wellbeing

Practitioner Insights: Teaching your pupils during the pandemic 

Practitioner Insights: Teaching your pupils during the pandemic 

 

Over the last year, you’ve seen how challenging teaching during the pandemic has been. Kineara’s holistic approaches to school and home life can provide you with some helpful tips and tricks to support your pupils’ learning and wellbeing, as well as your own. Use these learnings to build upon your own, deepen your empathy and recognise the hidden challenges that your pupils and families may be facing during the pandemic. You can also visit our education page to read more about how holistic support works in practice, and how we can support you 

Emotional health and resilience 

Many pupils and families have been struggling with their mental health and wellbeing during the pandemic. They may also be feeling stressed, fearful, and anxious about the upcoming changes, including the reopening of schools.  

Studies have shown the negative mental and physical health effects of increased screen-time, so it’s natural to see a dip in pupil motivation and energy levels during online classes. For some families, this is coupled with practical challenges like the lack of space (or workspace), financial hardship, or personal struggles with maintaining a daily routine. All these challenges in the home can make it even harder for pupils to focus. As for returning to school, psychologists have warned that the current “catch-up narrative” is also putting huge pressure on pupils. Recognising these pressures will help you to prioritise pupil wellbeing, which will positively impact on your pupils’ learning.  

While we equip parents with effective tools and strategies to support their children’s wellbeingwe encourage you to prioritise this, and your own wellbeing too. As a teacher or school staff, you know that you play a crucial role in the academic progress and attainment of your pupils. Focusing on your own wellbeing will not only help you thrive in your role, but it will positively impact on your pupils. Here are some top tips to get you started: 

  • Genuinely check in with your pupils and let them know that you and the school are here to support them.  
  • Give your pupils the opportunity to communicate and ask you for things. 
  • Create a positive classroom culture which includes mutual respect, kindness and sharing. 
  • Introduce team building exercises and different activities like the “emotions meter” or “emoji game”, if you haven’t already.  
  • Maintain and build positive relationships with your pupils and families.  
  • Focus on your wellbeing (Remember that ‘you can’t pour from an empty cup’) 
  • Get extra support for yourself or your pupils if needed (See ‘further support’ below) 

Challenges for ‘vulnerable’ families  

Families living in precarious situations, facing financial hardship, and going through other personal challenges have borne the brunt of the lockdown. Some families have felt particularly isolated and fearful, and/or have fallen behind on rent due to rising living costs and income hits. To this, both benefit cuts and the end of furlough are set for spring, along with unemployment levels predicted to rise, all of which may drive up rent arrears even further.  

As you want pupils to engage and benefit from your lessons, it’s important that  these families get the necessary support. Otherwise, you may see a fall in your pupils’ learning and attainment, emotional wellbeing, and even their relationships with others. Families who took part in our M2E programme have told us that their children have now started to engage more in school and in the home, developed emotional awareness, and improved their grades. While organisations like Kineara work to uncover these hidden challenges through tailored, holistic support, here are some top tips you can try:  

  • Teachers are natural problem solvers – teach and model this to your pupils to help them develop problem solving skills, which is key to building resilience during adversity.  
  • Be compassionate and lenient, but also hold your pupils to high expectationsYou could, for example, not penalise pupils on deadlines, but also give constructive feedback and hold students to account 
  • Encourage your pupils to set goals and coach them to achieve these goals. Whether they achieve them or not, it will help them boost their confidence, self-esteem, and motivation in school.  
  • Recognise that often pupils are dealing with things we know nothing about, which may affect their time in school. Help your pupils relax by introducing breathing exercises or other mindfulness activities if possible. You can read how his has helped our M2E pupils here.  

Working together 

This pandemic has highlighted the resilience and passionate resolve of our teachers and school staff. As our CEO, Maria Morgan, said, “We recognise that teachers give a lot – their work doesn’t just stop at school, it’s at home, and it’s not just teaching children – they’re social workers, doctors, parents, they’re everything!” While we like to believe that teachers are superheroes (which you are), we know that superheroes need support too. Here are some key learnings from other teachers:  

  • Don’t try to do it all. Acknowledge when you need support. And if so, get support and advice from other teachers and/or someone you trust. 
  • Connect and socialise with other teachers, friends, and family. This will help you maintain and strengthen positive relationships, emotional wellbeing and even job satisfaction. 
  • Strive to maintain work-life balance. Not only will this help you become a better teacher, but it will also help you take care of yourself mentally and physically.  
  • Be flexible at home and at school. Planning is important, but you need to be able to quickly adapt plans when new situations and challenges arise.  The changes brought about by the pandemic is a key example of this 

Further support 

As a school or teacher, you are already dealing with heavy workloads and ongoing pressures, so it’s important to seek out support you need itKineara is well equipped to support you to work through multi-complex or hidden challenges your pupils are facing, as outlined above. Our intensive support for pupils and embedded wraparound support for schools are part of our holistic service that aims to improve wellbeing at school. All this is delivered by experienced practitioners and is tailored to meet the needs of your school.  

With the rising demand for pastoral care and specialised support post-lockdown, contact us today to find out how we can help. We’d love to support you. 

