Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department provides to teachers on supporting children with trauma.
Answered by David Johnston
Schools have the flexibility to decide what pastoral support they provide to best meet the individual needs of all their pupils. This includes how they approach supporting children who have experienced trauma. However, the department recommends a whole-school approach as the most effective way to promote and support mental health and wellbeing, including for pupils or groups of pupils who may be particularly vulnerable, such as those who have experienced trauma.
The department’s guidance on the principles of a whole school or college approach, recognises the importance of an individualised response to pupil needs, and that taking a trauma-informed approach can help contribute towards creating a safe environment for those who have experienced trauma and adverse experiences. This guidance can be accessed at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing.
The department is offering all state-funded schools and colleges in England a grant to train a senior mental health lead, who can embed and sustain a whole school or college approach to mental health and wellbeing. This training covers the range of mental health issues likely to be encountered in schools and colleges and the risk factors associated with specific groups, including those who have suffered from trauma, to support leads to understand and plan appropriate responses to pupils’ mental health and wellbeing needs. Over 14,400 settings have received a training grant so far, including more than 7 in 10 state secondary schools.
Additionally, a range of department guidance makes clear the need for school staff to be aware of adverse childhood experiences, including trauma, and the potential impact on children. Keeping children safe in education (KCSIE) is statutory guidance that all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children, and is available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2. This guidance makes clear that school and college Designated Safeguarding Leads should receive training that supports their understanding of the lasting impact that adversity and trauma can have on a children’s behaviour, mental health and wellbeing, and what is needed in responding to this in promoting educational outcomes. KCSIE also references the need for all staff to consider the impact of trauma on a child to inform their approach to safeguarding, including what support should be provided for that child.
The department’s mental health and behaviour guidance also recommends for school staff to be aware of how potentially traumatic adverse childhood experiences can impact on children’s behaviour and education and the importance of schools providing early support to pupils at such times, and signposts to further information on supporting children through difficult life events. This guidance is available at: https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2.
Asked by: Baroness Bennett of Manor Castle (Green Party - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what assessment they have made of the rise in trauma deaths and sudden unexpected deaths in infancy and childhood (Sudic) in 2022; in particular, that four times as many deaths occurred in the most deprived fifth of the population, compared with the least deprived fifth; and what steps they plan to take, if any, in response.
Answered by Lord Markham - Shadow Minister (Science, Innovation and Technology)
We are committed to the health service learning from child deaths. In 2018, NHS England supported the establishment of the National Child Mortality Database (NCMD) to record comprehensive data on the circumstances of children’s deaths and reduce preventable child mortality in England.
The Government is considering the NCMD report on Sudden and Unexpected Deaths in Infancy and Childhood published in December 2022.
Instances of sudden unexpected death in infancy often link in with wider health disparities and modifiable factors such as smoking in pregnancy and in the home. Frontline health professionals have tools and processes in place to deliver guidance to families to promote safe sleeping for babies. There is a significant amount of work taking place to tackle smoking in pregnancy, across many agencies.
The National Institute for Health and Care Research is funding a study looking at promoting safer sleeping for babies in high-risk groups in England and a research project into effective mechanisms for reducing abusive head trauma in young infants.
The Department is working with the Department for Levelling Up, Housing and Communities to help tackle unsafe homes. This includes developing new guidance on damp and mould for the housing sector, extending the Decent Home Standard to the private rented sector and a number of other amendments through the Renters Reform Bill and Social Housing (Regulation) Bill.
Minister Neil O’Brien gave a speech at a Westminster Hall Debate on 17 January this year on the important issue of sudden unexpected death in childhood. The transcript is available on Hansard.
Asked by: Philip Davies (Conservative - Shipley)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, how many and what proportion of (a) male and (b) female prisoners have (i) mental health issues; (ii) a physical health condition; (iii) a learning disability; (iv) a physical disability; (v) unemployment histories; (vi) housing issues or are homeless; (vii) family or relationship difficulties; (viii) social isolation; (ix) financial issues; (x) substance misuse issues; (xi) experienced physical, psychological or social trauma and (xii) two or more of these needs or issues.
