therefore an ideal way to achieve public health objectives and to develop partnership working between children's services and public health teams. If these objectives are to be achieved, high-quality PSHE education must be at the heart of a healthy schools approach. Indeed, the Chief Medical Officer in her most recent annual report emphasised this very point when she referred to PSHE education as ‘the bridge between education and public health.’ Yet, if schools are to play an active role in achieving these outcomes, and PSHE education is to form that bridge between academic and public health outcomes, schools need to see why health outcomes are important and help them to achieve other objectives. This paper sets out the evidence they need and explores ways in which schools and local authorities can work together to achieve shared outcomes.

Effective PSHE education: values, purposes and future directions

This article explores the perceived effectiveness of personal, social, health and economic (PSHE) education in primary and secondary schools. It outlines the relationship between perceived effectiveness and a range of explanatory factors, linking these to the values and ethos of schools, differing views of the purposes of PSHE education, and long-standing policy agendas. We conclude by attempting to locate PSHE education in the new and rapidly evolving policy context and discuss some potential ways forward, as established means of support and challenge disappear. The data utilised in the paper come from a mapping and effectiveness study of PSHE education in both primary and secondary schools throughout England, which was conducted by Sheffield Hallam University on behalf of the Department for Education.

‘If there’s going to be a subject that you don’t have to do …’ Findings from a mapping study of PSHE education in English secondary schools

This article discusses some key findings about secondary schools from a mapping study of Personal, Social, Health and Economic (PSHE) education in England. The secondary school elements of the study combined a nationally representative survey of 617 secondary schools with follow-up in-depth case studies in five of these schools. These case studies involved interviews and discussion groups with pupils, parents and key school staff members, as well as governors and school improvement partners, and local authority support staff. Results reported here relate to the models and methods of delivery; frequency and curriculum coverage; the purpose and value of schooling, and PSHE education, and issues about staffing, expertise and credibility. Where appropriate, comparisons are made with primary schools. In doing so, the article raises issues about the diminished status and priority of PSHE education in secondary as compared with primary schools, and how this may stem from the ways in which schools do/do not value the subject, and its relationship to broader attainment and education policy contexts.

‘It’s better to learn about your health and things that are going to happen to you than learning things that you just do at school’: findings from a mapping study of PSHE education in primary schools in England

This article reports on recent findings from a mapping study of Personal, Social, Health and Economic (PSHE) education in schools in England, focusing on the data derived from primary school participants. It is based on a nationally representative survey of 923 primary school PSHE education leads, and follow-up in-depth interviews and discussion groups with 171 participants. This included local authority support staff, and from participating primary schools: senior management representatives, PSHE education leads, teaching staff, governors, school improvement partners, parents, and pupils. Results included here primarily relate to two areas: delivery models and curriculum coverage, and pupil views on their experiences and the (potential) value of PSHE education. In examining these areas, the article raises issues about blurred boundaries between PSHE education and Social and Emotional Aspects of Learning and/or pastoral care within school more widely, and particular staff sensitivities about the teaching of certain elements of PSHE education, particularly sex and relationships education and drugs, alcohol and tobacco education. These subject areas were less likely to be included or prioritised within PSHE education than, for example, emotional health and well-being, but were often the areas highlighted as most important by pupils. In conclusion, the article raises questions about the potential links between PSHE education and attainment, and the use of different teaching approaches across the curriculum more broadly.

