Post 16 Mental health and well-being
Children in Care and previously looked-after children are more likely to experience the challenge of social, emotional, and mental health issues (as identified in Special Needs and Disability Code of Practice 0-25 years) than peers. They may struggle with executive functioning skills, forming trusting relationships, social skills, managing strong feelings (shame, sadness, anxiety, and anger) sensory processing skills and coping with transitions and change. All of which can impact on educational attainment. Designated Teacher statutory guidance. DfE 2018.
Designated teachers are not expected to be mental health experts; however, they have an important role in working with other staff in school who link with mental health services ensuring they and other school staff can identify signs of potential issues and understand where the school can draw on specialist services, such as CAMHS and educational psychologists.
- Understand the impact trauma, attachment disorder and other mental health issues can have on looked after and previously looked-after children and their ability to engage in learning.
- Support the school to become "attachment aware," i.e., ensuring that the school understands.
Attachment theory and the impact of attachment disorders on a child's emotional development and learning and adopts a whole school approach to identifying and supporting pupils with attachment difficulties.
Strengths and difficulties questionnaire
All children in care are assessed using the Strengths and Difficulties Questionnaire (SDQ). It includes versions for parents and carers, teachers and self-evaluation for children aged 11-18. Schools may be asked to complete the teacher version for specific children at the request of the social worker.
For the POST 16 SDQ we ask the young person to complete this.
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