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a senior leadersmental health

How to set up

network

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a) Termsofreferenceb) Memberrecruitmentdocumentc) Projectinitiationdocumentd) Agendae) LinkstootherTimetoChangeresources

Contents

Foreword by Sue Stirling

Introduction

Benefits of running a network

Getting started

Running the network

Conclusion

Appendices

Open letter from a headteacher

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TimetoChange,itsChildren&YoungPeople’sProgramme,andcreatingawholeschoolapproachtomentalhealth

Creatingamissionstatementandstrategy,choosingandcontactingmembers,arrangingyourfirstmeeting,andrecruitingtonetworkpositions

Logistics,communication,measuringimpactandmaintainingmomentum

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Forewordby Sue Stirling

Theemotionalwellbeingandmentalhealthofouryoungergenerationisbecomingoneofthemostchallengingissuesofourtime.Problemsseemtobeontheincrease,andtheimpactonyoungpeoples’livesandfutures–bothpositiveandnegative–isbecomingclearer.Inresponse,lastyearsawthelaunchoftheGovernment’sFutureinMindinitiativeand,withit,afive-yearstrategyandincreasedinvestment.ThispublicationispartofTimetoChange’snationalcampaignwhichwillhelpyouturntheseaspirationsintoreality.

Schoolsarecentraltoanyattempttopromoteandprotectwellbeinginyoungpeople,andalreadydoagreatdeal.Schoolsandstaffhaveresponsibility,asoutlinedbyOfsted,‘tohelpyoungpeopleknowhowtokeepthemselveshealthybothemotionallyandphysicallyandhowtogethelpiftheyneedit’.1Inturn,weknowthatinstillingtheseskillsiscoretoallaspectsofschoollife,fromachievementandattainmentthroughtobehaviourmanagementandthecultureoftheschool.

Ensuringschoolscancreatetheconditionstoprovidesupportduringtoughtimesandpromotepositivewellbeingatalltimesisnowbecomingpartofhighqualityeducation.Nationallywearelearningmoreaboutwhatworksandtherearemoreandmoreexamplesofschoolsdoingthiswell.ResearchcarriedoutforTimetoChangerevealedthatthemajorityofheadteacherswanttodomorewithinacontextwhereexternalsupportsarediminishingandresourcescontinuetobestretched.

Supportingschoolsandleadersisthereforeapriorityifwearetoachievebetterwellbeingandresilienceallround.

Sharingknowledgeandincreasingcapacityisonerouteforward.ThisiswhyTimetoChangebelievesstrategicnetworksareworthinvestingin.Educationhasalonghistoryofinter-schoolcollaborationandnetworking.Indeed,88%ofheadteachersinterviewedinourresearchwereinterestedinusingstrategicsupportnetworks.

Thistoolkit,basedonourexperienceofsupportingsuchnetworks,aimstoofferthebestevidenceandadviceavailableaboutwhatmakesthesetypesofnetworkssuccessful.Itcontainsaseriesofadvisorynotes,supportmaterialsandprotocols.Italsotakesyouthroughthecriticalthinkingandkeyagreementsthatweknowcreateeffectivenetworks.Ithelpsyoucreatetheconditionsforyouandyourschooltobenefitfullyfromthetimeandcommitmentinvestedinthisapproach.Theabilitytoidentifylocalneedandtailoredsolutionsiskeyandthesematerialswillenableyoutodesignanetworkthatbuildsonexistingknowledge,skillsandrelationships.

IfyouareinterestedincreatingorjoiningastrategicnetworkinyourlocalareawehopethistoolkitandthenationalTimetoChangecampaignwillprovidethesupportyouneed.Ouraimistohelpyoureducementalhealthstigmaanddiscrimination,andhelpyouasleadersachievethestrategicchangesweknowwillbepartofchangingattitudes.

1. Ofsted(2015)Inspectingschools:handbookforschoolinspectors.London:OfsteddescriptorsforPersonaldevelopment,behaviourandwelfare.

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“Challenging the stigma and misconceptions about mental health requires a starting point and some knowledge of where to signpost students and staff for support should they need it. Having a network of colleagues and contacts from both in and out of other schools can give you that starting point. Moreover, it’s so important that we have the opportunity to share ideas that have really worked.”

