The impact of implementing an inter-professional model of health and wellbeing education in

pre-service teacher training

Dr Jenny Byrne-Southampton Education SchoolSue Dewhirst-Public Health England, (Wessex Office)

12th June 2014, Population Health summer conference

ITE Health Education at Southampton (ITE=Initial Teacher Education)

Rationale:

Schools and teachers- important points of access to young people for health services delivery and educational programmes

Growing awareness of influence of the “hidden curriculum” on staff and pupils

School structure, organisation and climate impact upon behaviour and effectiveness of interventions

Recognition of need for health and education policies to support teacher training especially at pre-service level

Curriculum mapping 2008-09 Survey data provided evidence and reasons to examine the health content of

the Secondary PGCE curriculum

Public Health Skills and Careers Framework at Level 3 used as a mapping tool

Findings Gaps found in the curriculum re: skills and knowledge of health

education/public health

Connections to health were not always made explicit

A professional themes programme in University and school covered elements of Personal Social Health and Economic Education (PSHE) and Every Child Matters

Only some trainees received particular inputs e.g. P.E/ Science- nutrition and exercise

Opportunistic engagement with health education in school e.g. a health week/ day

Initial research

Collaboration between Population Health (PCPS) Health Sciences (FoHS) Education School (SEdS)

Systematic and coherent coverage of public health competencies within the PGCE curriculum

Health day includesPSHE Education lecture, & tasksInteractive workshops, exhibition & tasks

School- based tasks to follow up university-based work in school placements

Production of ‘health portfolio ‘ to gain PSHE Association’s Certificate (optional)

Implementing research findings- developing the PGCE Curriculum

Aims of the curriculum changes, including the health day and health portfolio

Over 400 pre-service teachers train at Southampton each year

To develop trainees’ awareness and knowledge of PSHE education and health and well-being issues

To raise awareness of pupils’ health and also their own health

To develop skills to become better health promoters in the school setting

To build trainees’ confidence to deliver PSHE Education

To raise awareness of the external agencies who support schools to deliver PSHEe/ health education

ITE Health Day, Southampton 2013

Health Day Collaborations

Hampshire County Council, Public

Health/ Healthy Schools

Southampton City Council, Public Health

STAR Project

Innovation with Substance

Emotional First Aid

Young Carers

St John Ambulance

Alcohol Education

Trust

Hampshire County Council, Catering Services (HC3S)

Hampshire County

Council, Fire Education

Service

Private consultants (Pilates, Yoga, SRE

Primary)

Public Health England, Child and Maternal Health Observatory

The British Heart Foundation

Life Lab

Personal Finance

Education Group (Pfeg)

HIV Education

ROSPA

No Limits

Findings: Health Day

Increased awareness of emotional health and wellbeing including bullying

Importance of my own emotional well-being sex and relationships

new strategies for dealing with pupil’s questions around SRE appropriate resources to use

opportunities for including health education in lessons child health data

more aware of where to direct young people’ if they need to Things learned greater understanding of the determinants of health

that school alone cannot change child health issues; the problems are more likely to lie “upstream’’

Trainee comments about the ITE Health Day

A fantastic opportunity for us to experience

PSHE teaching and an opportunity to think

about different (important) issues

I feel more aware of the risks and

responsibilities

I feel more confident about approaching

these issues with my pupils

I feel more confident about recognising

the behaviours shown by children who have mental health problems

I am very excited about teaching PSHE,

particularly HIV and SRE

I am looking forward to

being a form tutor

I will take PSHE teaching more

seriously and not as an extra chore

Why aren’t other PGCE

providers doing this?

Findings : Baseline and follow-up questionnaires

Increased confidence to teach

Topic Baseline Follow-up

Child Protection 34 (22%) 59 (53%)

Anti-bullying 40 (26%) 50 (46%)

Working with parents 40 (26%) 41 (38%)

Social, emotional & mental health

28 (18%) 40 (37%)

Drugs 56 (36%) 51 (46%)

Sex & relationships 60 (38%) 53 (49%)

Smoking 81 (52%) 69 (63%)

Staff health/well-being 31 (20%) 34 (32%)

Healthy school environment 43 (27%) 48 (44%)

Findings : Baseline and follow-up questionnaires

Attitudes about importance of including topic Topic Baseline Follow-up

Child protection 163 (99%) 131 (93%)

Anti-bullying 164 (100%) 131 (93%)

Working with parents 144 (88%) 110 (78%)

Social, emotional & mental health

159 (98%) 122 (87%)

Staff health/well-being 105 (65%) 102 (72%)

Alcohol 112 (68%) 100 (71%)

Safety / accident prevention 116 (71%) 104 (75%)

Healthy school environment 109 (67%) 98 (70%)

Students’ views used to develop change incrementally Multi-disciplinary cross faculty and cross university collaboration continues

to be successful Health Education/ Population Health perspective now embedded in both the

primary and secondary ITE courses-agreed component of the curriculum Inter-sectorial networking led to joint working and extensive support from

local authorities, health and education professionals, voluntary, charitable and private sectors

Increase in trainees on PSHE special studies module ‘Chartered Student Teacher Framework’ for the PSHE Association

certification now officially recognised by the NAHT “The University of Southampton shines as a beacon”

Nick Boddington PSHE Association

Modifications and outcomes

On-going research In-depth longitudinal follow-up study of pre-service teachers in the early years of their career

PST

Intake year

2013-14

(Cohort a)

NQT

Intake year 2012-13

(Cohort b)

ECT

Intake year 2011-12

(Cohort c)

March -July 2014 Phase 1

(online

questionnaire +

interviews of pre-service

teachers Cohort a )

Pre-service

(Cohort a)

NQT

(Cohort b)

ECT

(Cohort c)

December -March

2014

Phase 2

(online

questionnaire)

NQT

(Cohort a)

ECT

(Cohort b)

ECT

(Cohort c)

March -July 2015 Phase 3

( interviews)

NQT

(Cohort a)

ECT

(Cohort b)

ECT

(Cohort c)

Feasibility study Funded by the Leverhulme Trust Participants

Pre-service training year (PST) – cohort a Newly qualified (NQT) – cohort b Early career (ECT) – cohort c

Survey questionnaire to all cohorts at two points over life of the project

Follow-up semi-structured interviews with 15 participants from each cohort

Phase 1 in progress - preliminary results are promising

On-going research

Southampton Education School Southampton Health Technology Assessment Centre (SHTAC) Primary Care and Population Sciences PSHE Association Public Health England (Wessex) Health Education Wessex Innovation With Substance (Drug education consultants) Sheffield Hallam University Southampton City Council, Public Health

Advisory Group

15

Thank you for listeningThank you for listening

For further information please contact: Jenny Byrne jb5@soton.ac.uk Sue Dewhirst sue.dewhirst@phe.gov.uk