The child mental health pandemic and how can schools ‘Plug the Gap’?

The UK faces its biggest child mental health crisis ever whilst the Child and Adolescent Mental Health Services (CAMHS) service remains overstretched and unable to offer support to many of our most vulnerable of children, how are schools really expected to keep children safe and ‘plug the gap’?

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The number of under 18s referred to (CAMHS) has risen by 53% since 2019, escalating to over 1.2 million in 2022, according to data from NHS Digital analysed by the mental health charity, YoungMinds. The latest projected figures reveal 1,239,838 young people aged between 0-18 were referred for mental health support in 2022. A large number are yet to be treated and remain on waiting lists. This compares to 812,070 in 2019.

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Data earlier this year also showed that a quarter of a million young people have been denied NHS support in the last year and the lack of any concrete mental health workforce planning means waiting lists in much of the country are longer than two years. Some NHS trusts are failing to offer treatment to 60% of those referred by GPs, the research based on freedom of information request responses has found.

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Dame Rachel de Souza, the children’s commissioner, said children’s mental health was a “key pillar” of her work. “I am particularly concerned to see such a surge in demand for help in my recent research. We’re seeing waiting times increase for the first time in years, and evidence of an increasing postcode lottery for children referred for treatment.”

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She urged the government to roll out mental health support teams in every school by the end of 2025, and for any mental health investment to target children. “It is vital that this support is available – without it, too many children may end up in crisis.”

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Even suicidal children are being turned away from overstretched Child and Adolescent Mental Health Services (CAMHS) with schools instead told to “keep them safe”. Many mental health services are also refusing to see children with a diagnosis of autism and other neurodevelopmental differences on the grounds they do not meet the criteria for therapy, Schools Week can reveal.

Instead, families say they are left to “keep children alive” as they either wait or are rejected from tier 3 and 4 CAMHS (see diagram below). This leaves schools being left to “plug the gap”.

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Dame Rachel de Souza urged the government to roll out mental health support teams in every school by the end of 2025, and for any mental health investment to target children. “It is vital that this support is available – without it, too many children may end up in crisis.”

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Therefore, in the landscape of UK primary education, headteachers play a pivotal role in the mental well-being of their students. The DFE are working extensively in supporting schools to provide learning environments that promote mental wellbeing, identify individuals' needs and offer appropriate targeted support to children and young people. This includes fostering a holistic approach to promoting wellbeing, providing funding for mental health training for school staff and the roll out of mental health support teams. However, this of course will take time and money to implement leaving primary school headteachers left to consider creative ways in which they can plug this gap and best support their pupil’s mental health and wellbeing.

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This is where integrating Artificial Intelligence (AI) into the mental health framework can be a game-changer, not just in adhering to DFE guidelines, but in bridging the gaps left by limited CAMHS resources and here are some ways in which AI could be the answer they need:

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1. AI-Driven Early Intervention: ???? - With the capacity to analyse behavioural patterns, emotional patterns and academic performance, AI tools can detect early indicators of mental health concerns, allowing for timely intervention before escalating to a level that requires CAMHS involvement.

2. Complementing Limited CAMHS Resources; ???? - AI can serve as a first line of support, identifying early signs of mental health issues in students. This can help in managing the demand on CAMHS, ensuring that their services are utilized for more critical interventions.

3. Personalized Student Support: ???? - AI can assist in creating individualized mental health plans, offering tailored strategies that cater to each student’s needs. This personalized approach can effectively reduce the strain on CAMHS by providing targeted support within the school.

4. Empowering School Staff with AI Training Tools: ???? - AI-enhanced training modules can provide dynamic and adaptive learning experiences for school staff, equipping them with the necessary skills to support students' mental health, thereby reducing reliance on external services like CAMHS.

5. AI in Whole-School Mental Health Initiatives: ???? - Integrating AI in school activities can promote a holistic approach to mental health. AI tools can suggest modifications in curricula and extracurricular activities to incorporate mental health education, thus fostering a supportive environment.

6. Efficient Communication and Referral Systems: ???? - AI chatbots and communication platforms can offer immediate support for students, guiding them to the right resources and alerting staff when necessary. This ensures that CAMHS referrals are made judiciously and effectively.

7. Data-Driven Insights for Proactive Strategies: ???? - AI’s capability to analyse mental health intervention data provides valuable insights, identifying peaks and troughs within wellbeing. This can inform decision-making and strategy development, optimizing the use of CAMHS only when it is absolutely necessary.

8. Enhancing Online Safety and Addressing Cyberbullying: ???? - With AI monitoring online activities, schools can proactively address any Safeguarding issues as they arise and inform the school allowing them to intervene accordingly.

9. Strengthening Parent-School Collaboration: ???? - AI platforms can facilitate regular communication with parents, providing updates on their child’s well-being and involving them more closely in school-led mental health initiatives.

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Conclusion: The integration of AI in mental health strategies within primary schools is a forward-thinking solution to the existing challenges, including the shortage of CAMHS resources. By embracing AI, headteachers can not only adhere to DFE guidelines more effectively but also create a robust, responsive, and inclusive support system for their students. This approach is not just about leveraging technology; it's about enriching our educational environment and ensuring the holistic well-being of our future generations.