MatthewWright,Headteacher,WrothamSchool

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Introduction

About Time to Change and its Children and Young People’s Programme

TimetoChangeisEngland’sbiggestprogrammetoendthestigmaanddiscriminationfacedbypeoplewithmentalhealthproblems.TheprogrammeisrunbythecharitiesMindandRethinkMentalIllness,andfundedbyDepartmentofHealth,ComicReliefandtheBigLotteryFund.

Weknowthatwhatworkstoaddressmentalhealthstigmaanddiscriminationaremulti-level,multi-facetedcampaignsthatensuremassreachandnoise.Thisincludeselementsofgrassrootsactivitybasedaroundsocialcontact,withanintegralfocusonsupportingandhelpingempowerpeoplewithlivedexperienceofmentalhealthproblemstoleadchange.

SinceApril2012,wehavedeliveredtwopilotprojectsintheWestMidlandsandKent,aswellaselementsoftheworkinLondon,theEastofEngland,theSouthWest,theNorthWestandtheNorthEast.Througheachpilot,wehavehelpedtoshifttheattitudesandintendedbehaviourtowardsmentalhealthamongyoungpeople(aged14-18)andtheirparents.Wehavedonethisby:

Improvingknowledge,attitudesandbehavioursaroundmentalhealth

Reducingthenumberofyoungpeoplewithmentalhealthproblemswhoexperiencethenegativeimpactofstigmaanddiscrimination

Improvingtheconfidenceandabilityofyoungpeopleandfamiliestospeakopenlyabouttheirmentalhealthproblems

Improvingtheconfidenceandabilityofallyoungpeopleandfamiliestotacklestigmaanddiscriminationwhentheyseeorexperienceit

Improvingthesocialcapitalofyoungpeoplewithmentalhealthproblemsbybuildingconfidenceandencouragingengagementwithintheirlocalcommunitiesandactivities

Tosupportthisworkwealsoransocialmarketingactivityforyoungpeoplethatalignedwithmessagesinourcampaigntoreachadults.Aspartofthis,weconductedresearchtoensurethatweusedappropriateavenuestoreachthisaudienceaswellaseffectivemessagingthatwouldengageandinfluencethem.

Weencouragedyoungpeopletotalkmoreaboutmentalhealth–inthesamewaytheymighttalkaboutphysicalhealth–thusnormalisingthesubject.Ourresearchalsohighlightedthat‘friendship’wasahelpfulhook,asteenagerstendtodefinethemselvesthroughtheirfriendshipgroups.Youngpeoplewanttobeagoodfriend–it

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2. ONS,2004.3. TimetoChangeonlinesurvey,541youngpeople,November2013.4. MentalHealthandBehaviourinSchools–departmentaladviceforschoolstaff,DepartmentforEducation,March2015.

issomethingtheyreallyvalue.So,weusedtipsofhowtobeagoodfriendasavehicletoshowthewaystheycouldalsotacklestigmaanddiscrimination.

Aspartoftheprogrammeactivitywehave:

Reached1.27millionyoungpeopleandstaffacrosssecondaryschoolsinEngland

Reached2.97millionyoungpeoplethroughasocialmarketingcampaign

Trainedalmostathousandyouthprofessionalsandvolunteerstofacilitateasocialmovementtoaddressmentalhealthstigmaanddiscrimination

Creating a whole school ethos towards mental health

Statisticsshowthatthelevelofanxiety,depressionandmentalhealthproblemsinyoungpeopleisincreasing.Estimatessuggestthat2,3:

850,000childrenandyoungpeopleaged5-16willexperienceadiagnosablementalhealthproblem;anaverageof3ineveryclass.

50%ofalllifetimementalhealthproblemsstartbythemid-teens,andthreequartersbytheageof20.

Asaresultofstigma40%ofyoungpeoplestoppedattendingschooland26%wantedtogiveuponlife.

Recentresearchhasshownthatmorethantwothirdsofheadteacherswereworriedabouttheirpupils’mentalhealth.

9in10youngpeoplewithpersonalexperienceofmentalhealthproblemssaytheyhavefacednegativetreatmentfromothersasaresult.

The Department for Education has highlighted four roles that schools can play4:

Prevention

Reducingtheincidenceofmentalhealthproblemsoverthelongtermandpromotinggoodhealthandwellbeing.

