1. The impact of implementing an inter-professional model of health and wellbeing education in pre-service teacher training Dr Jenny Byrne-Southampton Education School Sue Dewhirst-Public Health England, (Wessex Office) 12 th June 2014, Population Health summer conference

2. 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

3.  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

4.  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 includes  PSHE Education lecture, & tasks  Interactive 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

5. 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

6. ITE Health Day, Southampton 2013

7. 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

8. 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’’

9. 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?

10. Findings : Baseline and follow-up questionnaires Increased confidence to teach TopicBaselineFollow-up Child Protection34 (22%)59 (53%) Anti-bullying40 (26%)50 (46%) Working with parents40 (26%)41 (38%) Social, emotional & mental health 28 (18%)40 (37%) Drugs56 (36%)51 (46%) Sex & relationships60 (38%)53 (49%) Smoking81 (52%)69 (63%) Staff health/well-being31 (20%)34 (32%) Healthy school environment43 (27%)48 (44%)

11. Findings : Baseline and follow-up questionnaires  Attitudes about importance of including topic TopicBaselineFollow-up Child protection163 (99%)131 (93%) Anti-bullying164 (100%)131 (93%) Working with parents144 (88%)110 (78%) Social, emotional & mental health 159 (98%)122 (87%) Staff health/well-being105 (65%)102 (72%) Alcohol112 (68%)100 (71%) Safety / accident prevention116 (71%)104 (75%) Healthy school environment109 (67%)98 (70%)

12.  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

13. 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 2015Phase 3 ( interviews) NQT (Cohort a) ECT (Cohort b) ECT (Cohort c)

14.  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

15.  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

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