Not Fine in School was created as a resource for the growing numbers of families with children experiencing school attendance barriers.
These barriers often relate to unmet Special Educational Needs & Disabilities (diagnosed or suspected), physical or mental illness, bullying & assault, trauma, excessive academic pressure, overly strict behaviour policies, a missing sense of belonging, and an irrelevant curriculum.
School attendance barriers are poorly understood, incorrectly managed, & are compounded by current challenges within education, health & local government systems. This problematic response often has severe consequences for both child and family.
At the heart of Not Fine in School there is a Facebook support group with a membership of 61,000+ parents, carers & other family members. This offers a space for shared lived experience and peer empowerment.
We facilitate peer-support for family members, and we share advice for young people, and professionals.
We share resources to help you make decisions, find solutions, & take positive steps for your family.
We take part in academic studies and conduct research to help raise awareness of related issues.
by Angst voor de schoolpoort
by Hull Parent Carer Forum
by Anna Cottrill
SPECTRUM GAMING
by Erin Davidson, The Donaldson Trust, Billy Anderson, Dr Ruth Moyse, Sylvia Davidson & Tim Davidson
by xPearl_Heartx
Clinical Psychologist, Dr Naomi Fisher discusses her significant and insightful observations about the side effects of school, and the practices that often create or trigger barriers to attendance.
We are a research team who want to learn more about the barriers & enablers to education for children & young people.
We have worked with parents from the Not Fine in School Facebook community to design a survey to capture parent/ carer views and experiences within the education system.
Please complete our survey
We hope to find out how adults retrospectively view their experiences in relation to school attendance difficulties.
We also hope to learn more about the longer-term outcomes experienced in adult life, following school attendance difficulties.
Every Moment Matters. That’s the title of the Department for Education’s new campaign which is aimed at boosting attendance in England’s schools. With attendance rates still well below pre-pandemic records, and the findings published from a recent survey via Centre for Social Justice, it seems that a campaign full of smiley children and young people skipping along is exactly what parents need to remind them to send their children to school when they have a sniffle, ‘mild anxiety’ (whatever that is), a stomach ache and more.
However, it seems that every moment doesn’t matter when it comes to long referral times for support. That’s if you can even get a referral to CAMHS (Child and Adolescent Mental Health Services), or for an autism or ADHD assessment. Then there are the many local authorities unable to adhere to their statutory 20-week deadline for issuing Education, Health and Care Plans (EHCPs). With requests to both these services alone exponentially growing, an educationally-minded public health campaign has certainly jarred with the 52,000 members of our parent peer support group.
Not Fine in School and Square Peg agree that moments matter. So too does Wellbeing, Support and Understanding. When you have a child with barriers to school attendance, they certainly don’t go skipping into school. They certainly don’t miraculously feel better when they’re there. And to all of the professionals who say ‘They’re fine when they’re here”, let us remind you that those same children probably won’t be ‘fine’ when they get home, they may not sleep that night, and they certainly won’t be ‘fine’ the next morning before school.
Because, unless something changes, children and young people with barriers to school attendance –whether that’s unmet special educational needs, bullying, poor mental health, physical health conditions, disabilities, poverty, bereavement, duties as a young carer, looked-after status, ethnicity, to name just a few – need support.
So, our message if you’re a parent or carer struggling to navigate your child’s barriers to school attendance is that we see you. We hear you. We’ve got you. Don’t listen to the parent blame, don’t give into the parent guilt. You know your child best – continue to listen to them and put them first, always.
Wellbeing Matters, Support Counts.
The Department for Education published new School Attendance Guidance, 'Working together to improve attendance' to be applied from 1st September 2022, with further guidance published in February 2023. This guidance was updated and applied on a statutory basis from August 19th 2024.
Written by Fran Morgan with Ellie Costello and edited by Ian Gilbert, Square Pegs: Inclusivity, compassion and fitting in – a guide for schools is a book for educators who find themselves torn between a government/Ofsted narrative around behaviour, attendance and attainment, and their own passion for supporting square pegs and their families.