Signposting to early, complementary support

Helpingtopreventproblemsescalatingand/orhelptomanageproblems–toreduceadverseimpactonotheroutcomes,andavoidcrisissituations.

Identification

Spottingemergingissuesearlierandmoreaccurately,facilitatinggoodearlysupportand/orswiftreferral.

Enabling access to specialist support

Enablingswifteraccesstotherightspecialistsupportandtreatmentwhenitisneeded,andsupportingengagementineducation.

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Itisclearthatsolutionsneedtobestrategicandholisticonceyouconsiderthechallengestobeaddressed,theexpectationsbeingsetandtheevidenceofwhatworks.Ofstednowacknowledgesthefollowingaboutdevelopingawholeschool,positiveapproachtomentalhealth:‘Donewell,itwillenhanceattainment,reduceexclusions,re-engagestudentswhoareexperiencingproblems,buildgoodrelationships,attractandretainstaff,andraisestandardsacrosstheschool’.

Awholeschoolapproachspeakstothefollowingtruths:

SocialandemotionalcompetenciesareamoresignificantdeterminantofacademicattainmentthanIQ

Mentalwellbeinghasaneffectonlearningconfidenceandinspiresa‘growthmindset’(i.e.abeliefthattheirabilitiescanbedevelopedthroughdedicationandhardwork,andanabilitytopersistwhenfacedwithchallenges)

Pupilswhocansetgoals,managestressandorganisetheirschoolworkachievehighergrades

Pupilswhouseproblem-solvingskillstoovercomeobstaclesdobetteracademically

Schoolleadersaresteepedintheprocessesinvolvedinstrategicchange.Buttherearebarriersandchallengestodelivery,whichincludestigma,lackofunderstandingandawareness,lackofcapacityandaccesstogoodinformationrelatingtomentalhealthproblems.

Findingwaystogainresourcesandsupportarecriticaltosuccess.Onetestedrouteforwardisthroughcollaborationwithotherschoolleaders.

Time to Change Network

Expert guidance

Core guidance

Resources and courses

Best practiceexamples

Innovative ideas and initiatives

Basic authoritative

advice

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“Even if you’re looking at it from the business point of view, and the school producing consistently excellent results, you need to have well-rounded, content students for them to achieve well.”

“You need a whole school ethos and sense that we talk about these problems openly and that there are different channels. Here we have really good student services and very supportive senior leadership who have opened the discourse.”

FabiandeFabiani,HumanitiesTeacher,TownleyGrammarSchool

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from a headteacherAn open letter

Matthew Wright, Wrotham School

RecentresearchcommissionedbyTimetoChangeamongheadteachersinEnglandshowstheextenttowhichthementalhealthofstudentsimpactsonschoolsnowadays.Comparedtojustfiveyearsago,80%5ofrespondentssaidthatmentalhealthtookupmoreoftheirworkloadin2015.Mentalhealthwasrightatthetopofalistofcurrentconcernsforheads,andoverthree-quarterssaidtheywouldliketodomoretosupportstudentswhoexperienceproblems.It’sbecomecleartomethatourroleasheadteachersallowsustobeboldincreatingenvironmentswherechildrenandadultsfeeltheyareabletotalkabouttheirmentalhealth–asopenlyastheirphysicalhealth.Indoingso,individualswillbemoreabletoseeksupportearlierandavoidreachingcrisispointsthat,amongotherthings,haveaninevitabledetrimentalimpactonprogressandlearning,orsuccessatwork.ForovertwoyearsIhavebeenworkingwithTimetoChangeonprogrammesandstrategiestochallengethestigmafeltbythosewithmentalhealthproblems,andtochallengethecommonmisconceptionsaboutmentalhealth.Sadly,thisstigmastillexistsinallareasoflife–notjustinschools.Havingbeeninvolvedintheprogrammeforthatlengthoftime,itfeltlikethenext–andobvious–stepwastodevelopalocalnetworkamongschoolstoexploretheissueandshareexperiences.Alotofschoolsarealreadydoinggoodworkaroundmentalhealth,sosharingisanimportantroleofthesenetworks.Fromfirstcontact,itwasobviousthatotherswereeagertobeengagedintheconversation.AstheTimetoChangeresearchsuggests,mentalhealthishighontheagendaforallschools,wherevertheyarebasedandwhatevertheirprofile.Atourfirstmeetingtherewasarealconsensusthat,asschoolleaders,wecouldbeinfluentialindevelopinginitiativestosupportthoseaffectedbymentalhealthproblems,andincreatingasupportivewholeschoolculture.Itwasalsoclearthatakeytothegroup’ssuccesswouldbethedirectinvolvementofheads,ratherthantheresponsibilitybeingdelegatedelsewhere.MyexperienceofournetworkhasbeenwhollypositiveandsoIwouldabsolutelyencourageyoutosetupyourowngroup,orjoinanexistingone.Amongotherthings,byworkingtogether–sharingideasandresources–wecansupporteachotherinmakingadifferenceforouryoungpeople,andalsoourstaffmembers.