Answered by Victoria Atkins - Shadow Secretary of State for Environment, Food and Rural Affairs
The answer to question (ii) is information held by the Department for Health and Social Care. We can provide information from individuals in prison as, at 30 June 2021, who have a detailed assessment (Layer 3) completed on the Offender Assessment System (OASys). Individuals have been excluded where there is missing data for any of the assessment items required to answer questions (i) and (iii) to (xii). Definitions used for specific needs areas are given below.
Numbers
Issue(s) | Count - Female | Count - Male |
Mental health issues | 628 | 7,555 |
Learning disabilities | 35 | 889 |
Physical disabilities | 163 | 3,391 |
Unemployment histories | 783 | 15,590 |
Housing issues or homeless | 1,521 | 34,705 |
Relationship difficulties | 1,841 | 40,614 |
Social isolation | 298 | 5,058 |
Substance misuse | 1,341 | 31,267 |
Financial issues | 1,299 | 35,680 |
Physical or psychological trauma | 1,694 | 21,883 |
Two or more issues | 1,973 | 47,050 |
Number of prisoners with full assessment | 2,090 | 55,564 |
Proportions
Issue(s) | Proportion - Female | Proportion - Male |
Mental health issues | 30% | 14% |
Learning disabilities | 2% | 2% |
Physical disabilities | 8% | 6% |
Unemployment histories | 37% | 28% |
Housing issues or homeless | 73% | 62% |
Relationship difficulties | 88% | 73% |
Social isolation | 14% | 9% |
Substance misuse | 64% | 56% |
Financial issues | 62% | 64% |
Physical or psychological trauma | 81% | 39% |
Two or more issues | 94% | 85% |
Definitions used
Item (i), mental health issues: OASys reports significant difficulties (score of 2) on question 10.2 psychological problems and/or question 10.6 psychiatric problems.
Item (iii), a learning disability: the disabilities listed on Delius include a learning disability.
Item (iv), a physical disability: the disabilities listed on Delius include hearing difficulties, a progressive condition, reduced mobility, reduced physical capacity, severe disfigurement, speech impairment or visual impairment.
Item (v), unemployment histories: OASys reports significant difficulties (score of 2) on question 4.3 employment history.
Item (vi), housing issues or are homeless: OASys reports a criminogenic need in the accommodation section.
Item (viii), social isolation: OASys reports significant difficulties (score of 2) on question 10.3 social isolation.
Item (ix), financial issues: OASys reports that the assessor judges financial issues to be linked to “risk of serious harm, risks to the individual and other risks” and/or linked to offending behaviour.
Item (x), substance misuse issues: OASys reports a criminogenic need in the drug misuse and/or alcohol misuse sections.
Item (xi), experienced physical, psychological or social trauma: OASys reports that any of the following were present – question 2.10, current offence disinhibited by a traumatic life event; significant difficulties (score of 2) on question 6.3, experience of childhood; question 6.7, victim of domestic violence, and question 10.7, history of severe head injuries, fits, periods of unconsciousness.
Item (xii) checks how many of (i) and (iii) to (xi) are present, and is counted as present if two or more of these ten items are present.
Asked by: Lord Watson of Invergowrie (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what assessment they have made of the report by Adoption UK The Adoption Barometer: A stocktake of adoption in the UK, published in June, and, in particular, (1) the recommendation for a 10-year commitment to the Adoption Support Fund in England, (2) their finding that only 54 per cent of respondents felt the process for accessing the Adoption Support Fund was clear and only 51 per cent felt it was completed in a timely fashion, (3) the recommendation that all education and health professionals are trained in early childhood trauma, and (4) the recommendation that adoption support should be extended to at least the age of 26.
