Tags: Mental Health
Posted: Thu, 27 Jun 2019 15:38 by Miss Amy Bird
Two Schools in Birmingham who are using structured sports mentoring programmes with young people on the verge of exclusion have reported improvements in students' abilities and skills to relate to themselves and others.
For children living in deprived communities and struggling with special educational needs in mainstream settings or facing challenging home situations, sport can offer an alternative route to re-engage with school. With growing numbers of exclusions, schools and pupil referral units in Birmingham were searching for something new, so eagerly tried out a new intensive 6–12-week course from Sport Birmingham.
Schools using this innovative approach –delivering relationships education through a completely different part of the curriculum – are reporting big improvements in behaviour, with children learning new ways of coping with stress and taking time to think before reacting to situations. Pupils learn about respect and are beginning to think through consequences, in safe relationships with responsive adults whom they respect.
A team of five runs weekly four-hour sessions for up to 15 young people selected by the school as needing specific support beyond the existing school provision, focusing on areas such as relationships, teamwork, leadership, resilience and responsibility.
The sessions include activities held inside and outside the classroom, and the approach is flexible to let the young people take the lead. The order in which topics are taught depends on group dynamics. Much of the work centres on how the young people conduct themselves in three environments – school, home and the street – and the consequences of actions in each.
The sessions are co-led by youth mentors, who provide positive role models to the students, demonstrating healthy relationships.
One young person says, 'It has encouraged me to avoid fighting and doing stupid or bad stuff offered by friends. The mentors use slang language that I understand, and they know the streets better than us because they have lived through our generation. Talking to them is like talking to a friend! I've learned how to box clever and avoid certain situations.'
The physical activity element itself ranges from football and cricket to dance, and even paintballing or go-karting if funds can be found. For students less interested in traditional sports, the paintballing and go-karting can be used as an opener to help them relax. There are no expectations of skill or competition in any of the activities, but many students do enjoy developing their skills and enjoy the team aspect of some sports.
The in-school provision is part of a wider programme. In the holidays, a van parks in areas known for anti-social behaviour. Pop-up tennis, football, volleyball, rounders, WiFi and music are available, and young people are encouraged to do something positive with their time. Holiday activity weeks and youth clubs also take place on neutral ground, where young people from various postcodes can come together without fear of local gangs. This work builds trust between the students and the provider. It also means the course leaders gain an in-depth understanding of the young people's situations and can ensure the life skills they teach are relevant and tailored to their needs.
Lucy Meade, Guidance and Support Centre Manager at the Arthur Terry School, says, 'Students really enjoyed the range of activities. The programme supports change and offers a safe space to try out new skills. The experience of team has enabled our young people to focus on leadership, resilience and responsibility.'
Alison O'Connell MBE, Youth & Community Reach Out Manager at Sport Birmingham, says, 'Focusing on behaviours at home, school and on the street reflects the key environments of young people and acknowledges that relationships in each situation require different responses. For young people at risk of exclusion, providing activities both inside and outside the learning environment can help build trust, and this at at the core of what the mentoring service provides'.
Credit: This case study was written and produced by FASTN as part of their snapshot of Relationships and Sex Education (RSE) practice across England, delivered by schools, organisations, practitioners, councils, parents and communities, working in partnership.
FASTN works for a society in which all children and adults can experience safe, enduring and nurturing family environments, and where children can develop the skills needed for positive, committed relationships in adulthood. Further information can be found here: www.fastn.org | email@example.com | @fastn_org
Posted: Thu, 07 Feb 2019 10:09 by Emily Wade
One of the main goals for our project is to boost the aspirations of young people.
The MAD mentoring programme, which takes place in schools across Birmingham, was first set up in September 2017 when we realised there was a need to support the young people more widely than just during our evening weekly sessions.
Since the programme began, we have now engaged with 50+ students from secondary schools throughout the city and we are amazed by the change in mindset of these young people over the 6-week period of working with them.
Our mentoring programme offers the students a balance of indoor classroom and outdoor learning.
The important factor to this intervention is to provide a non-judgemental, confidential outlet / sounding board for the young people; gaining trust through a neutral, safe and trustworthy role models.
The sessions focus on teamwork, leadership, resilience and responsibility. The MAD team deliver these key themes through their own mini workshops, presentations, group discussions, classroom games and outdoor sporting activities.
After a term ends, we will then follow up with a consultation and touch-points to review and reflect on the progress of the young people in the schools.
The programme is tailored to the schools needs and timetable. We are a fully flexible team and will try our best to cater for the school.
Here's what a few of the young people had to say about our mentoring programme by exploring a few different themes.
1) How it has changed the young person's outlook on life…
"During the M.A.D program, which is a program designed to help you think better, I have found my sessions very well used as they have showed me much more in life and that how certain things can make you feel down if you don't use them right!... Thank you for letting me join!"
"You learn about why you need school… also they give you good tips like listening, respect, box clever. Also you can have fun with everyone in the group and the people that do it"
2) Developing their understanding on Mental Health…
"Mentoring is good because it helps me with stuff like understanding mental health and depression. Another reason it is good is their advice on how to avoid getting in trouble and I've used it quite a lot at home and at school. Overall I would recommend it to anyone and it is a good experience"
"I have thoroughly enjoyed my times with the mentor group as it has helped me to understand other people's views and to respect them, I have found that I can relate to most of what is said by the group and it gives me an opportunity to express views and share past experiences so that the rest of the group could possibly learn something new as I have when I have listened to other peoples stories"
"Sometimes we also do sports which I like so that we are not just inside…We speak about mental health and social media, sometimes the mentors tell us stories about them or what they have done or been through"
We also have a quote from a young person about our MAD staff…
The mentors use slang language that I understand and they know the streets better than us because they have lived through our generation. Talking to them is like talking to a friend!"
And finally, a quote from the Teacher at the school…
"Students who took part in the MAD programme really enjoyed the range of activities and the balance between learning in the classroom and outside. The team offer a non-judgmental and genuine programme which supports change and offers a safe space to try out new skills. The experience of team has enabled our young people to benefit from an opportunity outside the normal school day to participate in a highly successful 6 week programme focusing on teamwork, leadership, resilience and responsibility"
If you work for a school and feel like your students would benefit from the mentoring programme, please get in touch with the MAD team on email
Make.A.Difference (MAD Birmingham)