“At our first meeting there was a real consensus that, as school leaders, we could be influential in developing initiatives to support those affected by mental health problems.”

5. ConsumerInsight,November2015.Surveyof103seniorteachers,plusin-depthdiscussionswith12.

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running a networkBenefits of

Theprimaryaimsofnetworksaresimpleandwillbefamiliartoallschoolleaders.Amongotherthings,theyhelpustolearnfromothers’experiencesandshareideasonwhatworksandwherechangesmightbemade.

Studiesrevealthattherearesomeconcernsamongteachersaroundtheperceivedcomplexityofmentalhealthandemotionalwellbeing,aroundaperceivedlackofunderstanding,andafearmentalhealthdistractsfromtheacademicstandardsagenda.

Intheareaofemotionalwellbeing,therearespecificadvantagestobegainedfrombeingamemberofanetwork.

Thisisnotanexhaustiveoutlineofthebenefitsofinvestinginanetwork,butitcapturessomeofthecurrentprioritytasksfacingschools.Networkscomeinmanyshapesandsizes,butallaimtofacesimilarchallengesandgainjointopportunities.

Sharing knowledge

Ourunderstandingofmentalhealthisshiftingand,withthat,thepotentialinterventionsandsupportsthatareavailable.Itcanbedifficulttokeepuptodatewiththesechangesandnetworkscanimproveaccesstothisinformationandadvice.

Strategies

Evidenceshowsthatcreatingawholeschoolethosaroundmentalhealth,aswellasacultureofsupportandthecapacitytointerveneearly,arekeytothewellbeing,attainmentandachievementofbothstudentsandstaff.Thisreliesonleadersfeelingconfidenttodeveloptheirownstrategicwholeschoolapproach;networkscaneasetheburdenonindividualheadteachersandenable“develop;test;finesse”toascertainwhatwillworkacrossyourschool.

Systems

Protectingwellbeingreliesonearlyidentificationofmentalhealthproblems.Inordertodothat,resourcesneedtobeassignedandmonitoredwithintheschool.Systemsthatareputinplacecanhelpimprovecapacity,informhowresourcesarebestdesigned,whatmeasureswillcapturehowwellyouaredoing,andhowtocostandcheckimpact.Networkscanhelpmemberstosharebestpracticeincreatingthesesystemsanddevelopingpolicy.

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Staff development

TheskillsandconfidenceofstaffarecoretomeetingthenewpromotingandprotectingwellbeingchallengesoutlinedbyOfsted.Progressionrequiresinvestmentsinnewcontinualprofessionaldevelopment(CPD)andmanyschoolsarenowalsoaddressingtheemotionalwellbeingofstaffaswellasstudents.Networkscanhelpcreateeconomiesofscaleincommissioningtrainingaswellasswappingskillsacrossschools.

Services

Schoolscannotpromoteandprotectthewellbeingofstudentsinavacuumandthereisaneedforchangesandimprovementsinspecialistservices.Workingcollaborativelytoinfluenceandshapehowhealthandsocialcareservicesaredeliveredonbehalfofstudentsisaroleschoolswillincreasinglyplay.Networksofferthatvoiceandcanassistindividualschoolsinnegotiatingtheareasofsupportstudentsneedwithexternalproviders.