Answered by Baroness Berridge
Improving adoption is a manifesto commitment and Adoption UK’s Adoption Barometer report is a valuable resource for informing policy debate. We will be considering the report carefully as part of our planning for funding for future years.
Asked by: Bill Esterson (Labour - Sefton Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the (a) implications for his policies of the finding of Adoption UK’s report entitled Adoption Barometer Report 2021 that only 45 per cent of respondents felt their child’s teachers had a good understanding of the needs of care-experienced children and (b) potential merits of giving education and health professionals statutory training in early childhood trauma and associated conditions.
Answered by Vicky Ford
Improving adoption is a manifesto commitment, and Adoption UK’s Adoption Barometer report is a valuable resource for informing policy debate. We will be considering the report carefully as part of our planning for funding for future years.
We will also continue to work with regional adoption agencies and voluntary adoption agencies to ensure that services are delivered to the same high standard and quality across the country. Agencies are already working together closely to improve and standardise the front door service for prospective adopters.
With reference to the Adoption Support Fund, the department sets budgets through the Spending Review process. The 2020 Spending Review set departmental budgets for the financial year 2021-22. We will set out plans for future years funding in due course.
Asked by: Jim Cunningham (Labour - Coventry South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure that the training provided to senior leadership teams in schools on how to support students after a terrorist attack close to their school or home is (a) appropriate to the (i) age and (ii) development and social understanding and (b) sensitive to the religious needs of those students.
Answered by Michelle Donelan
High-quality professional development is important for teachers and leaders at all stages of their careers to ensure they receive appropriate support and to enable them to constantly improve their practice. Decisions relating to teachers’ professional development rightly rest with schools, headteachers and teachers themselves as they are in the best position to judge their own requirements. We recommend that all Continuous Professional Development is underpinned by the 'Standard for teachers' professional development'.
I also refer the hon. Member to the answer my right hon. Friend, the Minister of State for School Standards, gave on 4 November to questions 7039, 7040, 7041, 7042 and 7632. These answers emphasised the department’s commitment to supporting schools and colleges in promoting good mental wellbeing, providing a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it, which can be especially important for children who have experienced trauma.
These answers given by my right hon. Friend, the Minister of State for School Standards, referred to the fact that, in November 2018, the department updated its advice on mental health and behaviour in schools. This advice directs schools towards information on how trauma and adverse childhood experiences, such as bereavement, can affect individual children. The advice also explains how schools can adapt their approach to support these pupils within the context of a school environment that sets clear expectations of behaviour and clear routines.
Schools also need to be able to have access to specialist mental health support where pupils need it. We are taking forward the proposals set out in our Green Paper ‘Transforming Children and Young People’s Mental Health Provision’. There are 3 core commitments that are intended to support local areas to support children and young people’s mental health as quickly as possible.
The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS Children and Young People’s Mental Health staff) and the piloting of a 4-week waiting time for access to specialist NHS children and young people’s mental health services.
As part of the Green Paper proposals, the government also committed to provide mental health awareness training for a member of staff from all state-funded secondary schools in England by March 2020. This programme is funded and managed by the Department of Health and Social Care. The Green Paper can be accessed via this link: https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper.
The department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance they provide is accurate and includes the most relevant, up to date material, including material from the Department for Health in relation to mental health support. The Victims of Terrorism guidance also includes resources for teachers to use in the immediate aftermath of a terrorist incident.
Asked by: Jim Cunningham (Labour - Coventry South)
Question to the Department for Education:
To ask the Secretary of State for Education, whether he is taking steps to ensure that training and support guidance provided to senior leadership teams in schools after a terrorist attack close to the school or homes of their students is empirically tested to ensure that it meets the needs of teachers and students; and if he will make a statement.
Answered by Michelle Donelan
High-quality professional development is important for teachers and leaders at all stages of their careers to ensure they receive appropriate support and to enable them to constantly improve their practice. Decisions relating to teachers’ professional development rightly rest with schools, headteachers and teachers themselves as they are in the best position to judge their own requirements. We recommend that all Continuous Professional Development is underpinned by the 'Standard for teachers' professional development'.