Posted by kineara in Education
Covid-19 and Education: A list of helpful links and resources for parents, families, and education staff

Covid-19 and Education: A list of helpful links and resources for parents, families, and education staff

The Covid-19 pandemic has changed schooling and the world of education as we know it. Given the challenges for families and education staff alike, we’ve put together a list of links and resources where you can find up-to-date information and support. In particular, these links cover:

  • Mental health and wellbeing
  • Home-schooling/ learning
  • Learning support resources and activities
  • Supporting SEND children
  • Accessing low-cost, affordable computers and IT equipment
  • Support for challenges that may be affecting your child’s or pupils’ education 

If you are aware of any links, webpages or resources that you think would be useful for this page, please do contact us. You can also visit our education page to find out more about our work in schools. 

Last updated 20.01.21 

Support for parents, carers and families 

The NSPC provides tips and resources for parents whilst self-isolating including online safety tips, supporting SEND pupils, and dealing with conflict and family tensions.  

Laptops for Kids is a charity that facilitates the donation, secure erasure and distribution of used digital devices, enabling children from disadvantaged backgrounds to have access to the technology they need to participate in remote learning.

On supporting autistic children and young people, Kineara has put together these helpful tips  and an infographic here. You can also visit Bloomsfield Trust for information on accessing computers for children with autism.

Social Care Institute for Excellence (SCIE) has produced a webpage for supporting adults and children with learning disabilities or autistic adults and children, including government guidance and downloadable guides.

Young Minds has a regularly updated webpage for tips, advice and where to get support for your child’s mental health during the Covid-19 pandemic. This includes top 10 tips from its Parents Helpline experts for talking to your child about Covid-19. 

Barnardo’s online service called See, Hear, Respond includes practical advice about how to talk to your children about the pandemic to tips on managing anxiety and much more.

Family Lives offers a range of local and national services, as well as these helpful tips and advice for coping emotionally and practically, including tips for home learning, managing anxiety and supporting SEND children. 

Brighter Futures for Children has put together this webpage of the various support available for parents and carers, as well some helpful resources.

Kineara has put together these top tips for parents and families based on the work of its education practitioners. 

A resource on parenting during Covid-19 produced by The Parenting for Lifelong Health project is available in over 50 languages. 

Helpfulresources and downloadsfor parents and families by Family Links. 

Support for teachers and school staff 

Access the latest documents from the Department for Education (DfE), as well as The Schools and Colleges handbook for England, which is updated regularly. Schools, trusts and local authorities can also help disadvantaged children get online using free mobile data increases or 4G wireless routers provided by the DfE. 

On accessing low-cost, affordable IT equipment for pupils, The Raspberry Pi Foundation sell £35 laptops and have given thousands to families. Computer Aid also provides computers and IT equipment to schools. Schools can find further links to be able to apply for computers here.

Pearson’s webpage provides useful tools and resources for supporting schools with the ongoing impact of Covid-19, including remote teaching and learning support.

The Mental Health Foundation has put togetherguidance for schools coping with Covid-19 and disruption to learning. The guidance covers challenges facing pupils and families, and how to support your own mental health as a teacher.  

Place2Be has put together free resources to help children explore what it means to Express Yourself this Children’s Mental Health Week and beyond. These activities can be adapted for use in school, home-schooling, online lessons or independent learning.

Education Support, which recently published its annual Teacher Wellbeing Index, has produced mental health resources for teachers, lecturers and support staff dealing with the Covid-19 crisis.They focus on  supporting education staff and topics which have been highlighted as especially difficult.You can view all the short video guides here. 

Kineara has put together this checklist for schools, teachers and education staff to help them work through various challengesfrom safeguarding, child protection and wellbeing concerns, as well as how to identify and respond to these. 

The RSC offers a wide range of resources for remote teaching on theireducation website and have set up a page dedicated toremote teaching. 

EEF has launched arange of resourcesto support schools to address the impact of Covid-19 school closures on pupils learning and support home learning. 

Support, guidance and activity suggestions for schools byMentally Healthy Schools 

This EEF blog outlines 5 key principles which underpin meaningful home learning, as well as 5 issues we are facing during the Covid-19 pandemic.

Governors for Schools’ campaign Wellbeing Governors highlights the need for school boards to have a wellbeing link governor to support pupil and staff mental health and wellbeing. The charity has a number of resources including webinars, for governors to use to improve mental health and wellbeing provision at their school.

Given the current changes in schooling and education, Kineara has been adapting its education support for the pupils and families we work with. If you work in a school, please spare 5-10 minutes to complete our short survey about education support in your school, or simply share the link with your contacts. Alternatively, you can contact us directly at info@kineara.co.uk. We would love to hear from you.   

Posted by kineara in Education
COVID 19, housing and health

COVID 19, housing and health

At Kinearait is important to us to identify and support with housing concerns for any of the families or individuals we work with. As well as developing housing interventions that aim to prevent eviction, address financial hardship caused by housing costs, or settle into long term, stable accommodation, specialist support for housing is also offered to any household that may need it, even if they have come to us on an education or employment programme.  

The reason for this is we know that for a person’s wellbeing to improve in a sustainable way, their home must provide a solid foundation for them. And when a family is housing insecure, the support we provide is likely to have far less impact unless we work with them to address those housing challenges. 

And last 6 months have thrown the relationship between good quality, safe, stable housing and health into sharp relief.  

“For a person’s wellbeing to improve in a sustainable way, their home must provide a solid foundation for them.”

