Is Mental Health and Wellbeing in Primary Education Important?
Hi Bloggers, Today I want to talk about a topic that I find extremely important and should always be talked about. Children’s Mental health and Well-being. In education it is our job to make sure that children are keeping themselves fit and healthy; both physically and mentally. Not all children are able to do this at home for a number of reasons, so making sure that they get it through their education is critical.
Mental health is a big issue for young people…
1 in 10 children have a diagnosable mental health disorder – that’s roughly 3 children in every classroom (i)
1 in 5 young adults have a diagnosable mental health disorder (ii)
Half of all mental health problems manifest by the age of 14, with 75% by age 24 (iii)
Almost 1 in 4 children and young people show some evidence of mental ill health (including anxiety and depression) (iv)
Suicide is the most common cause of death for boys aged between 5-19 years, and the second most common for girls of this age (v)
1 in 12 young people self-harm at some point in their lives, though there is evidence that this could be a lot higher. Girls are more likely to self-harm than boys. (vi)
(Young Minds, 2017)
These are just a few of the powerful statistics that highlight the severity of mental health and Wellbeing for young people. Different families and different areas may have different views on what it means for a child to be healthy. In 1984, The World Health Organisation (WHO) provided the following definition of health: ‘Health is a state of complete physical, mental and social wellbeing and not merely the absence of disease’. However this was criticised by numerous practitioners and researchers as this statement suggested that, a perfect state of health is unachievable. In reflection of this the WHO (1986) added to the definition of health:
‘The extent to which an individual or group is able on the one hand to realise aspirations and satisfy needs; and, on the other hand, to change or cope with the environment. Health is therefore, seen as a resource for everyday life, not the objective of living; it is a positive concept emphasising social and personal resources, as well as physical capacities.’ (World Health Organisation 1986)
This new re-evaluated view provided more of a holistic approach to health that focuses on one’s personal satisfaction and considers emotional, social, spiritual and intellectual development.
This is still reflected today in our current movement of young people’s Health and Wellbeing. Although society has changed since 1986, there needs to be more of a focus around Technology and Children’s mental health. The new Donaldson Curriculum that is now beginning to take action across wales states that the new curriculum will create:
Healthy and Confident Individuals Who: have secure values and are establishing their spiritual and ethical beliefs – are building their mental and emotional well-being by developing confidence, resilience and empathy – apply knowledge about the impact of diet and exercise on physical and mental health in their daily lives– know how to find the information and support to keep safe and well –take part in physical activity – take measured decisions about lifestyle and manage risk– have the confidence to participate in performance– form positive relationships based upon trust and mutual respect – face and overcome challenge – have the skills and knowledge to manage everyday life as independently as they can and are ready to lead fulfilling lives as valued members of society(Donaldson, 2015, p.30).
Donaldson, G encourages that the Curriculum has six areas of Learning: Expressive Arts (Drama, Art and Design), Health and Well-being (Tackling obesity; relationships and sex education), Humanities (History, Geography, politics, More emphasis on RE and Spirituality given what is going on in the world TODAY), Maths and Numeracy, Science and Technology, Languages, Literacy and communication (Greater emphasis on Welsh – so pupils see it as a modern way to communicate not just something to study). This means that there will be no more silo subject and all lessons will have more of a holistic approach providing children with a wider knowledge and greater understanding.
However, although there are positive changes being made in order to approach children’s mental health and well being Governments, media and other agencies often promote visions of physical perfection, instrumentalisation and Forms of perfection (Evans et al, 2008), which
individuals are expected to ‘work on’ relentlessly. By advertising physical health in such a way is damaging for young minds. When children reach adolescents if they don’t look a certain way, or don’t live a certain way that is portrayed by the media of Instagram or Twitter; they can question why they don’t look like that Instagram model or why they can’t afford the things this person can. A representation of health in such a way can lead to unfulfillment and lead to things such as depression and anxiety and a complete lack in self-confidence.
Practitioners cannot put an end to these things, but they can however, make a change in the way that the term ‘Healthy’ Is portrayed. Everyone is different, and you should feel happy in your own skin. There are many organisations that can help children as well.
These are merely a few of the organisations that children can contact if they need to discuss any issues that they may be having. The help is out there, and we should use it to support children who are be struggling with mental health.
References
- Donaldson, G. (2015) Successful Futures: Independent review of curriculum and assessment arrangement in Wales.
- WHO (World Health Organisation) 1986 Ottawa Charter for Health Promotion. Geneva: WHO.
- https://youngminds.org.uk/ - [accessed on 29/11/2018]
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