I also refer the hon. Member to the answer my right hon. Friend, the Minister of State for School Standards, gave on 4 November to questions 7039, 7040, 7041, 7042 and 7632. These answers emphasised the department’s commitment to supporting schools and colleges in promoting good mental wellbeing, providing a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it, which can be especially important for children who have experienced trauma.
These answers given by my right hon. Friend, the Minister of State for School Standards, referred to the fact that, in November 2018, the department updated its advice on mental health and behaviour in schools. This advice directs schools towards information on how trauma and adverse childhood experiences, such as bereavement, can affect individual children. The advice also explains how schools can adapt their approach to support these pupils within the context of a school environment that sets clear expectations of behaviour and clear routines.
Schools also need to be able to have access to specialist mental health support where pupils need it. We are taking forward the proposals set out in our Green Paper ‘Transforming Children and Young People’s Mental Health Provision’. There are 3 core commitments that are intended to support local areas to support children and young people’s mental health as quickly as possible.
The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS Children and Young People’s Mental Health staff) and the piloting of a 4-week waiting time for access to specialist NHS children and young people’s mental health services.
As part of the Green Paper proposals, the government also committed to provide mental health awareness training for a member of staff from all state-funded secondary schools in England by March 2020. This programme is funded and managed by the Department of Health and Social Care. The Green Paper can be accessed via this link: https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper.
The department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance they provide is accurate and includes the most relevant, up to date material, including material from the Department for Health in relation to mental health support. The Victims of Terrorism guidance also includes resources for teachers to use in the immediate aftermath of a terrorist incident.
Asked by: Jim Cunningham (Labour - Coventry South)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will take steps to ensure that training and support provided to senior leadership teams in schools situated close to where a terrorist attack took place is informed by the work of psychologists or trained professionals.
Answered by Michelle Donelan
High-quality professional development is important for teachers and leaders at all stages of their careers to ensure they receive appropriate support and to enable them to constantly improve their practice. Decisions relating to teachers’ professional development rightly rest with schools, headteachers and teachers themselves as they are in the best position to judge their own requirements. We recommend that all Continuous Professional Development is underpinned by the 'Standard for teachers' professional development'.
I also refer the hon. Member to the answer my right hon. Friend, the Minister of State for School Standards, gave on 4 November to questions 7039, 7040, 7041, 7042 and 7632. These answers emphasised the department’s commitment to supporting schools and colleges in promoting good mental wellbeing, providing a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it, which can be especially important for children who have experienced trauma.
These answers given by my right hon. Friend, the Minister of State for School Standards, referred to the fact that, in November 2018, the department updated its advice on mental health and behaviour in schools. This advice directs schools towards information on how trauma and adverse childhood experiences, such as bereavement, can affect individual children. The advice also explains how schools can adapt their approach to support these pupils within the context of a school environment that sets clear expectations of behaviour and clear routines.
Schools also need to be able to have access to specialist mental health support where pupils need it. We are taking forward the proposals set out in our Green Paper ‘Transforming Children and Young People’s Mental Health Provision’. There are 3 core commitments that are intended to support local areas to support children and young people’s mental health as quickly as possible.
The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS Children and Young People’s Mental Health staff) and the piloting of a 4-week waiting time for access to specialist NHS children and young people’s mental health services.
As part of the Green Paper proposals, the government also committed to provide mental health awareness training for a member of staff from all state-funded secondary schools in England by March 2020. This programme is funded and managed by the Department of Health and Social Care. The Green Paper can be accessed via this link: https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper.
The department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance they provide is accurate and includes the most relevant, up to date material, including material from the Department for Health in relation to mental health support. The Victims of Terrorism guidance also includes resources for teachers to use in the immediate aftermath of a terrorist incident.
