Dr. Paul DownesDirector, Educational Disadvantage CentreSenior Lecturer in Education (Psychology)St. Patrick’s College, Drumcondra,paul.downes@spd.dcu.ie

Commissioned Reports:- Count Us In. Tackling early school leaving in South West

Inner City Dublin: An Integrated Response (2007) P. Downes and C. Maunsell. SICCDA and South Inner City Dublin Drugs Task Force

- A Holistic Approach to Early School Leaving and School Retention in Blanchardstown (2006) P. Downes, C. Maunsell and

J.Ivers. Blanchardstown Area Partnership.- Psychological Supports for Ballyfermot: Present and Future (2004)

P. Downes. URBAN Ballyfermot.- Voices of children: St. Raphael’s Primary School Ballyfermot (2004)

P. Downes. URBAN Ballyfermot.Questionnaires returned:

Primary Schools: 852; Secondary Schools: 677Total: 1,529 Focus Groups 57

NO MENTAL HEALTH STRATEGY

FOR CONTEXTSOF EDUCATIONAL DISADVANTAGE: A KEY BARRIER TO

PROGRESS

HEALTH ISSUES AND SCHOOL COMPLETION – ‘EDU-CARE’ Hunger in SchoolBullyingSubstance AbuseStudent-Teacher Conflict ResolutionProblematic Sleep Patterns among Pupils

Problematic sleep patterns among students:

On the assumption that children atprimary school need at least 8.5 hours of sleep, the results from our survey of pupil responses were divided into those who usually go to sleep before midnight and after midnight.

A mental health strategy and fund for contexts of socio-economic disadvantage

Not one early school leaving problem: ESL is a behaviour with a range of motivationsBeyond piecemeal approach of SCP, beyond 8 week bereavement coursesWider referral processes – reach withdrawn kids: ‘a slap in the face’Need for prevention and early intervention: non-verbal therapeutic intervention Cf. FamiliscopeNEPS – Reactive to critical incidentsAlternatives to suspensionDrug prevention issueEARLY SCHOOL LEAVING IS A MENTAL HEALTH ISSUE !

Kaplan et al’s (1994) North American study of 4,141 young people tested in 7th grade and once again as young adults which found a significant damaging effect of dropping out of high school on mental health functioning as measured by a 10-item self-derogation scale, a 9-item anxiety scale, a 6-item depression scale and a 6-item scale designed to measure coping. This effect was also evident when controls were applied for psychological mental health as measured at 7th grade. The significant damaging effect of dropping out of school was also evident even when controls were applied for gender, father’s occupational status, and ethnicity

THE NEED FOR COMMUNITY BASED EMOTIONAL SUPPORTSWould you talk to an adult working in the school about your problems?Yes Primary 240 No Primary 300Maybe/depends Primary 25Don’t know Primary 6  No Answer Primary 46  Yes Secondary 131No Secondary 312 Maybe/depends Secondary 23 

Galbraith – Culture of ContentmentBUILDING ON STRENGTHSDO YOU THINK YOU WANT TO STAY ON AT SCHOOL UNTIL THE LEAVING CERTIFICATE ?Primary Pupils: 5th/6th ClassTotal: 750 yes 80 no 2 probably 15 don’t know15 no answer

COMMON FINDINGS- evidence that some of the pupils and students that are most at risk of early school leaving are falling through the gaps and not accessing existing afterschool services,- the high levels of pupils experiencing problematic sleep patterns potentially affecting their academic performance and linked in some responses to levels of anxiety affecting their sleep,- a notable minority of pupils and students who stated that they have no one to talk with about their problems, 

- the limited availability of drug prevention programmes in local schools,- the need for system level work with parents, for example, regarding early intervention strategies for their children’s literacy and speech and language development,- the need for early referrals,- the need for early intervention regarding speech and language development, and therapeutic emotional intervention.