Scale and sustainability

Everyschoolwillhavetodeveloptheirownapproachesbasedontheirownpriorities,andtherearelikelytobeareaswherethesupportandservicesyouneedtocommissionaredifficulttoaccess.Networkscanbevaluableasameansofsharingservicesandensuringinvestmentsaresustainable,particularlyinatimeoflimitedresources.

Standards

Insomeways,thisisnewterritory.TheDepartmentforEducationandteachingbodiesareexpectingschoolstoleadthewayincreatingcurricula,culturesandskillstosecurewellbeingoutcomesandmaintainanddevelopstandards,sothereisasteeplearningcurveahead.Networksareaplacewhereseniorleaderscanshareanddeveloptheirownprofessionalskills–aresourcethatcouldbeofveryrealvalueinmanagingthesenewagendas.

Student voice

Youngpeoplethemselvesareincreasinglyinvolvedinlookingoutfortheirownandfriends’wellbeing.Theycanbeasourceofideasandofferinsightintoandsolutionsforthechallengestheyandtheirfriendsface.Networkscouldbeawaytoletyoungpeoplegainthatvoiceandfindroutestoinvolvethem.Wehavedevelopedaleadershippackthatwillhelpstaffsupportstudentinvolvementinschoolposedanti-stigmacampaigns.

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Liverpool Senior Leaders Mental Health Network

SeniorschoolleadershaveestablishedamentalhealthnetworkinLiverpool–affiliatedtotheLiverpoolChildrenandYoungPeople’sMentalHealthandEmotionalWellbeingPartnership(CAMHS),throughMerseysideYouthAssociationandLiverpoolCityCouncil(PublicHealth).

Thenetworkhas10memberschoolsthatarealreadysharingknowledge,informationandexpertisetosupporttheirstrategiesforpromotingmentalhealth,appropriatepastoralcare,andchallengingmentalhealthstigmaanddiscrimination.

ThefirstmeetingtookplaceinOctober2015,withageneralintroductiontothenetworkandanopendiscussiononkeyissues.Futuretopicsformeetingsinclude:waystoengagewithfamilies;supportmethodsintheschoolforstudentswhilsttheywaitforaCAMHSreferral;andhowtodevelopawholeschoolapproachtomentalhealth.

Thegroupwillbemeetingquarterly,andguestspeakerswillattend.Itisbeingadministeredandhosted,onarollingbasis,byonememberwhowillworkwithMerseysideYouthAssociation.

TimetoChangehasofferedmemberschoolstrainingopportunitiesforstaffandstudents,aswellasaccesstokeyresourcesfromthecampaign.

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“If they’re struggling with their maths, we would offer them support with maths. If they’re struggling with their mental health, we would offer them support with that.”

“The rewards that you get back from the students are enormous. They value the fact that you have thought about them as a whole person and not just about a grade. The feedback that you will get is brilliant and it actually fosters a real sense of purpose in the staff if you do it right. So you have to just do it.”

ClareDeavall,SeniorAssistantHeadteacher,CannockChaseHighSchool

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Getting started

We’vefoundtherearefourmainingredientstoasuccessfullocalschoolsnetwork:

1. Creating a mission statement and strategy

Yourmissionstatementandstrategywilldependonvariablessuchasthetypesofschoolsinyournetwork,theirgeographiclocation,anddemographics.

Yourmissionstatementshouldoutlinethevisionforyournetworkandwhatawholeschoolapproachtomentalhealthmeansinlightoftheneedsofyourschools.

Yourstrategyshouldoutlinethestepsthatyouwilltaketoensureyournetworkachievesitsmissionstatementandvisionaswellastheproceduresyou’lluse,theresourcesyouhave,keystakeholderswhomightsupportyouaswellasrisksandopportunities.

Here are some questions to help you develop your strategy:

a. Whatareyourmainaimsandpriorities?

b. Whatisthecurrentstateofresourcesandservicesinyourschool?

c. Whatareyoualreadydoingthatlendsitselftoyournetwork’sstatedmission?Howhaveyoubeeninspiredbywhatothersaredoingandhowmightyoureplicatethatforyournetwork?Whatareyourmainconcerns?

d. Howmightyourschoolsputthemselvesinthebestpossiblepositiontoadoptawholeschoolapproach?

e. Whatresourceswillyouneed(i.e.time,space,personnel,funding,equipment)andhowwillyouaccessthem?