Covid-housing-healthWhile the reality about the impacts Covid-19 impact is still emerging, early reports have already demonstrated clear links between poor housing and Covid-19 deathsThe death rate for Covid-19 is England’s poorest boroughs, including Tower Hamlets where we deliver M2E in schools, is twice the rate than in the richest areas according to the latest information. And it is in those poorest areas that we tend to also find a higher rate of overcrowding, higher prevalence of HMOs’ and higher shortages of social housing, which have also shown to be correlated with Covid-19 deathsIn addition, Bangladeshi, Pakistani and Black African households are more likely to be living in overcrowded homes, which may explain in part why these groups are overrepresented in Covid 19 deaths.  

Moreover, there arbroader health impacts of poor and insecure housing being experienced in these communities that have long been present and have been made worse by closures, stay-at-home measures and financial hardship brought on by the crisis. 

How lockdown impacted temporary accommodation residents in Bexley 

In July, we surveyed 11 participants of Opening Doorsour project that supports temporary accommodation tenants with complex needs into long term secure housing, to find out about how the lockdowns had impacted their lives, health and wellbeing. 

Isolation and lack of social contact emerged as one of the most difficult things those surveyed faced during the lockdowns, with nearly two thirds saying their contact with friends, family and community networks decreased. Nearly half of those surveyed also reported that feelings of anxiety and depression increased, and that their mental health in general had been impacted by the pandemic. Those same respondents also reported difficulty accessing their statutory or community-based support services. In addition, 4 respondents had difficulty accessing medication and 1 reported having suicidal thoughts.  

“Isolation and lack of social contact emerged as one of the most difficult things those surveyed faced during the lockdowns.”

Just under half (41%) of those surveyed reported that their finances had worsened because of the crisis, with a third saying they were behind on rent since lockdown began and a quarter behind on other bills too5 respondents also had trouble accessing food, either because local shops had closed, money was tight, or because friends or family who usually support them with these errands were unable to do so.  

What had been most helpful for those surveyed was the weekly calls and check in’s by their support practitioner, SandraHaving a listening ear and compassionate connection has been vital for those who have been isolated, helping to reduce anxiety. For some, the closures have meant that their move out of TA has been delayed, but all of those surveyed said they were happy with Kineara’s communication about the programme and said that Kineara’s presence had been useful during this time. In the meantime Sandra’s support getting in touch with local services when needed, finding information online, support paying bills and rent was also important to those surveyed.  

How does housing impact health? 

It seems obvious, but housing stress can have a major impact on our physical and mental healthIn our work, we see how drug and alcohol recovery, anxiety and depression, and long term chronic conditions can all be worsened by unsuitable or insecure housing. 

We recently met Beverly*, a young woman living in temporary accommodation and just about to start her A-Levels. She told us she has moved every one or two months in the last year – even during lockdown – struggling to feel safe in shared accommodation after an earlier experience of sexual abuse. She mentioned that she had an anxiety disorder and had support from mental health services, but that finding housing that meant she could feel safe and focus on her studies was the most important thing for her.  

 “In our work, we see how drug and alcohol recovery, anxiety and depression, and long term chronic conditions can all be worsened by unsuitable or insecure housing”

As Beverly was referred to us via the Opening Doors programme, we told her that finding housing was also our priority, but that delays caused by Covid meant it would be around 6 months before a move to her own flat could happen. This was devastating for her – moving out of her current room was urgent and the news was extremely disappointing. The following week, her practitioner Sandra received a call from NHS crisis support: Beverly had called in extreme distressthe news that she wouldn’t be able to move before starting college was too much, and was, for her the straw that broke the camel’s back. Sandra and her crisis support worker are now working together to support her in the interim.  

Trevor*, also referred to our Opening Doors programme earlier in the year, was struggling to maintain his recovery from alcohol while living in temporary accommodation in an HMO. He had been diagnosed with depression and has epilepsyand at times has seizures brought on by stress and anxiety. He was eligible for social housing but had been on the list for some time. His shared accommodation meant that his pursuit of recovery and improved health was in jeopardy, as other residents were drinking and several times police were called to the property. For peace, mental focus, and to keep away from alcohol, Trevor found it easier to stay in his own room – but during lockdown the pressures of this isolation took a toll on his mental health.  

“Having a listening ear and compassionate connection has been vital for those who have been isolated, helping to reduce anxiety.”

Through listening ear work, welfare calls, and lots of encouragement, Sandra supported Trevor to keep bidding for flats, to keep paying off rent arrears that had built up, and prepare for a positive change to come. Having someone to share the burdens of his isolation was crucial and his determination paid off. Last week, he called to tell us he signed a tenancy for his own flat having been finally offered a social housing tenancy.  

 

*Names have been changed for privacy purposes. 

Posted by kineara in Community, Housing
Practitioner Insights: Back to school after the coronavirus lockdown – Tips for schools and educators

Practitioner Insights: Back to school after the coronavirus lockdown – Tips for schools and educators

As schools reopen their doors in the coming weeks, the transition will of course be challenging for everyone involved. Drawing on the experience of our Education lead practitioner Gail McNelly, this post focuses on how we can begin to identify and respond to these heightened challenges, namely safeguarding, child protection and wellbeing concerns in order to support everyone at school.  

  1. Recognise the challenges facing pupils and their families

While generally experiences have been varied during the lockdown period, we’ve seen how families living in precarious situations, facing financial hardship, and going through other challenges including mental health and wellbeing have borne the brunt of the lockdown. Some of these families have felt particularly isolated and fearful, while others have experienced loss and bereavement. Together with reviewing policies and procedures as things continue to change, it is vital that school staff are aware of the different challenges that families have faced in order to identify how best to safeguard and protect wellbeing at school. You could begin by engaging and regularly checking in with pupils and their families to find out about their concerns.

