The Scottish Government

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Meeting Pupils - 1 : 1

Staff may need private meetings with children and young people for a number of reasons. Sensible steps for staff to take include:

• informing another member of staff that the meeting will take place
• holding the meeting in a room adjacent to others which are in use - avoid using rooms in isolated parts of the building
• keeping the door ajar or ensuring visibility for other staff through a window (unless privacy is required for some form of personal care or a health check, etc)
• using a room with a telephone
• keeping a brief record of 1:1 meetings, or sharing the recording of meetings with the pupil.

Some schools have established guidance suites or rooms for counselling pupils and it is clear from research and evaluation that pupils value the confidentiality provided. Effective and supportive relationships between school staff and pupils are based on trust, which will not be developed if pupils feel their privacy is not respected. Staff may be concerned about the potential for allegations to be made against them, see Allegations Against Staff.

"I always try to tell pupils what I am doing to ensure safety. It is right to raise their expectations of good professional practice. "
(teacher)

Schools play an important role in promoting positive mental and emotional health. More information on national policies and initiatives promoting positive mental and emotional health can be viewed on www.wellontheweb.net and www.healthpromotingschools.co.uk. Schools should also seek to challenge the stigma associated with mental ill-health (see www.justlikeme.org.uk).

Mental and emotional wellbeing is an important factor in enabling young people to be safe and well. It is important for children's and young people's safety as well as their personal and social development that they are able to express their feelings and seek support when their feelings are difficult to handle. Children and young people who have had learning experiences which encourage them to develop an intrinsic sense of self worth and self belief will have positive expectations of the way they should be treated by others, will feel able to respect and value others, and will cope better with setbacks.

Children and young people, as with adults, bring a wide range of experiences to school which cause them stress or which cause their parents stress, in turn affecting their own outlook. There may be experiences which cause emotional upset which it is predictable that all of us will experience at some point in our lives, such as the death of a loved one; and some experiences which are common but nevertheless upsetting and disruptive, such as parental separation. Schools can help children and young people prepare for life's ups and downs with a positive outlook and development of emotional intelligence.

Children may show signs of stress and upset for many reasons. When seeing signs of stress and upset, it is important to bear all the possibilities in mind, including mental and emotional ill-health and abuse and neglect.

Many of the signs are similar:

• changes in behaviour - for example, acting out or developing tics or fixations
• becoming withdrawn
• changes in the child's standard of work
• changes in attendance patterns
• becoming clingy or dependent on another pupil or member of staff
• tearful or moody
• changes to weight or appearance - less self care
• increased risk taking behaviour
• unexplained physical injury.

Generally these are signs that help is needed, and whatever the reason, schools can also find ways to respond to individuals by identifying distress quickly and providing time and space with an adult or peer which the child or young person knows and trusts, and following the ten standards of personal support in schools outlined in Happy, Safe and Achieving their Potential ( SEED, 2005).

www.scotland.gov.uk/library5/education/hsap-00.asp

Counselling in schools

Some schools in Scotland have engaged counsellors to work with children. Staff, pupils and parents should be made aware of the role of the counsellor and the school's position on confidentiality and ethical practice. As with all other members of staff, counsellors cannot offer confidentiality when a child or young person discloses abuse.

Counsellors must be appropriately trained for their role. The counsellor and staff responsible for pastoral care in the school should agree how information can be shared if a child or young person is judged to require referral to psychological or psychiatric services.

Family support

Stressed and upset children may also be an indication that there are difficulties in the family, for which family support is required. However, relationships with parents may be difficult to establish where the parents feel the school is interfering or stepping beyond its role. Parents may feel guilty about the effect circumstances are having on their child. Support to families may be offered in the context of focusing on a partnership to meet the child's needs. Schools developing strategies to support children should share these with parents whether or not the parent is accepting family support.

More serious signs of mental ill- health

Schools and education authorities should work with their local health services to establish effective partnership working, through agreed strategies and sharing training to build relationships between staff. Health boards should be encouraged to work closely with school staff to assist referrals and prioritisation of cases with their mental health services, making best use of the experience and observations of school staff.

Children and young people with serious mental illnesses may not be able to sustain full attendance at school. However, schools should try to maintain contact and consider a flexible curriculum to sustain attendance and a relationship with the child and family as much as possible. It may be helpful for a key member of staff to get to know the child and the family, and the nature of the illness, in order to be a point of contact for both child and family and to help the school adjust its approach as necessary.

The key member of staff should ensure that other staff are aware in case of difficulties and signs that the child or young person needs immediate support or intervention (see Restraint/Physical Intervention), although staff should not be encouraged to associate mental ill-health with an expectation that a pupil will become out of control.

