999 Calls For Children With Mental Health

Teachers and heads say encounter "significant problems" when trying to secure support for pupils with mental health problems and special education

22:27 10 November 2015

Schools are having to make 999 calls to get treatment for pupils suffering from mental health problems because of service shortage.

 

Teachers, heads, and bodies representing counsellors and therapists added that they encounter "significant problems" when they're trying to do so.

 

They said that much-needed early support is no longer available from local mental health services while the right professionals are difficult to get hold of particularly during emergencies.

 

"It often takes a considerable amount of time to arrange meetings and access support, and in some instances, it may be difficult to secure support."

 

The Association of School and College Leaders, which represents thousands of secondary school heads, said: "Even in situations where a child needs immediate support (due to being a risk to themselves or others) Camhs (child adolescent and mental health services) may not be available.

 

"This means that schools and colleges are sometimes forced to either call the police or to send the child or young person to A&E to ensure they are seen by a properly trained mental health worker.

 

"There needs to be a much better system in place that can provide immediate support."

 

In response to the growing concerns of teachers and heads, the Department of Education is now working with the Department of Health to implement proposals laid out through the Future in Mind project.

 

"Future in Mind sets the scene for a transformation of mental health care for children and young people, and sets out a series of proposals for local areas to explore, such as the use of embedded mental health professionals in child health and social care teams.

 

"One of its key themes is care for the most vulnerable who will benefit from transformational work in areas including: promoting resilience, prevention and early intervention; improving access to support - a system without tiers; accountability and transparency; and developing the workforce."