EDUCATION
SUPPORT SKILLS Staff at St Faith’s (above) are set to receive training as mental health first aiders
mental health drop-in clinic run by the health centre on-site. Similarly, in helping students confront the high pressure of GCSEs and A-levels, MPW Cambridge provide a mental health team including a nurse, counsellor and counselling psychologist. Likewise, pupils at The Leys are visited by a local doctor three times a week, with school counsellors and a medical centre also available. For those that don’t have this in place, it is only a matter of time, as pastoral care continues to rise in prominence. As Amanda at CIS shares: “We are working on developing roles within school linked to mental health and ensuring we have a trained mental health lead and first aider.” Similarly, St Faith’s foresees that all staff will soon become trained as mental health first aiders, the same as they currently are for safeguarding. However, it is not just about the resources provided for students, but also both parents and staff. “Effective and regular training for all staff empowers everyone around the child to feel they can contribute to the best possible outcomes for pupils,” says Gresham’s, where pastoral training is a prerequisite.
At Sancton Wood, the latest wellbeing research is frequently shared among both parties. Meanwhile, St Faith’s whole-school approach means that staff are regularly updated on pastoral matters in weekly academic and pastoral concern meetings. Any relevant issues are then relayed to parents through various mediums, something which helps in maintaining an open channel of communication. For all involved, pastoral care is a continual journey of learning that will keep evolving. “Realistically, the pressures that children face, like social media, aren’t going anywhere. We can’t fight against it, we just have to adapt around it,” surmises Hannah. “The best way you can do that is to become more pastorally focused.” To do so, the full spectrum of educational institutions – regardless of age group or whether private or state – must continue to share best practice with other educators. Only then can students become equipped with a holistic approach to wellbeing that will serve them in good stead well beyond their school years. As Helen concludes: “Alongside our academic curriculum, we hope to offer a curriculum for life.”
CAMBSEDITION.CO.UK JANUARY 2024 59
Powered by FlippingBook