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2. Choosing and contacting potential members

Youareverylikelytoalreadyhaveanetworkofcontactsatotherschoolsinyourareawhichyoucandrawontorecruitthemembersofyournetwork.AppendixBisatemplatememberrecruitmentdocumentwhichyoumayfindusefultosharewithotherseniorleadersinexplainingthepurposeofthenetwork.

3. Arranging your first meeting

Thetoneandagendaofyourfirstmeetingwilldependentirelyonhowengagedyourschoolsalreadyareinthetopicandwhetheryouhaveaclearideaofwhatyouwanttoachieve.Inthenetworkswe’vesupporteduptonow,it’softenusefulto:

exploretheissuesattendeesarefacing

undertakeanauditofexistingbestpractice

establishyouraimsandobjectives

begintomapanactionplanwithachievablemilestones

Kent Headteachers Mental Health Network

MatthewWright,HeadteacheratWrothamSchool,isleadingaheadteachers’mentalhealthnetworkinKent.Thenetworkisraisingtheprofileofmentalhealthandwellbeing,andallowingmemberschoolstoshareknowledge,informationandbestpractice.

Thegroupcurrentlyrepresentseightschools.ThefirstmeetingtookplaceinNovember2015,withageneralintroductiontothenetworkandanopendiscussiononkeyissueslikehowtocreateculturechange,waystosupportstaff,andthechallengesinvolvedinchoosinginitiativestoinvestinatschools.

Futuremeetingswillfocusonthestrategicintentofmembersaroundprevention,earlyinterventionandrecovery.Meetingswilltakeplace3-4timesperyearandthegroupwillplanjoined-upinitiativessuchastrainingandhowtomakethemostofresourcesavailablelocally.

TimetoChangehasofferedmemberschoolstrainingopportunitiesforstaffandstudents.

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“You don’t have to do much, it’s not a question of enormous resources, it’s just the change in mindset, giving children skills to manage their emotional health, and you can do that through the curriculum.”KateDonovan,DeputyHeadteacher,NewallGreenHighSchool

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Runningthe network

Maintainingandrunningyourseniorleaders’networkdoesnotneedtobelabourintensive.Withstrongstructuresinplace,itshouldbeabletoworkeffectivelyaroundyourroleandreinforceallthegreatmentalhealthworkyouarealreadydoinginyourschool.Meetingwithotherseniorleadersshouldenableyoutosharelearning,signposttokeyresourcesandgainpositivefeedbackfromothersinasimilarposition.

Communication

Whileyoumightonlymeeteveryfewmonths,manyoftheexistingnetworksstayintouchinbetweenmeetingsviaappropriateonline/digitalplatforms.Thenetworkcouldalsobeavirtualone,andtherearenumerouseasywaystostayintouchbetweenmeetings.Youcould:

CreateaclosedFacebook,Whatsapp,GoogleorLinkedIngroupsothatmemberscanpostcomments,ideasorlinks

Useyourmailinglisttoaskmemberstosendyouupdates,andsharethiswithmembersatthemidwaypointbetweenmeetings

Highlighttheworkofthenetworkonyourschoolwebsiteorinyournewsletters

Measuring impact

Therearesimplewaystoevaluateanddemonstratetheimpactofyournetwork.Youcould:

Interviewstaffandpupilsatyourschool

Monitorattendanceatmeetings

Noteanychangesthatmembershavemadeintheirschoolsasaresultofthenetwork

Createapoolofresourcesthatmembersofthenetworkcandrawupon

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Maintaining momentum

Asafoundingmemberofthenetwork,youareinagoodpositiontospreadthewordandshareyourlearningwiderthanyournetwork.

Belowaresomeexamplesofhowyoumightencourageotherstostarttheirownnetwork.

You could:

Sendanemailtootherseniorleadersinyourarea,outliningtheworkofyournetworkandthevalueofstartingone

Askmembersofyournetworktostarttheirownwithanothergroupofseniorleaders

Sharetheconceptofnetworksonsocialmedia,includingalinktothistoolkit

Phoneyourlocalnewspaperandtellthemabouttheworkofyournetwork

Contactus(TimetoChange)aswecanalsoshareyourwork.Youcanemailusatinfo@time-to-change.org.uk

Become aTTC Champion

Count me in!