  1. Introduce creative check-ins and wellbeing activities

In our recent Motivate to Educate (M2E) survey, 75% of parents indicated that Covid-19 has impacted on the mental health and emotional wellbeing of the familyincluding 50% indicating an impact on family communication. Thus, in addition to these wellbeing activity ideas for schools by Place2Be and Young Minds, Gail suggests that checking in with pupils through an “emotions meter” and “emoji game” could be very helpful for pupils and school staff alike – this is something that Kineara will be developing further. Talking to children about any concerns they may have, what they liked about lockdown, what they didn’t like about lockdown is important – and integrating this into a group activity could be even more effective. “Teachers could check-in with pupils by integrating it with the register,” suggests Gail.

  1. Connect with pupils in a way that resonates with them

Some pupils may be reluctant to share things or even follow guidelines during this time which can impact further on their safety and learning and those around them. If you are supporting a pupil 1:1, show that you are here for them. As you get to know your pupil, try to engage in a way that resonates with them. Don’t ignore the elephant in the room – ask them how they are feeling about the pandemic and acknowledge this without minimising or dismissing their concerns. Try to have open conversations by doing different activities like reading or drawing together – this will help to break the ice and allow them to express themselves better.

  1. Adapting to digital teaching and learning

“Although different organisations including Kineara were running online check-ins and other virtual services, it hasn’t been easy. We were giving them tips and sending ideas for different family activities which some of them were doing. However, a lot of  parents were even scared to go out for a walk because of the virus so I did do some work around that,” explains Gail. One parent and survey respondent who took part in our M2E programme highlighted social distancing as a barrier, “We can’t do many activities outside like swimming, going to church, clubs and cinema due to social distancing.” This means that it may take some time for pupils to be back in school every day, particularly pupils with SEND, which could result in a combination of in-school and virtual teaching – the NSPCC has put together this helpful guide relating to this including how to undertake remote teaching safely.  In the coming months, this reality could also mean a wider review on adapting teaching and other services in the mid to long-term.

We are developing an exciting addition to our education support which will include a package of online support and training for schools, to help school adapt their support services to the post-Covid world. To help us develop this, we’d love your thoughts and feedback. Take our short survey here.

Helpful links and resources

NSPCC has put together this transitioning back to school resources pack

Young Minds has a range of resources for schools, teachers and support practitioners including tips to support pupils during Covid-19 and the transition back to school

EEF has launched a range of resources to support schools to address the impact of Covid-19 school closures on pupils’ learning and support home learning.

My Tutor has shared this interview with NHS Psychologist on what parents can do to prepare their kids to return to school 

Support, guidance and activity suggestions for schools by Mentally Healthy Schools

5 ways to help keep children learning during the COVID-19 pandemic by Unicef

Posted by kineara in Education
Practitioner insights: 6 ways to support autistic children during the coronavirus pandemic 

Practitioner insights: 6 ways to support autistic children during the coronavirus pandemic 

The coronavirus pandemic is unlike anything most of us have had to deal with. With schools closed, routines and support services disrupted, and increasing concerns all round, it’s easy for us to feel like we’ve lost control. As Kineara’s practitioners continue to provide school-home services and adapt to the changing circumstances, our priority concern is, and will always be, about the safety and wellbeing of the people and families we work with. 
 
In light of this, combined with Autism Awareness and Stress Awareness Month, here are our top recommendations from Gail McNelly, Kineara’s Motivate to Educate (M2E) Lead Practitioner, for parents and carers of autistic children. The hope is to encourage positive coping and wellbeing for yourself and your children during this challenging time.

1. Keep your day as close to the school day as possible

Autistic children may feel anxiety about unexpected changes and events, as highlighted this month by the National Autistic Society. Giving children advanced notice about practical activities, space to express themselves, and time to come to terms with the various changes are very important during this time. “Most children with autism thrive on routine and structure,” says Gail, “Keeping to a good routine as close to the school day as possible can help you and your child maintain some control during this unpredictable time.”

2. Create a visual timetable to support daily routines

Supporting autistic children in understanding and navigating the COVID-19 situation is often best when combined with visuals. A visual timetable, for example, helps children to “know exactly when they are learning, eating, and have free time to play, as well a process information in multiple formats” says Gail. You could also customise a visual timetable with an interest of theirs – for example, with football, you could include space for football stickers and pictures.

3.  Observe their play, get involved and follow their lead

Making the most of your time together is now more important than ever. “You could spend time doing fun and creative activities,” says Gail. Much of what works will depend on your child but some ideas include: “Reading stories, baking fun biscuits, singing songs (nursery rhymes for younger children), trying different exercises, yoga or relaxation techniques, or using sensory objects to have calming down time.”

4. Build on strengths and talk about their interests

Supporting autistic children, Gail uses a variety of tools and resources to build on their individual strengths. Some of these include custom-made emotion cards to help communicate how they are feeling, bite-sized visual instructions and practical breathing/relaxation exercises. 
 
Working with one M2E pupil, Gail found that Talib loved trains and had memorised almost every journey. Therefore, she suggested that dad take him on train journeys and make it a reward for him. If this wasn’t possible, simply talking to Talib about trains, or buying a toy train as a reward and acknowledgement would help to strengthen positive relationships.

