Written submission from the National Education Union (MHM0039)

Introduction

1. The National Education Union (NEU) brings together more than 450,000 teachers, lecturers, support staff and leaders working in maintained and independent schools and colleges across the UK.
2. We welcome the opportunity to respond to this inquiry on the mental health of men and boys. This is particularly timely given the rising rates of mental health issues among children and young people.
3. In this submission we highlight the experiences of boys in primary and secondary schools and the issues affecting schools’ ability to play a preventative and supportive role to address boys’ and young men’s mental health and wellbeing. We draw upon the significant experience we have in working with and supporting teaching and school staff across the country.

The effect of gender stereotyping on boys’ mental health

4. Evidence highlights how gender stereotyping has a profound effect on boys’ experiences from a young age, placing arbitrary restrictions on their behaviour and aspirations while fuelling prejudice and discrimination.  These gendered expectations can in turn have an impact on their mental health and wellbeing throughout their lives.  The NEU’s research on sexism in schools[1] found that:

• A quarter of all secondary school teachers say they witness gender stereotyping and discrimination in their school on a daily basis. A further quarter say they witness it on a weekly basis.
• Over a third (34%) of primary school teachers say they witness gender stereotyping in their school on at least a weekly basis. Over half (54%) say they witness it on at least a termly basis.
• 64% of teachers in mixed-sex secondary schools hear sexist language in school on at least a weekly basis. Over a quarter of teachers (29%) report that sexist language is a daily occurrence.
• 15% of male students in mixed sex schools say they have personally been treated differently on account of their gender.

5. Gender stereotypes can impact on boys’ experience at school in many different ways.  In our research, male students reported that they found it difficult to participate in more artistic activities such as dance and drama without being made fun of or being ostracised. Similarly, certain subjects such as English or Art were viewed as more ‘feminine’ and therefore less desirable to boys and young men:

“Was constantly bullied for being in the choir and enjoying drama. As a result of that I lost my passion for the arts.” – Male student

I didn’t like playing football and preferred spending time with girls so was teased because of that.” – Male student

This evidence suggests that gender stereotypes have an impact on the mental health of boys by punishing those who don’t conform. As can be seen in the quotes above, boys who step out of the stereotype are at greater risk of being bullied or treated negatively by their peers and adults which in turn can impact on their self-esteem, confidence and mental wellbeing.[2]

6. Teachers also report that the phrase ‘that’s so gay’ is commonly overheard at school. Such language is indicative of the problem of gender stereotyping and how pupils who do not fit the mould are bullied. ‘That’s so gay’ is used by children and young people not only as a way to refer pejoratively to boys who are not perceived to be ‘masculine’ enough but, importantly, as a way to denigrate different sexual orientations and femininity, thereby fuelling misogyny and homophobia. 

7. Male teachers are not immune from this stereotyping and it can impact on their mental health and wellbeing. The NEU has heard from teachers who have experienced bullying from senior leaders because of perceived stereotypes. One said:

“I experienced homophobic insults. A student laughed at the way I crossed my legs, saying it wasn’t manly enough.  My head teacher told me that I inflamed older students by the way I walked in the corridors and that I did not walk like that at my interview. Her comments about my walk were extremely upsetting and wholly inappropriate in my view.  I was shocked, horrified, paranoid, angry and in a state of overwhelming panic.

This teacher has since resigned from his post at that school.

8. There is growing evidence that stereotypes around masculinity effect the mental health of all boys and men, not just those who break the mould[3]. For example, boys are taught from a young age to be self-reliant, strong and to minimize and manage problems on their own. In an exercise the NEU did within primary classrooms school asking girls and boys in year six to suggest words associated with both sexes, boys picked words linked to sport or physical strength (‘muscly’ ‘six pack’) and were aggressive (‘violent’, ‘get away with stuff’, ‘shouty’, ‘rude’, ‘scary’)[4]. These stereotypes are reinforced through everyday sexist language in schools that associate the characteristics of being brave and strong with being male:

“In a staff briefing, staff as a whole were told to take the ‘Man Up Pill’ in regards to high level of staff sickness and staff feeling tired” – Secondary school teacher

“In school a teacher told me to man up when someone was bullying me” - Male student

“We were packing up and a girl went to put the boxes back in the cupboard but the teacher said ‘leave it, that’s a boy’s job, you go and pack the books” – Male student

9. Pressure to act tough and hide weakness can have a damaging effect on boys and men’s mental health and may also impact on their willingness to seek support for mental health problems[5].   Conversely, as shown above, activities and hobbies that may help with mental wellbeing (subjects that encourage creativity and help pupils to express emotions) can be discouraged and/ or are perceived to be off limits for many boys and young men at school. 

What measures are needed to most effectively tackle poor mental health in boys in school?