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“We use a positive mental health model, in terms of explaining to students that we all have mental health, we can have good mental health and poor mental health and we move up and down that spectrum.”KevinBuchanan,AssistantHeadteacher,NewallGreenHighSchool

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Conclusion

Thistoolkitisintendedasastartingpoint.Ourhopeisthatitwillhelpyoutoestablishalocalpeernetworkthatenhancestheworkyouarealreadydoingtosupportstudentandstaffwellbeing,includingaddressingmentalhealthstigmaanddiscrimination.Networkstypicallydevelopaccordingtothevisionofthegroupandtheneedsofmemberschools.Werealisethatitisyourcommitmentanddedicationthatwillbringaboutawholeschoolapproachtomentalhealth,ultimatelychangingattitudesandbehaviourforthebetter.So,thankyou.

We would love to hear about your experiences – of setting up a network, creating connections, sharing knowledge, and anything else. If you would like to share, please email us at

info@time-to-change.org.uk

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Appendices

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Name of group:

Title: Termsofreference(followedbydatetermsofreferencewritten/revised)

Purpose / role of the group:

What is the broad purpose / role of the group?

Thegroupissetupforseniorleadersinsecondaryschoolstomeet<<insertfrequency>>tolookatmentalhealthandmentalhealthstigmaanddiscrimination.Theywillshareinformation,accesslocalservicesandrunschool-basedandnetworkinitiatives.

When was the group established and by whom?

Thegroupwasestablishedin<<insertdate>>withsupportfrom<<insertsupportingorganisations>>andTimetoChange.

What are the aims / responsibilities of the group?

1. tocommittohavingmentalhealthandmentalhealthstigmaanddiscriminationremainakeypriorityforsecondaryschoolstoensurethewellbeingandattainmentofitsstudentsandstaff.

2. toensurethatschoolsareawareofandlinkedtoalloftheavailablesupportfromlocalservicesandthevoluntarysector.

3. toensurethatschoolsarecommittedtosupportingeachothertochallengementalhealthstigmaanddiscrimination.

Membership:

Who is membership of the group open to?

SeniorLeadersin<<insertgeographicallocation/academygroup/othernetworkmodel>>secondaryschools,representativesfrom<<insertotherorganisations/services>>.

Are there any restrictions on numbers?

Minimumof8.Wecouldlookatwhetherwewanttosplitoutgeographicallyifwehavemorethan15.Wouldbeuptothegroup.

a) TERMS OF REFERENCE

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Are any representatives from other organisations included?

Thegroupwillbehavinga<<insertfrequency>>meetingscheduleandagenda.Ideallythiswillincludepresentationsfromlocalservicesonwhatisavailableorprojectsthatmaybecomingup.Equallylocalgroupscouldfeedinformationto<<insertotherorganisations>>topromotetothenetwork.

Howlongistheperiodofmembershipandcanitbeextended?(agreetoreviewchairandvicechaironayearlyorbi-yearlybasis.Alsosuggestsettingallmeetingdatesandskeltonagendasfortheyearahead).

Accountability:

Are individual group members responsible for reporting back on activities of the group and if so to whom?

Individualgroupmemberswillberesponsibleforensuringworkandengagementfromwithintheirownschools.

Review:

How often will the group review the relevance and value of its work and the terms of reference?<<Insertfrequency>>.

Working methods / ways of working:

What method / approach to working will you adopt (for example a shared learning approach)?

Will any sub-groups be convened?

Schoolswithinthegroupcouldlinktogethertolookatcommissioningorjointprojects.

Groupmaysetsometasksthatcouldbetakenupbymembers.

What will your chosen working method involve in practical terms, for example with reference to:

Meetings

How many meetings will be held each year and where will they be held?

<<Insertfrequency>>.Needtodecideifoneschoolwillhostorifitwillrotate

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Who will organise and chair the meetings?

Seeabove.

How will topics for the agenda be generated?

Theagendaswillbegeneratedatthefirstmeetingoftheyearandthenadditionaldetailscanbeaddedateachmeetingorgeneratedasanylocalopportunitiesdevelop.

How and when will meeting papers be circulated?

