Social and emotional well-being and children and
young people.
Professor Mike Kelly, Director of the Centre for Public Health, NICE, and Institute of
Public Health, University of Cambridge
NICE
The National Institute for Health
and Care Excellence (NICE) is
the independent organisation in
the UK responsible for
providing national guidance to
the NHS and the wider public
health community on the
promotion of good health
and the prevention and
treatment of ill health.
Audiences for public health
guidance
•
The NHS
•
Local government
•
The workplace
•
Education
•
The utilities
•
Industry
•
Retailers
•
DH and other government
departments
•
The public
•
National policy makers
NICE development of Public
Health Guidance
www.nice.org.uk
Third edition
October 2012.
The NICE public health
guidance development
process
An overview for stakeholders,
including public health
practitioners, policy makers and
the public
The pillars of our work
• Comprehensive evidence
base
• Expert input
• Patient and carer involvement
and community engagement.
• Independent advisory
committees
• Genuine consultation
• Regular review
• Open and transparent
process.
The published guidance
•
•
•
•
•
•
•
•
•
•
•
•
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Tobacco
Alcohol
Obesity
Drugs
Physical activity
Child health and well-being
Infectious disease
Immunisation
Mental health
Accident prevention
Maternal and child health
Heart disease and stroke
Sexual health
The guiding principles
• Use the best available evidence to answer a
defined question.
• Question formulated using the PICO
framework.
• Evidence then searched for sensitively and
comprehensively.
• Evidence assessed to minimise bias.
• Cumulative evidence synthesis.
• Evidence based recommendations.
Assessing Cost
Effectiveness
1
Probability
of rejection
x
XX
XX
0
10
20
30
40
Cost per QALY (£K)
50
Social and emotional wellbeing of children and young
people
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NICE (2008) Promoting children’s social and emotional wellbeing in primary education,
http://www.nice.org.uk/PH012
•
NICE (2009) Promoting young people’s social and emotional wellbeing in secondary
education,http://guidance.nice.org.uk/PH20
•
NICE (2010) Promoting the quality of life of looked-after children and young people,
http://guidance.nice.org.uk/PH28
•
NICE (2010) Strategies to prevent unintentional injuries among children and young people aged
under 15, http://guidance.nice.org.uk/PH29
•
NICE (2012) Social and emotional wellbeing - early years (PH40),
http://guidance.nice.org.uk/PH40
Principles
• Social and emotional wellbeing provides personal competencies
(such as emotional resilience, self-esteem and interpersonal skills).
Principles
• Social and emotional wellbeing provides personal competencies
(such as emotional resilience, self-esteem and interpersonal skills).
• These help to protect against risks relating to social disadvantage,
family disruption and other adversity in life.
Principles
• Social and emotional wellbeing provides personal competencies
(such as emotional resilience, self-esteem and interpersonal skills).
• These help to protect against risks relating to social disadvantage,
family disruption and other adversity in life.
• Such competencies provide building blocks for personal
development which will enable children and young people to take
advantage of life chances.
Mental health
• Evidence shows that poor social and emotional wellbeing predicts a
range of negative outcomes in adolescence and adulthood.
Mental health
• Evidence shows that poor social and emotional wellbeing predicts a
range of negative outcomes in adolescence and adulthood.
• For example, negative parenting and poor quality family or school
relationships place children at risk of poor mental health.
Mental health
• Evidence shows that poor social and emotional wellbeing predicts a
range of negative outcomes in adolescence and adulthood.
• For example, negative parenting and poor quality family or school
relationships place children at risk of poor mental health.
• Early intervention in childhood can help reduce physical and mental
health problems and prevent social dysfunction being passed from
one generation to the next
• The most recent official survey of mental health (2004) identified that
10% of children and young people aged 5–16 had a clinically
diagnosed mental disorder.
• The most recent official survey of mental health (2004) identified that
10% of children and young people aged 5–16 had a clinically
diagnosed mental disorder.
• Older children (aged 11–16 years) were more likely than younger
children (aged 5–10) to be diagnosed as such (12% compared with
8%)
Demand on services and
educational attainment.
• For children and young people with poor social, emotional and
psychological health there is an increased likelihood of criminal
behaviour and higher risk behaviours such as substance misuse,
lower levels of social interaction and poor mental health, outcomes
which may continue into adulthood.
Demand on services and
educational attainment.
• For children and young people with poor social, emotional and
psychological health there is an increased likelihood of criminal
behaviour and higher risk behaviours such as substance misuse,
lower levels of social interaction and poor mental health, outcomes
which may continue into adulthood.
• The emotional wellbeing of children and young people is enhanced
through building self-esteem and self-efficacy, reducing bullying
behaviour, reducing risk-taking behaviours and supporting the
development of social and emotional skills.
Demand on services and
educational attainment.
• For children and young people with poor social, emotional and
psychological health there is an increased likelihood of criminal
behaviour and higher risk behaviours such as substance misuse,
lower levels of social interaction and poor mental health, outcomes
which may continue into adulthood.
• The emotional wellbeing of children and young people is enhanced
through building self-esteem and self-efficacy, reducing bullying
behaviour, reducing risk-taking behaviours and supporting the
development of social and emotional skills.
• This may also improve all pupils' interest in their learning, lead to
better school attendance and improve attainment.
Home visiting.
• All health and early years professionals should identify factors that
may pose a risk to a child's social and emotional wellbeing.
Home visiting.
• All health and early years professionals should identify factors that
may pose a risk to a child's social and emotional wellbeing.
• This includes factors that could affect the parents' capacity to
provide a loving and nurturing environment (for example, poor
housing conditions; problems they may have in relation to the father
or mother's mental health; substance or alcohol misuse; family
relationships, circumstances and networks of support).
Home visiting.
• All health and early years professionals should identify factors that
may pose a risk to a child's social and emotional wellbeing.
• This includes factors that could affect the parents' capacity to
provide a loving and nurturing environment (for example, poor
housing conditions; problems they may have in relation to the father
or mother's mental health; substance or alcohol misuse; family
relationships, circumstances and networks of support).
• They should develop procedures to support identifying and
assessing need for vulnerable children.
Health and early years
professionals.
• Develop trusting relationships with
vulnerable families and adopt a nonjudgmental approach, while focusing on
the child's needs.
Health and early years
professionals.
• Develop trusting relationships with
vulnerable families and adopt a nonjudgmental approach, while focusing on
the child's needs.
• Ensure procedures are in place to make
referrals to specialist services, based on
an assessment of need
Early education and
childcare.
• Children's services should ensure all vulnerable children can benefit
from high quality childcare outside the home on a part- or full-time
basis and can take up their entitlement to early childhood education,
where appropriate.
Early education and
childcare.
• Children's services should ensure all vulnerable children can benefit
from high quality childcare outside the home on a part- or full-time
basis and can take up their entitlement to early childhood education,
where appropriate.
• All early years services should focus on social and emotional
development, as well as education.
Early education and
childcare.
• Children's services should ensure all vulnerable children can benefit
from high quality childcare outside the home on a part- or full-time
basis and can take up their entitlement to early childhood education,
where appropriate.
• All early years services should focus on social and emotional
development, as well as education.
• Managers and providers of early education and childcare services
should provide early education and childcare in-line with the
Statutory framework for the early years foundation stage.
Action plan for local authorities
Assessing opportunities to promote the social and emotional wellbeing of
children and young people,
0–19 years
Strategy, policy and commissioning