5. Be available to answer any questions

It’s normal for your child to feel nervous or anxious about COVID-19, so talk to your child about what is going on and answer any questions in a clear and easy-to-understand way. “An autistic child has a different way of understanding, learning and communicating,” says Gail. She adds that getting to know your child and what works for them, providing reassurance to your child, and letting your child feel their emotions, are all helpful ways to support their wellbeing.

6. A final message for parents

“If both parents live together and are available, take turns to have a rest at a certain point in each day,” says Gail, “I would also advise parents to take 30 minutes each day doing something to de-stress like guided visualisation, yoga or reading.” 
 
Gail also highlights the benefits of introducing family routines, particularly sleep routines, to deal with hyperactivity, anxiety and strengthen relationships. Reflecting on one M2E case, Gail explains, “He would have a warm bath with lavender, a short massage and a short story before bed. He was also given a worry book and a happy book where he would express his feelings and share them with mum during the sessions.” 
 
“Parenting is a very tough job but learning about your child and how they think is also a learning for ourselves. We must find new routines, different structures and work hard together to creates some positive changes within the family home.”

We are developing an exciting addition to our education support which will include a package of online support and training for schools, to help school adapt their support services to the post-Covid world. If you work in a school or have links with people in education, we’d love your thoughts and feedback. Take our short survey here.

Useful links 

Find out more about Motivate to Educate. 
 
Join the conversation on Twitter. 

Posted by kineara in Education
Relief and support during Covid-19: A list of links and resources

Relief and support during Covid-19: A list of links and resources

We’ve put together a list of webpages and resources where people can find up-to-date information and support while the UK is tackling the Coronavirus crisis. In particular, these links are for those people who may be living in precarious situations, facing financial hardship, housing insecurity, or mental health concerns. Follow the links below to find information on managing bills, dealing with landlords, and more.

We have also included resources for groups who may be at a higher risk of either illness or who are likely to become vulnerable during the lockdown period, which you can find below.

Last updated 31.01.21

Links to Government Covid-19 relief measures

The Government has issued a list of what it considered key workers at this time and therefore who has school eligibility at this time: Guidance for schools and education providers.

The Government’s full guidance for tenants, landlords, housing providers and local authorities can be found here. The current measures mean no-one (including private renters, social renters, property guardians, and people in TA) will face eviction for three months, and LHA rates have been increased to cover 30% of rent.

Turn2Us has a regularly updated webpage with guidance on all the new and existing benefits. This page also includes a benefits calculator and a list of grants available for people in financial hardship.

StepChange, the debt charity, also has advice about how to manage bills and debts during this time, with advice about what creditors and utility companies may do to help individuals unable to pay.

The government has promised that utility companies will not be allowed to disconnect credit meters at this time, and customers in financial distress will be supported by their energy company to look at options for reducing payments or debts.  This link also includes advice for people with pre-pay meters, and a list of utility company helplines.

Several mobile and internet providers including Vodaphone, EE and O2 have agreed to protect vulnerable customers by removing broadband data caps, providing support to those who cannot meet their bills, and offer affordable packages.

And here is information about how parents and carers can access supermarket vouchers for children eligible for free school meals.

Guidance and support for specific groups

Renters

Measures toprotect private renterswere revised over the last week and may still change again, but for nowGeneration Renthas gathered the latest Government support packages that are available, and how to access them. 

Shelter has regularly updated guidance for bothrenters and home owners about their rights and benefitsduring this time. 

But there are calls for more to be done, andLondon Renters Union are calling for rent suspensions, in line with the mortgage holidays offered to homeowners. They also have drafted atemplate letterrenters can use to negotiate rent holidays or decreases with their landlord. 

Advice4Renters provides free or low-cost legal advice and representation from expert housing specialists.   

Shelter’s free housing advice helpline 0808 800 4444 is open 8am-8pm on weekdays and 8am-5pm on weekends, 365 days a year. 

BME groups

The Race Equality Foundation has guidance on how Covid-19 may impactblack and minority ethnic people. While BME groups generally have a younger average age, risk factors like heart disease and diabetes are higher in African/Caribbean and South Asian groups. BME people are also more likely to be in key worker occupations and more likely to live in overcrowded conditions than white British people, and therefore potentially at higher risk of exposure to infection. 

The Ubele Initiative have adedicated Covid-19 support and resource page for BAME communities.You can also read Kineara’s case study with Ubele Initiative.

The GMCVO has put together this useful webpage of information, sources of support and resources for BAME communities 

The Indigo Trust has listed a number of organisations that it has funded to continue providing essential support to BME groups during Covid-19. You can read more about them and access further links here.  

Doctors of The World have publishedCovid-19 guidance for patients in a number of languages. The guidance is based on the government’s advice and health information and was produced in partnership with the British Red Cross, Migrant Help and Clear Voice. 

Askdoc have producedshort videos translating NHS England Covid-19 advicein variouslanguages. 

South Asian Health Foundation have a range ofresources and links about Coronavirus in South Asian languages. 

Europia is also working with Doctors of the World, providing them withtranslations of COVID-19 NHS Guidanceinto Bulgarian, Estonian, Hungarian, Latvian and Lithuanian. 

Public Health England haveinformation for migrants translated into different languagesavailable to download. 

The BAME Stream is offering FREE culturally appropriate bereavement support and is now taking referrals. 

Victims of domestic abuse

Solace Women’s Aid, the Public interest Law Centre, and other specialist VAWG groups are concerned we will see a surge in violence in the home, as victims of abuse are unable to leave the home. They are calling forurgent action for domestic violence survivors during the lockdown, with a letter to the Ministry for Housing, Communities and Local Government. They are also calling forrefuges to receive ring fenced Coronavirus funding. 