10. We believe challenging gender stereotypes and sexism in schools is one way to address mental health problems in boys and young men and may help to encourage help seeking for those who do develop mental illness. Our ‘Breaking the Mould’ work indicates that good practice in challenging gender stereotypes can being in primary school and involves using children’s ‘stereotypical’ comments as opportunities to challenge such assumptions.[6]  Using books or reading exercises is also effective at prompting teachers to reflect on their behaviour and role modelling and for encouraging them to gently and regularly challenge stereotypes in the classroom. Schools, but also parents, carers and the wider community have a role to play in breaking down stereotypes.

11. Relationships and Sex Education (RSE) is also vital for promoting children and young people’s emotional wellbeing and for breaking down stereotypes.  We welcome the introduction of statutory relationships, sex and health education in schools from 2020. We believe that this offers an important opportunity to ensure that mental health and wellbeing are addressed and to provide understanding around what are the driving causes of poor mental health amongst children and young people. 

12. In addition to a curriculum that educates and informs children and young people about mental health, schools need to be equipped with the tools and resources to support pupils experiencing poor mental health.  This requires schools to have a well-funded pastoral system that can identify students experiencing mental health problems and to signpost them, where necessary, to the relevant mental health support services.  As a minimum, the NEU wants to see a qualified counsellor in every school.

13. Provision of mental health support at school is particularly important for pupils with SEND and this has a gendered dimension. The Department for Education (DfE) statistics show[7]  that the most prevalent SEN for pupils with an EHC plan is autistic spectrum disorder and more boys are diagnosed with this at an earlier age than girls. Autistic Spectrum Disorder leads to a range of linked anxieties and mental health disorders which need to be addressed by schools but that many find difficult to do due to funding cuts to special educational needs provision (see below)[8]. 

14. A recent report by the Headstart Learning Team[9] also suggests that boys are much more likely to be excluded than girls and that those excluded from schools are more likely to have higher scores for behavioural difficulties, difficulties with peers and attention difficulties. Those who are excluded also had lower scores for positive wellbeing, emotional strengths and skills and support networks. If exclusions are linked to poorer mental health outcomes for pupils and particularly boys and young men who are more likely to be affected, schools need to be empowered (through resources, training and guidance) to support boys who display behavioural problems and to help prevent them from being excluded.

Barriers to tackling poor mental health in boys and young men in school

The curriculum and reforms to assessment

15. Surveys done with NEU members throughout 2017 and 2018 have consistently shown that schools are witnessing increasing numbers of children and young people with mental health conditions[10].  We believe rising levels of anxiety, stress and mental illness amongst children and young people are linked to the exam factory culture in schools and the narrowing of the curriculum. 

16. Nearly nine-in-ten (89%) education staff believe that changes in the way new GCSEs are assessed have made more students extremely anxious and stressed, while two-thirds (66%) said the same about the new A-levels.  Almost half (49%) of education staff say secondary school pupils have been suicidal because of stress they are under.

17. While we welcome the introduction of statutory RSE and health education to help address mental wellbeing and mitigate the impact of wider education policy, we are concerned that currently many teachers do not feel confident or equipped to deliver these new subjects. In a survey with members we found that almost 70% said that staff in their school have not had sufficient training to deliver PSHE or RSE at a high-quality. Fifty-six per cent believe that having inadequate resources with which to teach PSHE or RSE is the main barrier to delivering high-quality PSHE and RSE in school. We do not believe the 6 million set aside by the DfE to support schools to deliver these reforms will be sufficient to ensure that all schools have access to high quality, face -to face training that is so vital to teach these subjects well.

Cuts to schools funding and SEND provision

18. Cuts to school resources have had a huge impact on the pastoral support schools can provide. 67% of education staff surveyed by the NEU said that the pastoral support their school offers for student with mental health problems is less than sufficient.  55% reported that their schools had cut the pastoral support they offered to students in the last few years.   This is backed up by evidence elsewhere.  Figures from the NHS in 2017 show that there were just over 2,500 school nursing staff, down from 3,000 in 2010 - a drop of 16%. School nurses can play a crucial role in promoting positive wellbeing and good mental health, as well as supporting children and young people experiencing difficulties, and advising teachers and other school staff.
     
19. Cuts to school support, coupled with chronic underinvestment in mental health services for children and young people has meant many pupils have not been able to access the support they need.[11] These two issues: lack of funding and the length of time to get specialist help are the barriers most commonly mentioned by education professionals to support pupil’s mental health conditions, including for boys and young men[12].
     
20. Finally, the crisis in SEND funding[13] means that many pupils who require greater support with their education and who have mental health difficulties are losing out. Since more pupils with diagnosed SEN are boys, some of whom have mental health problems, we believe cuts to SEND provision is particularly relevant to this inquiry.

How effective has Government policy been in improving mental health outcomes for boys and young men?

21. We remain concerned that the Government’s mental health Green Paper[14] does not go far enough. In our consultation response we stated that the Paper does not fully grasp the scale of the challenge surrounding the needs of pupils in schools and colleges and the measures and timeframe for the changes to mental health provision for children and young people in schools lack vision and ambition.    As above, the NEU considers the greatest barriers to good mental health care for children and young people, including boys and young men, are inadequate funding, cuts to services, a lack of school capacity and Government education policies that undermine inclusion. 

March 2019