Is the social and emotional wellbeing of children and young people
assessed as part of the joint strategic needs assessment? How are
needs assessed; is a population-based model used, for example
PREview?

Are there agreed local protocols for assessment and referral of
children with mental health problems that include a role for primary
schools and other agencies?
Home visiting, early education and childcare

Do health and early years professionals have procedures in place to
refer to specialist services, based on an assessment of need?

Are intensive home visiting programmes for vulnerable children and
their families regularly audited to ensure consistency and quality of
delivery? Is the level of parents' involvement checked?

Are early years and childcare services run by well-trained qualified
staff, including graduates and teachers?
Social and emotional wellbeing in primary and secondary education

What steps are taken to help schools integrate social and emotional
skills development into all aspects of school life?
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
Links to NICE recommendations
Assessing social and emotional wellbeing
Supporting a stepped care approach
Identifying vulnerable children and assessing their needs
Specific programmes
Local authority children's services
Integrating activities into all areas of school life to prevent bullying and violence
Integrating social and emotional skills into all aspects of secondary education
Training for those working in secondary education
Do local services provide group parenting sessions for the parents or Providing targeted interventions (in primary schools)
carers of primary and secondary school children who are showing signs Working with parents and carers of young people (in secondary schools)
of emotional and social difficulties?
What steps are being taken to ensure that primary and secondary
Planning and evaluating assessment activities (in primary schools)
schools are involved in the assessment of pupils' social and emotional Identifying, assessing and supporting children (in secondary schools)
wellbeing and identification of risk-taking behaviour? Are the
Training for those working in primary education
outcomes of the assessment being used as a basis for planning
Training for those working in secondary education
activities and evaluating their impact?
Conclusion.
• The importance of taking an evidence
based approach.
Conclusion.
• The importance of taking an evidence
based approach.
• The benefits to children, to families and to
society.
Conclusion.
• The importance of taking an evidence
based approach.
• The benefits to children, to families and to
society.
• The duty we have to the citizens of the
future.