Self Harm

Self harming can occur for many reasons, it may happen for short periods or it may last over a period of time. Some behaviours described as self harm are not serious in terms of injury or lasting damage to health, but can sometimes escalate over time. It is always better for staff to try to talk to young people if they suspect self harming. It can take many forms and may include:

• cutting, scratching, piercing or burning skin
• cutting or shaving hair (in a more destructive way than variations in style)
• habitual picking or pulling out hair
• eating disorders
• alcohol abuse to the point of black outs
• risky sexual activity
• repeated extreme risk taking ( e.g. joy-riding to crash).

Schools may offer support to the child or young person in the same way as their response to any other sign of distress or need for help. Occasionally, staff may consider that the harm is more serious and presents a higher risk to the child or young person's health and wellbeing. Staff should contact their school's CP Co-ordinator and may consider:

• assess the immediate risk to the pupil's safety and health and others in the immediate vicinity
• consider if emergency intervention is required and procedures for contacting emergency services or taking the child for immediate medical help, and appropriate contact with parents.

Staff should then consider, in the longer term:

• the overall safety and health of the pupil and the levels of support available from family, friends and other professionals
• whether referrals for multi-agency assessment are necessary and whether a child protection investigation is necessary, if the self harm is associated with the child or young person's response to abuse
• how communication and support within the school will be handled
  to avoid stigmatising pupils and to raise positive awareness of preventive support.

Suicide

It is possible that a pupil may attempt suicide while at school, or arrive in school suggesting they have attempted suicide. Pupils should always be taken to hospital, even where they do not exhibit any signs of being unwell. Pupils may have attempted suicide by methods, such as self-poisoning ( e.g. overdose), that may not be showing immediate physical signs of harm but which can cause extreme damage and death more slowly (see Drug and Alcohol Misuse). Following emergency health care, the school should work with health practitioners and mental health services to assess the continuing risk of suicide.

Incidents require immediate judgement of senior staff on the most appropriate form of action. Police Officers and Paramedics are trained in assessing and handling suicide situations where there is an immediate physical danger ( e.g. threatening to jump from a height). Staff should stay calm and ensure appropriate communication within the school (see Supporting Communities and Schools After Local Troubles or Incidents).

Mentoring

Mentoring may take place in schools between a senior pupil and a younger pupil, or through adult volunteers or staff spending time with pupils.

Where adult volunteers are involved, information in Disclosure Checking, Volunteers, Parent Helpers and Visiting Speakers in School and Meeting Pupils 1:1 will help schools ensure appropriate measures to keep children safe and well. Activities outwith the school building with an adult mentor should be planned and information provided in Community Service and Volunteering by Pupils and Work Placements is relevant.

It is helpful to both adult and peer mentors to provide training for their role and ensure awareness of who in school they should contact if they have concerns about the pupil they are mentoring.

Pupils who receive mentoring should have clear expectations about the nature of the mentoring relationship, and who they may approach if they have any concerns about the mentor. Mentoring should be a voluntary relationship and pupils should not be forced to meet with mentors they are unhappy with, or to maintain a mentoring arrangement they do not want. Parents should be informed of any mentoring arrangements involving their child and the steps taken by the school to ensure a safe and productive experience.

Buddying

Buddying tends to be a more informal arrangement between groups of pupils or peers, sometimes with an age difference. Buddying often takes place during break times and lunch times when there is less adult supervision.

Again, training and support for pupils to undertake their buddying role safely and with care for others is important. Pupils should be aware of the limits of their role, and should work closely with a member of staff to report their activities to and to share any concerns.

The position of responsibility and trust can be beneficial for pupils' personal and social development, even for those with a tendency towards poor social relationships or bullying. The initial training for buddies can be very useful to consider how pupils will carry out their role. However, schools should be aware of potential abuse of the buddy position to exert power or authority over other children in unacceptable ways. This may not always be intentional, but staff should ensure that they maintain an overview of the buddying activities within the school and gain the feedback of pupils on the receiving end of buddying to ensure relationships are positive and any problems are quickly resolved. Staff should have in mind a safe and dignified way of ending a pupil's buddying role if his or her behaviour is causing, or likely to cause, harm to others.

"Our training to be a playground squad made us think about how everyone sees and feels things differently. "
(Playground peer helpers)

Language, customs and practices, such as forced marriage

All children have the right to be safe from abuse, whatever their race, ethnicity or cultural background. In order to keep children safe and well, it is important that staff are aware that they must respond to racial harassment or discrimination, but also ensure that when dealing with potential child protection concerns, they are aware of the possibility of institutional racism, cultural misunderstanding or misinterpretation. School staff should ensure that they are not deterred from recognising or challenging the abuse or neglect of children from any community through fear of 'getting it wrong'.
If in doubt, advice should be sought from specialist agencies through the education authority's Child Protection in Education Manager.

Translation and Interpreting

Translation and interpreting services should be made available so that children and families from minority ethnic communities can understand what is happening at all stages and participate fully:

• interpreters should, wherever possible, be independent of the local minority ethnic community
• interpreters should have skills in interpreting for child protection purposes and be aware of the need to maintain confidentiality
• children should not be expected to interpret for their parents or carers (and vice versa) during child protection investigations.