TUC Unions into Schools: The next generation of trade unionists

REPORT□ TUCUNIONSINTOSCHOOLS TUC Unions into Schools: The next generation of trade unionists I Schools and new what It that knowledge that is developed the Unions the have they unions the materials benefits address lack TUC's bring been into do of of to knowledge of what unionsdo and the benefits thattheybring thattheTUC's new Unionsinto Schools materials have been developed to address CARL ROPER, TUC National Organiser The the only British frequency bytheir Trade exaggeration. of Union thereports movement Whilst ofthe it's ismatched death true that of theBritish TradeUnionmovement ismatched only bytheir exaggeration. Whilst it'strue that since1979bothunionmembership and density havedeclineddramatically, theTUCanditsaffiliatesstill represent over6 million working people making themovement byfar andawaythebiggest civilsociety organisation intheUK. Formanyworking people tradeunionsarean important part ofworking life. Theyempower them bygiving them a voiceandoffer essential support in theworkplace. Theyhelpbusinessestowork better byencouraging fair andresponsible workingpractices andthere isevenevidence that unions makea significant contribution to theimprovement ofproductivity andoverallefficiency. Yetmuchofthis workgoesunnoticed bya large proportion ofthepopulation. ThereareI think two reasonsforthis.Firstly, thewaythat muchofthe mediareports unionactivity is often partial, subjectiveand inaccurate and constantly harksback toevents that occurred whilst mostofthecurrent working population wereatschoolorbefore they wereevenborn. Secondly, andperhapsmoresignificantly, large swathes oftheworkforce areuntouched bytrade unionorganisation. Unions only represent just over a quarter oftheworkforce andbargain on behalf ofjustovera third. Theyhavefound itdifficult to breakoutintonew sectors oftheeconomyand thenature ofthemodern workforce - morefragmentedand madeup ofworkers in less secure, short term employment -hasposedchallenges to moretraditional forms ofunionorganising. The resultofthisis an increasing numberof 'never members' and therefore a reduction inthenumberofworking peoplewho areabletopass on a positive vieworexperience ofunionmembership. Itis thislackofknowledgeand awarenessof whatunionsdo and thebenefits thattheybring notonlytoindividuals andgroupsofworkers but tosociety aswholethat theTUC'snewUnions into Schoolsmaterials havebeendevelopedtoaddress. Promoting trade unions inschools Previous TUC and unionworkpromoting trades unionsinschoolsbeganin 1997,whentheTUC first puttogether theteaching resourcepack 'A Better WaytoWork'.Thisworkwas augmented withvolunteer tradeunionactivists presenting in schools, the'Speakers inSchools'programme, and then workingwith QCA (Qualificationsand Curriculum Authority) and thethenDepartment for Children Schools& Families inpromoting trade unionsthrough thecurriculum. Theobjectives ofthis work weretosupport efforts to buildawarenessofunionsand thenmembershipthrough promotion ofa positive image oftrade unionsto youngpeople, raisingawarenessof employment rights and theroleoftradeunions and mainstreaming employment rights andtrade unionism within theprovision ofcitizenship, PSHE (Personal, Social,Health andEconomic) andbusiness education.An additionalobjectivewas to developa cohort of(preferably young) trade union activists through the speakersin schools programme . In 2008,theTUC Congress calledfora greater emphasis tobe placedon organising youngpeople and asked fora reviewofthedelivery and structure oftheTradeUnionists intheClassroom programme so that bestpractice might be identifiedandimprovements madetobothcontent and promotion. Responsibility forthedelivery oftheSpeakers inSchoolsprogramme hadbeensharedbetween national TUCandregional TUCoffices witheach takingthe lead at different times.The system required theidentification, then training anddevelopmentofvolunteer speakers(wherepossible undertheage of27) and to broker contact with schools. Despitethebestefforts ofall concerned deliveryofthis element oftheprogramme waspatchy. Demandfrom schools wasvariable andwereitdid existcouldnotalwaysbe metfrom thecohort of volunteers. A keyreasonfor thisbeingtheinabilityofmanyvolunteer repsto gettimeofffrom worktotakepartintheprogramme The secondpartoftheprogramme, theBetter Wayto Workresource packwas first developed in1997andwas revised andre-published in2001 and 2003. BetterWaytoWork The materials weredesignedtobe usedinclassroomsettings forcareers,citizenship and work related learning andwereaimedprimarily atstudents inthe14to16 agegroup. Thematerials consisted offive sections covering theworkofunions intheworkplace, rights andresponsibilities, equal opportunities issues,healthand safety and the future ofwork. Whilst therewas a consistent demandforthe materials, by2008itwas clearthatthematerials werebecoming datedbothinterms oftheir applicability to theschoolteaching curriculum and in relation totheexisting framework ofemployment rights. Therewere also issuesin relation to the ease ofuse ofthematerials forteachers. Thenew'UnionsintoSchools'materials, which werelaunched atunionconferences intheSpring of 2011 are entirely web based and have been developedbytheTUCinpartnership withteachingunions ,NASUWT, NUTand ATL,as wellas UNISON, Unite andUnionlearn, theeducation arm INTERNATIONAL union rights Page 26Volume 18Issue 3201 1 REPORT□ TUCUNIONSINTOSCHOOLS oftheTUC.Theyalso containhistorical content producedin partnership withtheTUC Library Collections atLondonMetropolitan University. Thewebsite brings together bothhistorical and contemporary information, using rich content such as videosandroleplayactivities aimedatmaking learning aboutunions anexciting interactive experience . Thewebresources include lessonplansfor teachersandothers , slidepresentations featuring videos, activities andquizzes,fact sheets andlinks toother sitesproviding complementary materials to help extend students' understanding ofunions, their history and theroletheyplayin thecontemporary workplace andsociety. Likethe'Better WaytoWork'materials, Unions intoSchoolsresources are dividedintofivesections . The essentials is a beginner's guideto unions, explaining whatthey are,whothey represent and whatthey do andisa great introduction for young peoplewho havelittle orno prior knowledge of unions.Theworking livessectionlinksthework ofunionsa guidetounionstothemodern world ofwork;Rights and Responsibilities providesa basicbutup to dateguideto employment rights and thehistory sectionsetscontemporary union worksagainst thebackdropofover200yearsof British labourhistory andfeatures a seriesoffourminute documentaries ondifferent periods. Finally, theWorking forGlobalJustice sectionconsiders unioncampaigns forgloballabourstandards and humanrights, withspecialprofiles on keycountries anda guidetoplanning andlaunching a campaign...

At the chalkface of sex education

The independent review on the proposal to make personal, social, health and economic (PSHE) education statutory (Macdonald, 2009) was published at the end of last month. As a result of this review Ed Balls reaffirmed his intentions to make PSHE a statutory subject. The aim is to make PSHE including sex and relationship education (SRE) a compulsory part of the curriculum in primary and secondary schools from September 2011.