Over the last few years, changes in education have made it increasingly hard for those children who don’t ‘fit’ the system – the square pegs in a rigid system of round holes.
Budget cuts, the loss of support staff, an overly academic curriculum, problems in the special educational needs and disabilities (SEND) system and difficulties accessing mental health support have all compounded pre-existing problems with behaviour and attendance. The ‘attendance = attainment’ and zero-tolerance narrative is often at odds with the way schools want to work with their communities, and many school leaders don’t know which approach to take.
This book will be invaluable in guiding leaders and teaching staff through the most effective ways to address this challenge. It covers a broad spectrum of opportunity, from proven psychological approaches to technological innovations. It tests the boundaries of the current system in terms of curriculum, pedagogy and statutory Department for Education guidance. And it also presents a clear, legalese-free view of education, SEND and human rights law, where leaders have been given responsibility for its implementation but may not always fully understand the legal ramifications of their decisions or may be pressured into unlawful behaviour.
Bringing different perspectives and expertise together in one place, Square Pegs aims to help school leaders and staff support children (and their families) more effectively. The authors cover a wide variety of topics – including school attendance, building relationships, trauma-informed practice, and behaviour management. Featuring contributions from more than 50 individual authors, this is an accessible, dip-in, dip-out book – perfect for busy school leaders.
Suitable for all professionals working in education and the related issues surrounding children and young people’s mental health, as well as policymakers, academics and government ministers.
ADVANCE are asking people to sign their open letter to the Justice and Education Secretaries. They want to see two changes from the Government to tackle damaging injustice.
Pro-Bono Economics have published a new report, backed by 25 major children's charities, calling for a universal wellbeing measurement for children in the UK. The report finds that 1 in 4 children in the UK now report low wellbeing- the lowest in Europe and 197,000 young people left secondary school with low wellbeing.
This briefing by CYPMHC and The Centre for Mental Health finds that school absences are rising amidst escalating rates of mental health problems among children and young people, with long waiting lists and rejected referrals preventing them from engaging fully with education. Absences have spiked alongside rates of child poverty, where families struggling with the cost of living may be unable to afford the basics for their children to attend school, such as school uniform, transport or food. The briefing also finds that pupils with special educational needs and disabilities (SEND) are much more likely to miss school, exacerbated by long waits for diagnosis and a lack of support to meet their needs.
Our Thinking Differently manifesto brings together a five-point plan to tackle the treatment gap that is so negatively impacting our younger generations.
At its heart is a call for political parties and the next government to renew their focus on prevention, early intervention and meaningful youth voice to close the gap in children and young people’s mental health.
Dr Popoola and Dr Sivers, two educational psychologists, have gathered survey data from 640 children and young people, exploring their views on mental health.
Results of the online survey showed that:
There were many elements of school life which children shared that impacted negatively on their mental health, including the stress, worry and fear they experienced, workload, rules and relationships.
The positive influences on children’s mental health predominantly focused on relationships with family and friends.
There were some children who found school a positive experience and we can learn from the theme of motivation for learning which is part of this positivity.
The British Psychological Society's research has found that thousands of children who require vital support in school in England could soon face even longer delays for help due to a shortage of educational psychologists.
It is well documented that the special educational needs and disabilities (SEND) system is not fit for purpose, and that too many children and young people are not getting the additional educational support they need, when they need it.
Educational psychologists will play a vital role in helping children achieve and succeed in their education, both now and in the future.
That's why the British Psychological Society is campaigning to urgently address the need for more educational psychologists in local authorities, to make sure every child has the support they need to thrive in their education.
Blogger Emily responded to the Good Morning Britain news segment titled ‘School Skivers: whose fault - teachers or parents?’ which was prompted by the DfE Moments Matter campaign. Emily observes: 'There is something going wrong, somewhere, that is not the fault of the child or family. We want the government to listen to us. So here are our stories - thank you to everyone who kindly allowed me to share theirs - showing what the TRUTH is behind the ‘attendance crisis’. '
Ahead of an upcoming general election, the UK’s five leading children’s charities – Action for Children, Barnardo’s, The Children’s Society, the National Children’s Bureau and NSPCC – have joined together. They want to make sure the next government has a plan to make decisions for babies, children and young people with children at the table.