It is important that authorities assess their capacity to provide for translation and interpreting either individually or collectively, with other authorities and, where necessary, provide appropriate training to ensure that there will be staff available when required. It is important that there is no delay in accessing translating services when there is a child protection concern.

Staff might find the Scottish Translation, Interpreting and Communication Support Good Practice Guidelines a useful reference document- http://www.scotland.gov.uk/library5/social/stic-00.asp

Forced Marriages

In some cultures, arranged marriages are a traditional way in which parents take a leading role in the future of their children, and in which young people willingly participate. However there is a clear distinction between arranged marriages, which have the consent of both parties, and forced marriages where one or other party does not consent, or where a child or young person is under 16.

Where a member of staff becomes aware that a child is to be taken abroad for a forced marriage, this is a child protection matter and a referral must be made to social work through the school's CP Co-ordinator.

Staff should be aware and try to gain information on:

• where pupils are being taken on extended visits to the parental country of origin
• for how long the child is expected to be away/off school
• alert the education authority Child Protection in Education Manager if the child does not return when expected
• be able to provide details to the Foreign and Commonwealth Office ( FCO) if this is decided as the next action.

Staff should also ensure older pupils are aware of:

• specialist help organisations for those concerned about the risk of forced marriage
• how to access Foreign and Commonwealth Office guidance if they are going on an extended visit abroad
• the Forced Marriage Liaison Unit of the FCO, which will take details of their name, passport number, date of birth, their UK address and the address of the place they are visiting, together with the names and addresses of relatives they may visit, and their expected date of return. The FCO will provide confidential advice to young people and can be contacted on 020 7008 0230 or email clu@fco.gov.uk
• how to find the numbers of the British Embassy, High Commission or Consulate in the country being visited
• a safe means by which contact may be made with the young person, e.g. a secret mobile telephone that will function overseas.

Staff may help by supporting pupils to make a written statement explaining that they want the police, social work department or another third party to act on their behalf if they do not return or make contact by a certain date.

Female Genital Mutilation (Female Circumcision)

Female genital mutilation ( FGM) is against the law in Scotland, under the Prohibition of Female Circumcision Act 1985. However, at present it is not against the law for parents to take their daughters abroad to have the procedure performed, although it is in England and Wales (following the Female Genital Mutilation Act 2003). Staff should therefore be vigilant about girls and young women taking extended trips abroad.

Staff awareness on FGM should include some key facts:

• FGM does occur in Britain. Girls may be taken abroad for a procedure or someone from the community may provide a service to families
• FGM is common in some African communities and some Middle Eastern communities. It is a cultural rather than a religious practice and takes place in Muslim and Christian countries and is practised by many faiths
• the cultural belief that circumcision is necessary may be held by women and men; and is related to belief in the health benefits of the practice and not solely on control of female sexuality
• in some traditions FGM takes place in childhood. However, for families in Britain with less opportunity to arrange the procedure, and because of its illegality, it may happen at any time during childhood and adolescence, when there is an opportunity to engage someone who performs the service
• FGM involves a range of practices in which a girl's or woman's genitals are cut or removed. It is carried out in various ways, in home countries this is usually in non-medical settings without anaesthetic. There is huge potential for infection, complications (at the time and later in life) and even death. It is a traumatic procedure.

There are a number of concerns that may give rise to child protection procedures:

• if a girl has recently undergone FGM, she may be in need of support and if her physical recovery is not complete, there may be requirement for treatment.
• if a girl who has undergone FGM has younger female siblings, they may be at risk of having to undergo FGM
• if it is known that the parents of a girl approve of circumcision for their daughters and if it is suspected the family is preparing to have their daughter sent away to have the procedure.

"I've talked to my close friends. But it's not something that's easy to talk to your parents about. You just worry alone."
(pupil)

A common argument for the carrying of mobile phones by young people is for personal safety. Many parents want their children to be able to contact them if they are in difficulty, or if they change their plans about when they will return home. However, schools, pupils and parents must consider together the rationale for pupils taking a mobile phone to school.

Some of the problems associated with mobile phones in schools may include:

• discipline issues - texting, calling and playing games on mobiles during lessons, assemblies, exams, etc
• bullying - inappropriate texting or calls to other pupils
• theft - within school, on the way to or from school, or when on school outings
• photography and filming - these functions can be used inappropriately, such as within changing rooms, recording fights or other incidents, breaching others' safety and privacy.

It may be helpful for schools to agree a mobile phone policy with pupils and parents as a preventive measure. This should outline the circumstances in which taking a mobile phone to school is appropriate (if ever), arrangements for the safe-keeping of phones during school hours, sanctions for use of mobile phones in school, and agreements on potential confiscation and return of mobile phones if misused. The policy may also outline arrangements for phone contact with pupils by their parents, and vice versa, during school hours and when away on trips (see Residential Visits and School Trips).

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