Solace Women’s Aid also offers a hub of resources for DV victims and survivors including free Covid-19 webinars and lists of safety measures if you are in an abusive relationship during Covid-19.  

The government has launched the Ask for Ani (Action Needed Immediately) codeword scheme to enable victims of domestic abuse to access immediate help from the police or other support services, from the safety of their local shop, or pharmacy. 

Safe Lives has a useful webpage for victims of domestic abuse. This includes a guide for staying safe during COVID-19, specialist joint-guidance for DV survivors  

Surviving Economic Abuse offers helpful resources for survivors whilst self-isolating, as well as practical issues including benefits. There is also useful information for professionals working with victims and survivors of economic abuse.

The Women and Girls Network offers a range of online resources covering mental health and wellbeing, educational tools and translations.  

Refuge and the National Domestic Abuse Helpline (0808 2000 247) has information about your rights and options, including legal help and help with housing.  

Women’s Aid is continuing to provide the Survivors’ Forum, an online resource for survivors of domestic abuse which can be accessed 24/7; live chat and email service. 

Asylum seekers and refugees

The Home Office has pledged tostop evicting asylum seekers from government accommodationfor a period of three months once their claim or appeal is decided. A decision will be made on Friday 3rdApril aboutwhether to suspend No Recourse to Public Funds policy. 

Here is useful advice forsupporting migrants and asylum seekersduring the crisis, with additional helplines. And here is apetition calling for people being held in immigration detention to be releasedso they can have proper access to healthcare. 

The Red Crosshas put together a webpage with various support for refugees, asylum seekers or vulnerable migrants.

Women for Refugee Women are supporting refugee and asylum-seeking women during the pandemic, from women who been made homeless during the pandemic to women who do not have the money to feed their children. You can find out more and donate to their appeal here.   

The Refugee Council, who has beencalling on the governmentto protect people seeking asylum and refugees at risk, has a regularly updated webpage on Changes to Asylum & Resettlement policy and practice in response to Covid-19’  

Joint letter on protecting migrants from COVID-19: Asylum Matters, Liberty, Medact and others have signed a joint letter to the Home Secretary calling for specific measures to protect migrants and the general population from COVID-19. This includes calls for the suspension of all NHS charging and data-sharing for the purposes of immigration enforcement and the suspension of the ‘no recourse to public funds’ conditions to ensure everyone can access support. You canread the letter and add your name here.

Right to Remain has a regularly updated webpage on the Changes to the asylum and immigration processesdue to Covid-19. You can find other resourcesformigrants and their advocates on the Migrant Information Hub 

Training 19/01/2021 (multiple dates): Trauma informed training on Housing Rights for Refugee and Migrant Women delivered by Baobab Women’s Project. The sessions will cover trauma-informed care, developing effective support services, migration and human rights, and housing.  

Training 27/01/2021, 18:00 – 20:00 GMT: Refugee Mental Health Training exploring psychosocial challenges faced by refugees and asylum seekers, experiences of depression and intergenerational trauma. The session is psychiatry trainee and diasporic medical student who will be drawing on their own personal experiences.  

Children in temporary accommodation

The Lancet has written a short comment about how children in temporary accommodation are at high risk of exposure to Covid-19 and potential direct and indirect health impacts of isolating in overcrowded, shared or confined spaces.

Disabled people

Scope has lots ofinformation for disabled peopleabout support that is available at this time. And here is guidance fortackling isolation during a time of ‘physical distancing’ to keep us socially connected, from AbilityNet, a charity that aims to ensure IT is available to everyone regardless of ability, including older and disabled people. 

Concerns have been raised by disabled rights organisations thatemergency changes to the Care Act means that local authorities could suspend their dutiesand refuse people assessments and care. 

Groups with accessibility needs 

Translated audio guidanceon COVID-19has beenupdatedby Doctors of the World. 

People with mental illness

Rethink Mental Illness has put together questions and answers forpeople living with mental illness and those who care for them, including prescriptions and carer visits. The government also madeemergency changes to the Mental Health Act last week, causing some concern that increased government powers will make it easier for people to be detained. 

Rethink Mental Ilness has also produced this guidance on the Covid-19 vaccine for people living with mental health. Under current proposals, people diagnosed and livinlg with severe mental illness are classed as a priority group to receive the vaccine. 

Mind has put together a webpage of information and tips to help you cope while the UK is tackling the Covid-19 pandemic. You can also call the infoline on 0300 123 3393 to takeabout mental health and where to get help near you.  

Local Covid-19 mutual aid groups

Bexley

Bexley Borough Covid-19 Mutual Aid Group (Facebook group)

Covid 19 – Mutual Aid Bexley Support & Inspiration (Facebook group)

Isolation Help Bexley

Hackney

Hackney Covid 19 Mutual Aid (Facebook group)

The Boiler House N16

Tower Hamlets

Tower Hamlets Covid 19 Community Support (Facebook group)

Stepney Green mutual aid group (WhatsApp group)

Limehouse Aid (WhatsApp group)

Search for a mutual aid group in your area or for a friend in need: Covid Mutual Aid UK

Posted by kineara in Community, Education, Employment, Housing, Latest
Podcast: Kineara director Maria Morgan speaks about her work and vision for the future

Podcast: Kineara director Maria Morgan speaks about her work and vision for the future

Our director Maria Morgan sat down with the team at It Means Something Podcast to speak about a wide range of topics from her work as Director of Kineara, the importance of investing in people, to her vision for the world. 

