Ms Suzanne Connolly:

I thank the committee for the opportunity to provide evidence on the important topic of mental health in schools. Barnardos provides front-line services to children and families who have been affected by traumatic life situations, such as parental mental health challenges, neglect, separation, bereavement and parental addiction. Our work combats social, educational and economic disadvantage minimising the negative impact these have on children’s lives. We support children and families to build their resilience and to meet children’s social, emotional, behavioural, educational and physical needs.

We deliver our services in the family home, in our centres and in schools. For the purposes of this presentation, I will concentrate on our work in schools. Barnardos has successfully piloted a national well-being programme in schools in Dublin 15 and 24, Tipperary south, Limerick and Thurles to over 500 children. The programme is trauma-informed supporting the positive mental health and well-being of children aged four to 18 years. It recognises the need to prevent and treat toxic stress in vulnerable populations and communities. The programme focuses on increasing children’s awareness of the connection between their bodies and minds and strengthening coping skills and stress-relieving mechanisms. An evaluation carried out this year found that participation in the programme improved children’s emotional regulation. They demonstrated better emotional self-awareness and empathy and developed stress management and coping skills.

As one fifth class boy said:

I think it was really helpful. If someone is stressed they might not know what to do, but the programme can help them. I did some of the breathing we learned and that helped me to stay calm.

The programme also helped teachers deal with classroom anxiety and support children to build coping mechanisms. Teachers reported that they gained new skills to support emotional regulation and wellbeing in their classrooms, as well as addressing students' worries and challenges. One teacher commented:

Sessions provided an opportunity to talk to children who we knew were carrying huge burdens. That was good because sometimes children don't open up and it needed a programme to help us with that.

Barnardos has been providing the Roots of Empathy programme since 2010. More than 12,000 children have received the programme to date, with 2,280 in 120 schools receiving it this year. It aligns with the social, personal and health education, SPHE, curriculum, offering an experiential learning environment where a baby is the “teacher”. It focuses on raising children’s levels of empathy, which is vital to the development of social and emotional skills, and includes the ability to recognise, manage and express feelings, which is integral to regulating emotions. Children who can regulate their emotions are less likely to suffer from childhood psychological disorders, including anxiety and depression. It is an evidence-based programme, which has demonstrated effectiveness and has undergone numerous rigorous international evaluations. The programme delivers on increasing empathy, pro-social behaviour and social and emotional competence and significantly reduces aggression.

Our third school-based programme is our social and emotional skills training programme. It is a targeted programme for nine to 12-year-olds at primary school level whose emotional wellbeing is impaired as a result of having poor relationships with their peers. A child with gaps in their social skills may experience social isolation, which may undermine their social confidence and self-esteem. Research shows that children who are rejected by peers often feel lonely and depressed and are more likely to leave school early and to require mental health services in later life. The programme uses a coaching model to teach children social skills and develop their capacity to recognise and discuss their feelings, and develop positive peer relationships. Sessions include co-operation and conversation skills; coping and social stress; and responsible decision-making. An evaluation of the programme in Ireland found that children’s social skills improved over the course of the programme, with an increased capacity to name and talk about their feelings and emotions, greater confidence and an ability to share with others and to engage in co-operative play.

Barnardos recommends that the committee considers further funding and provision of universal and targeted early intervention programmes in schools focused on developing children’s social and emotional skills and overall wellbeing. Funding for school-based programmes should be supported and complemented with local community services, such as family support and parenting support services, which can provide holistic supports for both children and parents, therefore enhancing parenting capacity to support positive mental health in their children. Improved awareness around trauma-informed care is recommended for schools, as is building referral pathways to local trauma informed services. Finally, it is vital that any developments regarding mental health supports within schools should include the active participation of children and parents in terms of what is helpful for them.