What will the format of meetings be, for example will they include small group discussions?

Seedraftagenda.

Will non-members be invited to group meetings and if so, under what circumstances?

Seeaboveinfoonengagementoflocalservicesandvoluntarysectororganisations.

Who will provide secretariat for the group?

Sharing of information and resources (including confidential materials)

How will group members share information and resources?

Email,GoogleDocsorsimilar.

How will confidential materials and copyright issues be identified and dealt with?

Will there be a web space for the group and if so, will it be password protected and who will be responsible for facilitating it?

Definition of terms

Provide definitions of any key terms.

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Time to Change

Mentalhealthstigmaanddiscriminationcanhaveaprofoundimpactonyoungpeople’slives;preventingthemfromfulfillingtheirpotentialorseekinghelp,leadingtoloneliness,depressionandlossofconfidence.Mostworryingly,youngpeopletoldusitmadethemwanttogiveuponlife.

That’swhyTimetoChangehasbeenrunninganationalprogrammetoendmentalhealthstigmaanddiscriminationaimedatadultssince2007andin2011expandedthistoincludearegionalpilotandanationalcampaignaimedatyoungpeople,includingspecificworkwithinsecondaryschoolsettings.Fromdigitaladvertisingtoleadershipprogrammesinschools,TimetoChangehasstartedtheconversationwithover1.27millionyoungpeopleandsecondaryschoolstaffaboutmentalhealth.

In2015and2016,TimetoChangeissettingupaseriesofheadteachernetworksinLiverpool,BristolandKent,bringingtogetherseniorleadersinordertoshareknowledge,informationandexpertise.Theyareworkingonsupportingschoolstodelivertheirstrategiesforpromotingmentalhealth,appropriatepastoralcareandchallengingmentalhealthstigmaanddiscrimination.

School Senior Leaders Network for <<insert region name>>

<<insertschoolname>>isseekingtoinitiateaseniorleadersmentalhealthnetworkin<<insertregionname>>Theywillcoordinatemeetingdatesbetweenmembersandcirculatemeetingagendasandminutes.

Meetingfacetoface3-4timesperyearthegroupcouldplanjoined-upinitiativessuchastrainingandhowtomakethemostofresourcesavailablelocally.Thenetworkcouldalsodiscussarangeofissues,suchasriskmanagement,andpolicyandproceduredevelopment.

What the network is seeking to achieve:

Tobringtogetherrepresentationfromaminimumof<<insertnumber>>schools.Wewillbeseekingagreementfromprospectivenetworkmembersto;

<<insertagreedgoals>>

b) MEMBER RECRUITMENT DOCUMENT

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Senior Leaders Mental Health Networks – Project Initiation Document

Founding School: <<insertschoolname>>

1. Purpose of the Network

Objectives and Desired Outcomes

Theaimsandobjectivesoftheseniorleaders’networkwillbe;

<<insertaimsandobjectives>>

2. Background

3. The Business Case

c) PROJECT INITIATION DOCUMENT

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4. Senior Leaders Network Team

5. Project Plan – Checklist

£

£

££££

6. Project Communications Plan

Lead contact: <<insertnameandcontactdetails>>

Frequency of communications: <<insertdetails>>

7. Risks and Risk Management Strategy (if required)

Founding School:

<<insertname>>

Network Schools:

<<insertnames>>

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Mental Health Network Meeting Agenda

Date: <<insertdate>>

Time: <<inserttime>>

Location: <<insertlocation>>

Chair: <<insertnames/s>>

1. Welcome&Introductions

2. Background

3. ObjectivesoftheSeniorLeadersNetwork

4. NetworkOperatingAgreements&TermsofReference

5. OpportunitiesandTopicsforDiscussion–Settingfutureagenda

6. Anyotherbusiness

7. Date/locationofnextmeeting

d) AGENDA

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Time to Change Resources

http://www.time-to-change.org.uk/resources-youth-professionals/session-plans

http://www.time-to-change.org.uk/resources-youth-professionals/free-stuff

Campaign Toolkit

Assemblies

Short Activities Engaging with Parents

Lesson and Session Plans

e) LINKS TO OTHER TIME TO CHANGE RESOURCES

Videos and Blogs

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For more

information…

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@timetochange

Search “Time to Change”

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