A new report from The Children’s Commissioner for England shows 949,200 children in England had active referrals to Children and Young People’s Mental Health Services (CYPMHS) from 2022 to 2023. 28% of these children and young people were still waiting at the end of the year, which included referrals for anxiety, depression, and self-harm. The report indicates how much further we need to go to effectively support children to lead healthy, happy lives, and calls for fresh, long-term thinking when it comes to children’s mental and emotional health and wellbeing.
Statistics published by the Department for Education (DfE) showed that the number of children in England being home educated increased by more than 10,000 last autumn as 92,000 children were recorded as being home educated on one day last term, compared with 80,900 at the same point in autumn 2022. The percentage of parents recording mental health as the primary reason for home education rose from 9% last year to 13%.
In the three years since the first Big Ask, the Children’s Commissioner for England has collected close to a million responses from children on what their experience of growing up in this country is like. The Big Ambition focuses on the changes that are needed in England to make childhood the best it can be. The Children’s Commissioner calls for:
The Children's Society have created a new resource, co-produced with young people and The Difference to support schools' behaviour policies and reduce exclusions. The resources was created by a group of young people who have experienced school exclusion, and is a checklist of good practice principles that schools should adopt.
The Edge Foundation have published this report which draws upon a nationally representative survey of over 10,000 15-16 year old young people conducted in the summer of 2021 and qualitative interviews with over 100 young people aged 15-18 carried out between 2020 and 2022. Key findings offers evidence as to why persistent absence is a concern in secondary schools with young people feeling alienated and stressed,
This report presents the findings of a survey of 1016 parents and carers of PDA children.
The aims of the survey were:
The report centres parents' and carers' voices and experiences throughout. 88% of parents/carers completing the survey said that they had felt blamed for some aspect of their PDA child's presentation or "lack of progress".
Should parents be prosecuted when their children miss school? Stories of term-time holidays dominate the news on this subject, but in this episode Rob and Penelope hear from Ellie Costello, Director of Square Peg, and Polly Sweeney of Rook Irwin Sweeney about the reality of persistent absenteeism: chronic illness, waitlists, and impossible attendance expectations. We discuss whether prosecution is the answer when children are frequently absent from school and how law-abiding families can suddenly find themselves facing prosecution while trying to navigate life-changing circumstances such as bereavement and cancer diagnoses.
Researchers at Cambridge and Oxford universities report on the findings of a survey completed by 17,000 school students.
"Support children, don’t sanction parents"
Research by Dr Richard Armitage
A new white paper on an internal presentation of autism & why it's often missed. A must-read for everyone who needs to understand autism (which is all of us) and recognise it earlier.
Let Us Learn Too And the Disabled Children’s Partnership surveyed 1,084 parents and carers between November 2021 and January 2022. The results showed the lengths families have to go to to secure adequate support for their children.
FIONA GULLON-SCOTT & CATHIE LONG
The present article discusses the issues relating to FII and PP, how current guidelines are creating implicit and explicit bias against certain kinds of families and the implications for Social Services.
School statistics don’t show 140,000 children ‘never came back’ after pandemic disruption
The Children and Young People’s Mental Health Coalition has launched a new report on behaviour and mental health in schools which gathers insights from young people, parents & carers and professionals on the links between behaviour and mental health in schools. The report looks at the impact of school behavioural policies on children and young people and aims to understand what can be done to improve the approach to behaviour and mental health in schools.
The report finds that whilst it is important for schools to have clear expectations and boundaries in place, punitive approaches to behaviour management are harming children and young people’s mental health. In particular, we heard that a young person’s behaviour is strongly linked to their mental health and their special educational needs and disabilities.
They have created an animation which can be viewed here: https://youtu.be/HbzkOA7-o5g
New blog by Education Policy Institute examines post-pandemic absences in England and finds a clear link between disadvantaged pupils, SEND, mental health needs and higher pupil absence.
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