The Special Rapporteur (2006)

notes that the right to health is

subject to progressive realization

and this requires development of

indicators and benchmarks:

The right of everyone to the enjoyment of the highestattainable standard of physical and mental health isgiven legal foundation by a range of international legalinstruments, including:• article 25 (1) of the Universal Declaration ofHuman Rights,• article 12 of the International Covenant onEconomic, Social and Cultural Rights,• article 24 of the Convention on the Rights of theChild• article 12 of the Convention on the Elimination ofAll Forms of Discrimination against Women rightto non-discrimination as reflected in article 5 (e)(iv) of the International Convention on theElimination of All Forms of Racial Discrimination

Indicators and benchmarks of the international right ofeveryone to the enjoyment of the highest attainable standard of physical and mental health:Is it possible to incorporatesome of these indicators within standard relative poverty indicators ?

The Special Rapporteur (2006) emphasizes the importance of focus on ‘disadvantaged’ individuals and communities in relation to the right to health:

 25. in general terms a human rights-based approach requires that

special attention be given to disadvantaged individuals and

communities; it requires the active and informed participation of

individuals and communities in policy decisions that affect them;

and it requires effective, transparent and accessible monitoring and

accountability mechanisms. The combined effect of these - and

other features of a human rights-based approach - is to empower

disadvantaged individuals and communities.

UNITED NATIONS Economic and Social Council 3March 2006 COMMISSION ON HUMAN RIGHTSECONOMIC, SOCIAL AND CULTURAL RIGHTS.Report of the Special Rapporteur on the right ofeveryone to the enjoyment of the highest attainablestandard of physical and mental health, Paul Hunt

P. Downes Liverpool Law Review (2007), Special Issueon Historical and Contemporary Legal Issues onHIV/AIDS, Vol.28, 271-317INTRAVENOUS DRUG USE AND HIV IN ESTONIA:SOCIO-ECONOMIC INTEGRATION ANDDEVELOPMENT OF INDICATORS REGARDING THERIGHT TO HEALTH FOR ITS RUSSIAN-SPEAKINGPOPULATION

A DISTINCT FUNDING STRAND FOR MENTAL HEALTH AND SOCIAL INCLUSION IN THE DEPARTMENT OF EDUCATION AND SCIENCE –SUPPORTED BY FUNDING FROM THE DEPARTMENT OF JUSTICE AND LAW REFORM FOR MENTAL HEALTH INTERVENTIONS FOR STUDENTS AT RISK OF SUSPENSION/EXPULSION- INCLUDING MEDIATORS- 10 MILLION FROM PRIVATE SCHOOLS FUND

Table 3. “At what Table 3. “At what time do you usually time do you usually go to sleep on a go to sleep on a weekday?”weekday?”

Before MidnightBefore Midnight MidnightMidnight After midnightAfter midnight Varies/NAVaries/NA

School A %School A % 42%42% 16%16% ------ 42%42%

School B %School B % 54%54% 16%16% 15%15% 15%15%

School C %School C % 78%78% 9%9% 6%6% 7%7%

School D %School D % 83%83% 6%6% ------ 11%11%

School E %School E % 40%40% 26%26% ------ 34%34%

School F %School F % 60%60% 8%8% ------ 32%32%

School G %School G % 81%81% 15%15% ------ 4%4%

References:References:

Downes, P (2003) Intravenous Drug Use and HIV in Estonia: Socio-Economic integration and development of indicators regarding the right to health for its Russian speaking population.

Downes, P (2007) Liverpool Law Review (2007), Special Issue on Historical and Contemporary Legal Issues on HIV/AIDS, Vol.28, 271-317

Galbraith, John (1992) The Culture of Contentment. London: Penguin

Kaplan, D.D., Damphousse, J.R. & Kaplan, H.B. (1994). Mental health implications of not graduating from high school. Journal of Experimental Education, 62, 105-123

UNITED NATIONS Economic and Social Council 3 March 2006 Commission on Human Rights Economic, Social and Cultural RightsReport of the Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health, Paul Hunt

Cf. Argument that rates of early school leaving are a benchmark/indicator of a right to health norm