Written answers

Tuesday, 11 December 2012

Department of Education and Skills

School Curriculum

Photo of Micheál MartinMicheál Martin (Cork South Central, Fianna Fail)
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To ask the Minister for Education and Skills the steps he has taken to address the matter of teenage suicide in Dublin post primary schools; his views on whether wellness is a topic that ought to be provided for at second level; and if he will make a statement on the matter. [55652/12]

Photo of Ruairi QuinnRuairi Quinn (Dublin South East, Labour)
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Well-Being in Post-Primary Schools: Guidelines for Mental Health Promotion and Suicide Prevention (2012) have been developed to implement Action 2.1 of Reach Out: the National Strategy for Action on Suicide Prevention 2005-2014 (HSE, 2005). The Guidelines, which are being launched shortly, were developed by a Working Group with representation from Teacher Education Section/Inspectorate, SPHE Support Service, National Psychological Service (NEPS) all from this Department along with the Department of Health and the Health Service Executive/National Office for Suicide Prevention (NOSP). The NOSP and the DES funded their development.

The Guidelines were developed following a process of wide consultation with key education partners and are informed by the findings of the consultation process and recent research. The Guidelines provide practical guidance on how post-primary schools can promote mental health and well-being and school connectedness in an integrated way, which are critical to young people's success in school and in life. The Guidelines also provide evidence-based advice on how to support young people who may be at risk of suicidal behaviour. Information is also provided in the Guidelines relating to accessing support from external agencies and support services.

The Guidelines are for all members of the school community, boards of management and in-school management teams who play a central leadership role in mental health promotion. They will also be useful for parents' associations, student councils, health and other personnel who are seeking an understanding of how to work in and with schools.

The key to successful implementation of these Guidelines lies in taking a coordinated whole-school approach. This involves building and integrating school self-evaluation processes, implementing the Social, Personal and Health Education (SPHE) curriculum, developing the whole-school guidance plan, adopting the National Educational Psychological Service (NEPS) continuum of support, and building effective inter-agency relationships.

The Guidelines draw together the various elements that provide for effective student support and build on the significant work already taking place in schools. They provide a clear framework for schools and for agencies supporting schools on how to address issues of mental health promotion and suicide prevention. Mental health promotion and the provision of supports for vulnerable students depend on ongoing cooperation between schools and the range of available services and agencies from the education, health and community sectors.

The European wide Health Promoting School Process (HPS) is outlined and the Guidelines show how the HPS may be adopted by schools to constantly strengthen its capacity to be a healthy setting for learning and working by focusing at whole-school level on all the conditions that affect health and well-being.

In addition, in the new Framework for Junior Cycle which I launched in October, "Wellbeing" is one of the 8 principles which underpin the Framework. Through a student's experience in Junior Cycle, I want the student to be able to take actions to safeguard and promote his/ her wellbeing and that of others.

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