Asked by: Jim Cunningham (Labour - Coventry South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure that the (a) emotional, (b) organisational and (c) training needs of teachers are met when they support students who are (i) vulnerable and (ii) experiencing mental health issues as a result of terrorist incidents near their school or home.
Answered by Nick Gibb
The Department is committed to supporting schools to promote good mental wellbeing, provide a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it. This can be especially important for children who have experienced trauma. In November 2018, the Department updated its advice on Mental Health and Behaviour in Schools. It directs schools towards information on how trauma and adverse childhood experiences such as bereavement can affect individual children and how schools can adapt their approach to support these pupils within the context of a school environment which sets clear expectations of behaviour and clear routines. It also highlights the importance of continuous professional development to ensure staff have the knowledge and confidence to identify the early signs of mental health problems.
The Department is taking forward the proposals set out in our green paper ‘Transforming Children and Young People’s Mental Health Provision’. There are three core commitments, which are intended to support local areas to support children and young people’s mental health as quickly as possible.
The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS children and young people’s mental health staff) and the piloting of a four-week waiting time for access to specialist NHS children and young people’s mental health services. As part of the Green Paper proposals, the Government also committed to provide Mental Health Awareness Training for a member of staff from all state funded secondary schools in England by March 2020. This programme is funded and managed by DHSC.
The Department provides support for schools to help them manage their security effectively so that they can meet their obligations and ensure they have in place sensible and proportionate security policies and plans, covering various scenarios – including terrorism. As part of our regular review, the Department has been working with educational institutions and local authorities to better understand what role it should play in supporting institutions to better prepare for and respond to a terrorist incident that affects the sector. As a result, the Department has developed incident response guidance. This guidance signposts resources and highlights areas for consideration in the immediate aftermath and the days and weeks following a terrorist incident that affects pupils, students or staff. A key part of the guidance is signposting resources for those experiencing mental health issues as a result of terrorist incidents near their school or home. The Department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance we provide is accurate and includes the most relevant, up to date material. We expect to publish this in November.
Asked by: Jim Cunningham (Labour - Coventry South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to train and support senior leadership teams in schools to support their students after a terrorist attack close to the school or homes of their students.
Answered by Nick Gibb
The Department is committed to supporting schools to promote good mental wellbeing, provide a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it. This can be especially important for children who have experienced trauma. In November 2018, the Department updated its advice on Mental Health and Behaviour in Schools. It directs schools towards information on how trauma and adverse childhood experiences such as bereavement can affect individual children and how schools can adapt their approach to support these pupils within the context of a school environment which sets clear expectations of behaviour and clear routines. It also highlights the importance of continuous professional development to ensure staff have the knowledge and confidence to identify the early signs of mental health problems.
The Department is taking forward the proposals set out in our green paper ‘Transforming Children and Young People’s Mental Health Provision’. There are three core commitments, which are intended to support local areas to support children and young people’s mental health as quickly as possible.
The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS children and young people’s mental health staff) and the piloting of a four-week waiting time for access to specialist NHS children and young people’s mental health services. As part of the Green Paper proposals, the Government also committed to provide Mental Health Awareness Training for a member of staff from all state funded secondary schools in England by March 2020. This programme is funded and managed by DHSC.
The Department provides support for schools to help them manage their security effectively so that they can meet their obligations and ensure they have in place sensible and proportionate security policies and plans, covering various scenarios – including terrorism. As part of our regular review, the Department has been working with educational institutions and local authorities to better understand what role it should play in supporting institutions to better prepare for and respond to a terrorist incident that affects the sector. As a result, the Department has developed incident response guidance. This guidance signposts resources and highlights areas for consideration in the immediate aftermath and the days and weeks following a terrorist incident that affects pupils, students or staff. A key part of the guidance is signposting resources for those experiencing mental health issues as a result of terrorist incidents near their school or home. The Department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance we provide is accurate and includes the most relevant, up to date material. We expect to publish this in November.