Slides to accompany a resource for schools in England on children affected by parental substance use. Prepared by Adfam for the ADEPIS project.
http://mentor-adepis.org/
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Identifying and supporting children affected by parental substance use
1. Identifying and supporting children
affected by parental substance use
ADEPIS resource launch
7th November 2013
2. Key messages
• Schools have both the responsibility and the
ability to support children affected by parental
substance use
• Safeguarding: a matter of child welfare, not drug
and alcohol expertise
• Existing structures/policies cover most of this
work already, but added focus is needed
• PSU is not a school’s ‘problem’ to ‘solve’, but they
can play an important role in identifying these
children, and have a positive impact on their lives
3. Scale of the problem
• 250 – 350,000 children affected by parental drug use in UK
(Hidden Harm)
• At least 120,000 children living with a parent currently in
treatment
• 6% / 700,000 live with dependent drinker
• 100 children a week call Childline worried about their parents’
drinking
• Serious Case Reviews: 22% drug use, 22% alcohol use
• Comparison: 67,000 looked after children, 382,000 assessed
as ‘in need’ (2011-12)
4. Impacts
•
•
•
•
•
Neglect
Disruption of routine
Inadequate supervision
Physical/emotional abuse
Inappropriate parenting
practices
• Poverty
• Domestic violence
• Exposure to drugs and
paraphernalia
• Loyalty and protection
of parents
• Reluctance to disclose
• Guilt, shame, stigma
• Sadness, isolation,
depression
• Anger and frustration
• Fear, anxiety (for their
parents and for
themselves)
5. Indicators
•
•
•
•
•
•
Social isolation
Difficulties completing homework on time
Being bullied – or bullying?
Poor attendance/late arrival
Tiredness or lack of concentration
Lack of parental interest/engagement e.g. Not attending
parents’ evenings
• Unavailability for school clubs/trips
• Behavioural difficulties
• Academic underachievement
6. School impacts
Age
5-9
10-14
15+
Impact
School medical checks missed; poorer school
attendance/preparation/concentration; restricted
friendships; excessive responsibility for parents/siblings;
more antisocial acts (boys); depression, anxiety, withdrawal
(girls)
Continued poor academic performance; looking after
siblings; early smoking more likely; little parental support;
bullying
Lack of suitable role models; poor educational attainment
may affect long-term life chances
7. Educational impacts
• “At school I would text my mum because I was scared I wasn’t
there to look after her”
• “Everyone seems to be getting others’ advice on University
applications but I don’t want anyone to read mine. I have had
to write about mum’s alcoholism and the homelessness as
part of the extenuating circumstances so I dont want anyone
knowing.”
• “I've recently started University (for the 2nd time) and have
really enjoyed it so far, but it is still really hard sometimes as I
have moved away from home, leaving my mum to deal with
my dad, who's the alcoholic in my family. While it is nice to
have a break from all of it, I still feel really guilty”
8. Why schools?
• May have a window into children’s lives that other
services do not
• Child focused by definition
• Early intervention
• Not necessarily a social care issue
• Provide a safe haven/structured environment
• Protective factors: trusted adults, success outside the
home
• Schools hold a lot of information on children: looked
after, child protection plan, special educational needs
etc
9. Why schools?
• ACMD: ‘No school should assume that none of its children have
drug problems’
• Minister: ‘Ofsted take particular interest in the experiences of more
vulnerable children’
• NICE: ‘schools should ensure teachers and practitioners are trained
to identify and assess the early signs of anxiety [and] emotional
distress’
• Munro report: ‘schools are particularly well placed to notice
children and young people in need of help and to notice where
there are more serious concerns about their safety’
• ACPO/DfE: ‘schools will be alert to behaviour which may indicate
that the child is experiencing difficult home circumstances’
10. How schools can help
•
•
•
•
•
•
•
•
Pattern and structure
Trusted adults
Identified special teachers to talk to
Reassurance – not alone, not to blame, not
betraying anyone by speaking about it
Home visits by school nurses
Somewhere quiet to relax
Support with school work
Access to breakfast/after school clubs, careers
advice, extra-curricular activities
14. Get in touch
• @AdfamUK
• @MentorADEPIS
• www.adfam.org.uk
• www.mentor-adepis.org.uk
• o.french@adfam.org.uk
• 020 7553 7640
Hinweis der Redaktion
The HH figures are for serious drug dependencies ie heroin/crack. Don’t take account of alcohol or other kinds of substance use. 2-3% England and Wales, 4-6% ScotlandBack of an envelope = half a dozen per primary school, and a whole class’s worth in secondary. Social work caseloads: estimates vary widely. Comparison: basic point is that the figures compare ‘favourably’, if that’s the word, with other categories of need that are more ‘famous’
Not all drug specific. Colour coding – green (general vulnerability) amber (could need specific recognition of the drug issue) red (drug specific)Not ‘linear’ impact: more drug use doesn’t necessarily equal bigger impact.
Again, not all are drug-specific. In fact I’m not sure any of them areIf you were a teacher – which would you notice, and how would you act on them? If you thought drugs were involved, would you think differently?
Bullying – both bullied and bullying.If you were a teacher, which would you notice?
Quotes taken from the COAP web forums. Also carries over into university life
Often cases of children being ‘missed’ by the services working with the parents – this really shouldn’t be happening in schools! Other services (inc treatment) can tend to focus on adult needs/progress. They may also not hit the thresholds of statutory child protection. ‘Am i teacher or ami a social worker?’ – not totally mutually exclusive. They are in a really good position to help. Not just picking on schools, but anyone who comes into contact with children/familiesThrough the eyes report: ‘schools are the only place children are seen every day, but they often miss the chance to make an early referral’; schools have a good window to see the child every day: if they’re coming in hungry every morning, that’s a good chance to spot the warning signs’Low-level support for children below the thresholds of statutory intervention – school clubs, sports etc, within which children can develop a sense of self-esteem
In most cases, the needs of children affected by parental substance use mirror the needs of vulnerable children more generally.
Touches on a number of different policies/procedures etc.Drug policies - Should cover more than critical incident scenarios. Give procedures for handling disclosures, identify named staff, identify any local support services for children, define significant harm and child protection thresholds