The podcast brought by Nathan Ardaiz and Joao Fernandes invites “those who are creating meaning in the world such as makers, entrepreneurs and artists” to delve deeper into their journey and the meaning they’re making in their lives. Here, we summarise some of the topics covered in the podcast.  

Creating meaningful change 

Founded in 2012, Kineara set out to create and deliver tailor-made support services that inspire meaningful and lasting change in the lives of the people and communities we serve. Starting with our Rent Support Programme (RSP), which addresses and prevented evictions of vulnerable families in social housing, our offer has expanded to include mid-length tenancy sustainment programmes and educational wellbeing and support services 

Fast forward to 2020, we now several new projects and services in the works including our most recently designed intervention, Resettling, which supports people who have been homeless or in temporary accommodation move back into sustainable housing, and more important and exciting plans for the future.  

Asked how Kineara creates meaningful change, Maria says: “In terms of Kineara, we realise that we’re not going to do it on our own. We can’t do everything, but the best thing we can do is go into a situation, if the individual or family allows, and work with them to understand their barriers, their frustrations, their story. 

“It’s a privilege for someone to let you in their life no matter where they are in life. So, I always say don’t take it for granted that someone’s been referred to us that it’s just a given.” 

As we’re coming out, we start to work on: What support do you need that when we’ve left, we know you can go there? So, it’s important that we have that kind of step-down service after that real intense work. What we’re finding is there are not as many step-down services as we would like because of cuts and other reasons, so when we do find those services our job is develop those relationships between the person we’re working and those organisations.” 

Further to this, Maria explains the meaning of holistic support and how it relates to our work. “We are all part of a system; the family is a system. We all have different roles and different things we bring to the table, so if somebody or something in that system isn’t working, it’s going to impact how we operate. We either shift to accommodate that area that isn’t working well, or we look at what it is that isn’t making it work well because we need you to make the system work well, so it’s that systemic kind of thinking.” 

Describing Kineara to a five-year-old, Maria adds “it’s about “being a friend to someone when they are going through difficult times.” This means “someone you can talk to” and who “will go with you thought that journey.” 

Breaking the cycle of homelessness 

Whilst developing our direct support work, we’ve also been involved in delivering community cohesion projects and innovative participatory research on issues of housing services and improving pathways through temporary accommodation. Back in October 2017 AzuKo, Kineara and Poplar HARCA co-hosted a two-part workshop exploring the latter.  

Working alongside Nathan, we brought together 40 people, from over 20 organisations to rethink how we can improve the journey into and through temporary accommodation and illuminate the experience of those going through this journey, and facing challenges, trials and insecurity.  

It’s important we respect that we’re coming into people’s intimate lives, so they don’t feel you are being patronising.” 

We also undertook research with 14 households, revealing that experiences are dynamic, so services are never working with the same person throughout the lifespan of support, particularly those who are ‘vulnerable’. What’s more, we found that financial insecurity can result from a sudden and unexpected breakdown in paperwork/bureaucracy, physical and mental health, landlord relations and family structure among many others, so services should be aware of the link between money and a range of other factors.  

Speaking about finance (especially regarding finance decisions) of individuals and families we work with, Nathan says, “Some of the research we’ve done with families shows there’s something stigmatising around how people spend their money and what they think is the wrong and right way to do so.” To this end, Maria adds that generally, “It’s important we respect that we’re coming into people’s intimate lives, so they don’t feel you are being patronising.”  

Building on strengths 

Maria goes onto highlight the impact of strength-based support, “The first thing you must do is work with a person’s strength. Some people don’t even have a foundation to build on because they’ve been so crushed, so you’ve got to lay yourself down. Step on me, we’re going to be here, we’re going to support you through that. We’re going to be that strength-base.” 

Not only is this type of support useful for the people we work with, but it can be applied to supporting the wellbeing of our team/ practitioners themselves. “The people at Kineara, they’ve got the passion, the care, they are phenomenalKineara would not exist without them, but I have to understand their capacity, what they can do and where their stop isIt’s been an interesting journey; what’s important is we continue to try and look after ourselves at work and outside of work. 

“Maria has incredible insight into the process of working with teams and creating something, which is really brutal and difficult work. She brings such a beauty and lightness to the whole thing which is infectious. I always learn so much from Maria and I really appreciate her as a friend and collaborator,” adds Nathan. 

You can listen to the podcast here 

Posted by kineara in Community, Education, Housing, Impact
Case studies: Three ways to support children’s mental health

Case studies: Three ways to support children’s mental health

Supporting children’s mental health, developing emotional awareness and improving school motivation are just some of the ways our education support practitioners work holistically with pupils and their families. This Children’s Mental Health Week, we share five proven techniques we have used to support pupils’ mental health and wellbeing.

Holistic and wraparound care

Having delivered our Motivate to Educate (M2E) programme for several years, we’ve seen how a holistic approach can help children and young people overcome challenges in school and out. Our practitioners have found that support pupil’s families and teachers, such as giving them to talk about any challenges they’re facing, has a directly positive impact on pupils.

“Holistic support looks at the bigger picture, addressing other challenges they may be facing in life, including issues with rent or housing insecurity, emotional wellbeing or household needs and relationships,” explains Maria, Director of Kineara.

