Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer from the Minister of State for Care and Support of 4 June 2014, Official Report, column 102W, on mental illness, what assessment she has made of the impact of these psychiatric conditions on academic attainment levels at GCSE, A levels, Degree and Post Graduate Degree level.

The last official assessment of the levels of psychiatric conditions in young people was published in 2004 by the Office of National Statistics, the ‘Mental health of children and young people in Great Britain’[1].

This found that across the general school population 24% of pupils were assessed as being behind in their schooling, with 9% assessed as being two or more years behind.

For those with clinically diagnosed mental health conditions the percentages were:

1. Conduct disorders – 59% of children with conduct disorders were behind in their intellectual development, with 36% being two or more years behind

2. Emotional disorders – 44% of children with an emotional disorder were behind in their intellectual development, with 23% being two or more years behind

3. Hyperkinetic disorders – 65% of children with hyperkinetic disorders were behind in their intellectual development, with 18% being three or more years behind

4. Autistic spectrum disorders – 72% of children with autistic spectrum disorders were behind in their intellectual development, with 39% being two or more years behind

5. Multiple disorders – 63% of children with multiple disorders were behind in their intellectual development, with 40% being two or more years behind.

We recognise that early identification of mental health issues in children and young people and the provision of appropriate support and treatment can be key to educational attainment, and making a successful transition to adulthood. This is reflected in our advice and guidance to schools.

In June we published advice for schools on mental health and behaviour, helping them to identify and support pupils with unmet needs. The new 0-25 Special Educational Needs and Disability Code of Practice, which came into effect this month, has a new category of needs entitled Social, Emotional and Mental Health. It promotes the earlier identification of an individual’s mental health needs and sets the expectation that children who are displaying concerning behaviours should be assessed to see if there are any underlying problems, including issues with mental health or emotional well-being.

The new MindEd web portal, funded by the Department of Health, provides more specific training and guidance on mental health to all professionals working with children and young people.

[1] www.hscic.gov.uk/pubs/mentalhealth04