Safeguarding Bulletin: April 2023

Welcome to the first edition of the Golden Thread Alliance Safeguarding Bulletin.

My name is Debbie Clarke-Basrai and I recently joined the Golden Thread Alliance as Safeguarding Officer. I have worked in education for 8 years and am passionate about the safeguarding and welfare of our children. As a mother to two boys, aged 9 and 14, I am all too familiar with the challenges that children and young people face today. Unfortunately, with the increased exposure to social media, mobile phones and online gaming, comes the increased risk of exploitation, bullying, grooming and abuse of our children. I believe it is absolutely critical that all staff, governors, parents, children and young people are given the knowledge and tools that they need to protect themselves and others from such risks and be vigilant in looking out for each other. In this bulletin I will aim to keep you up to date with developments in the world of safeguarding, so that you are empowered with the knowledge and confidence that you need to work together to keep our children, young people, and yourselves safe.

This bulletin will be sent via email on the first Wednesday of each term, for you to read at a time that is convenient to you. If there are any subjects that you would like covered in a bulletin, or you would like to reach out for any advice or guidance, please feel free to get in touch.

As someone who is relatively new to the Golden Thread Alliance, the first thing I would like to do is get to know you all. In order to do so, and to get an idea of the kind of areas that we may need to cover in this bulletin, I would very much appreciate you taking 5 minutes to complete this short SURVEY. This is a quick questionnaire, with an opportunity for you to give me some feedback on safeguarding knowledge in your setting. The survey is completely anonymous, however you do have the option to include your name if you would like me to be able to reach out to you to discuss any of your answers further.

In this term’s newsletter we will cover Adverse Childhood Experiences (ACEs) and Children’s Mental Health.

Adverse Childhood Experiences (ACEs)

What are Adverse Childhood Experiences?

Adverse Childhood Experiences (ACEs) are traumatic events that affect children while growing up, such as suffering child maltreatment or living in a household affected by domestic violence, substance misuse or mental illness. There are 10 types of ACEs, which fall into three main categories.

What impact do ACEs have?

The harms of ACEs can be long-lasting, affecting people even in their adulthood. ACEs have been linked to premature death as well as to various health conditions, including those of mental disorders. Toxic stress linked to child abuse is related to a number of neurological changes in the structure of the brain and its function.

You may wish to watch this short video, developed by Public Health Wales to raise awareness of ACEs and their impact on those affected by them.

What if I have ACEs?

In England, it is estimated that half of the population have experienced one or more ACEs, with one in ten experiencing four or more aces. Whilst this will include many of us, it does not always mean that our ACEs will impact our lives. Your ACE scores do not take into account the positive experiences in early life that can help build resilience and protect a child from the effects of trauma. Having a grandparent who loves you, a teacher who understands and believes in you, or a trusted friend you can confide in may mitigate the long-term effects of early trauma, psychologists say. If you are curious as to whether you may have ACEs, you can take a quiz here; ACEs Quiz

There are children in my school who I know have experienced ACEs, what should I do?

If you are aware of a child who has experienced ACEs, the first thing that you should do is speak to your DSL. They will be able to work with you to put in place appropriate interventions for the child and the family.

There are countless studies available on the internet regarding ACEs. Some of these are listed below. The more informed you are, the better placed you are to support a child who has experienced ACEs.

Lastly, always be sure to look after yourself. As we have already learned, half of the population have experienced ACEs. Take time to reflect on your own and consider how they may impact on your view of a child’s lived experiences. If you feel that the content of this article is has impacted you in any way, please reach out to another adult to talk them through or refer to the employee assistance programme.

Children’s Mental Health

As you will already know, mental health disorders have become more common among children and young people. It was estimated that 60% more children had a probable mental health condition in 2021 than in 2017.

The underlying causes are complex, however increased recognition of mental health issues, social isolation, and disruptions to home and school routines during the pandemic likely played a role.

These issues can impact on all aspects of a child’s life, and in some cases can lead to poor attendance to school or other safeguarding and child protection concerns.

What the statistics tell us

• One in six 7 – 16 year olds have a mental health problem.
• 70% of children with autism have at least one mental health condition.
• Pupils with a mental health problem are more likely to be suspended or permanently excluded from school than their peers.
• Three quarters of children in care have a diagnosable mental health condition.

Education professionals are in a key position to look out for children’s mental health, promote their wellbeing and help prevent any mental health problems from escalating into more serious issues.

Recognising that these mental health issues were impacting on school attendance, the DFE released new guidance. The guidance sets out clear expectations on school staff, academy trustees, governing bodies, parents, carers and Local Authorities where there is a pupil experiencing social, emotional or mental health issues that are affecting attendance to school, regardless of whether or not the child has a diagnosed mental disorder, disability or special educational need.

The guidance is clear that school staff are not expected to diagnose mental health disorders or perform mental health interventions. Instead, it is the role of the school to ensure that the school is a calm, safe and supportive environment for pupils, facilitate support and engage with parents at an early stage. It also has a table explaining the expectations of parents, Local Authorities, academy trustees and governing bodies.

You can find the guidance here; Summary of responsibilities where a mental health issue is affecting attendance (publishing.service.gov.uk)

The NSPCC recently released a podcast for Supporting children’s mental health and wellbeing in schools which includes amazing advice on how education professionals can build a positive mental health culture in schools and recognise when young people are struggling.

Always remember to speak to your DSL if you have any concerns regarding the mental health of a child in school.

Thank you for taking the time to read this bulletin and for all the work that you do to keep our children safe. I hope that you have found the information useful.

If you have any questions, queries, or suggestions for bulletins in the future, please do not hesitate to contact me.

Debbie Clarke-Basrai
Trust Safeguarding Officer

01322 296144
debbie.clarke-basrai@golden-thread.org
www.golden-thread.org