Evidence suggests that half of mental health conditions start before the age of 14, and up to three quarters by the mid-twenties. Schools may be well placed to improve the wellbeing of their pupils, and to improve their quality of life, through delivery of effective Personal, Social, and Health Economic (PSHE) education. Researchers at the London School of Economics, in partnership with Bounce Forward, and the Education Endowment Foundation, secured funding to develop a model to improve the quality of life of pupils.
What were CYP taught in the Healthy Minds Curriculum?
The Healthy Minds curriculum was a four-year course consisting of one hour weekly lessons (113 over four years), designed for children and young people aged between 11- 15 (Years 7 – 10 in English Secondary Schools). Fourteen core modules were taught to students, and covered important general life skills such as resilience, mental health, and social and emotional learning. Each lesson was structured, with teaching materials, support, and training available per module (a total of 19 training days for the curriculum).
How was the Healthy Minds curriculum trailed?
Study recruitment in the intent-to-treat trial began in 2013-2014 and was phased over two years, with involvement of 34 schools, and 39 school-cohorts. Schools were recruited into in the treatment arm (3,021 students involved) or in the control (1,613 students involved). The study team were interested in evaluating whether the curriculum had an impact on CYP health-related quality of life outcomes (e.g., emotional wellbeing), and utilised the Child Health Questionnaire-CF87, as well as the Short Mood and Feelings Questionnaires, Life satisfaction ladder (0-10), and the Child Anxiety Related Disorders Questionnaire, to assess their aims. Data was collected at three points during the trial – at the beginning of the CYP school involvement (2013-2014), two years later (2015-2016) and at the end of their involvement (2017-2018).
What did the research find?
The initial analysis focusses on five outcomes – global health, life satisfaction, physical health, emotional health, and behaviour. Key outcomes from the preliminary analysis were:
- Students who completed the programme had higher attainment in global health (by 10 percentiles, out of 100), compared to children in the control group, with improvements noted after two years of teaching the curriculum.
- Similar results were observed for physical health, and life satisfaction.
- An improvement in child anxiety-related disorders was noted for scores of pain disorder, separation anxiety, and school avoidance.
What was the impact of the trail?
The authors hail the Healthy Minds curriculum as an effective, evidence-based approach to teaching life skills in secondary schools. Moreover, the approach is described as low cost to schools, at £23.50 per pupil, per year. The full interim report for Healthy Minds, from researchers based within the London School of Economics, can be viewed here. The impact of the Healthy Minds curriculum on education outcomes (e.g., GCSE grades) will be published in 2020.
Blog post written by Dr Rachel Moss (Twitter: @DrRMoss), Research Associated on the PGR Wellbeing project at the University of Portsmouth (School of Education and Sociology).