As for wraparound care this means, “we’re here for the child, we’re here for the parent, we’re here for the teacher, we’re here to care for all aspects of the school, for them to feel healthy and safe and have somewhere to go.”

Exploring pupils’ strengths

Working with pupil’s strengths, our practitioners use a wide variety of tools in tackling worry, anxiety and challenging behaviour in pupils. These include the use of bubble wrap, breathing and relaxation techniques, tailor-made emotion cards and daily post-it notes for both the child and parent to express how they are feeling.

As a young boy who has autism, Talib used tailor-made emotion cards and visuals during M2E to communicate how he was feeling in a way that was helpful to himself and others, especially when he was feeling sad or anxious.

During M2E, Gail also found that Talib loved trains and had the incredible skill of knowing almost every route, so she suggested that dad take Talib on train journeys and make it a reward for him.

“Learning about your pupil/ child and how they think is also a learning for ourselves. We must find new routines, different structures and work hard together to creates some positive changes in school and out”, says Gail.

Strengthening family relationships

Our practitioners found that working closely with the pupils’ family during M2E had a directly positive impact on their wellbeing, emotional awareness and behaviour in school.

In the case of Dayo – who was referred to M2E over concerns for his emotional wellbeing and behaviour in class – we saw how developing family routines and incorporating hands-on activities at home helped reduce problems at school.

As the eldest child of four, Dayo would often feel left out at home which was affecting his schooling. Gail, M2E practitioner, explains that one of the things that helped strengthen family relationships was introducing some cooking time with mum.

“We’ve learnt how to communicate better. I’ve also learnt about having independent one-to-one time with each child,” says Dayo’s mum. What’s more, Dayo’s dad admitted that he never spoke about emotions to the children before, but now he makes sure to praise them and tell them how proud he is.

Join the conversation on Twitter using #ChildrensMentalHealthWeek #FindYourBrave  

Want to give your pupils/ children the best start in life? Get in touch with us to discuss how we can work with your school.

Find out more about our education support services.

Posted by kineara in Education, Impact
Practitioner insights: How complex cases can impact our mental health and wellbeing

Practitioner insights: How complex cases can impact our mental health and wellbeing

Operating within frontline roles, our practitioners work directly with individuals and families experiencing mental health problems and/or multi-complex needs. Following World Mental Health Day, we ask our practitioners to share experiences relating to mental health and wellbeing at work, including the impact of working on intense cases and proven ways to support their own mental health and wellbeing.

There is a strong link between our mental and physical health and just like our physical health, our mental health needs looking after. Research indicates that one in four of us will experience some form of mental ill health in the course of a year. What’s more, MHFA believes mental health lies on a continuum, which like a spectrum, can change overtime depending on early identification, prevention and treatment.

Having delivered a range of specialist programmes that address key barriers to housing security, employment and education, our practitioners understand the importance of providing appropriate support to people experiencing mental ill health as part of their person-centred, holistic approach. However, we often forget that support professionals – be it, social workers, health professionals or support workers – who provide vital support to others, can also be affected by the intensity of the cases they work with.

Multi-complex needs and intense support

Rujia, our dedicated school-based practitioner, explains how the complex nature and intensity of certain cases means that some personal impact is almost inevitable: “In general, I think when working in this field it is difficult not to be impacted by other people’s circumstances because of the compassion we feel for others.”

“Previously, I worked with someone from our drop-in sessions who needed emotional support on an issue I have experienced myself. I felt a lot of empathy for this client and instantly found myself checking whether I am over-identifying with what she is saying and how best I can help her.”

“It’s important to reflect on our feelings and emotions and check where our responses are coming from to ensure our focus is the client. Being aware of our feelings also helps us to recognise the impact clients can have on us as it can trigger emotions in us that we then need to work through.”

Liz, our NLP practitioner echoes this: “In relation to the type of work that we do my first instinct is to support those who need support the most. Even when I feel like my cup is half empty, I find myself still pouring from my cup because I feel like someone else needs it more.”

Whilst drawing from experience and tapping into our positive traits can offer insight when dealing with cases, it’s important to check what impact a client’s situation is having on us, adds Rujia. “It’s very important to be mindful of whether we are over-identifying because that could make us move away from fully recognising what the client needs. We have to remember that everyone is different and therefore may experience things differently and need different things.”

A reflective approachA reflective approach

As a practitioner, Rujia highlights the importance of reflecting on our own feelings and emotions and check where our responses are coming from: “This ensures our focus is the client. Being aware of our feelings is also very important so we can recognise the impact clients have on us, as it can trigger emotions in us that we then need to work through,” she says.

“Sometimes even when I’m not working, I am thinking about the family and what else I need to do to support them! This can become unhealthy because it can become mentally and physically draining and we all need our break away from work and spend some time in our personal lives,” explains Rujia.

Fortunately, this is something Rujia recognised during a de-briefing session with a colleague: “Upon reflection, I was able to identify why I was feeling so tired. I then had to consciously make the effort to put some healthy boundaries in place by agreeing what goals I can work on with the family, as well as sticking to my working hours unless working evenings was planned for a specific reason. The families we work with often have multiple issues and we are working with for a limited time period, so having boundaries helps me work more effectively and not spread myself too thinly.”

“The families we work with often have multiple issues and we are working with for a limited time period, so having boundaries helps me work more effectively and not spread myself too thinly.”

The impact of mental health has huge social and economic costs; studies reveal the total economic cost in England is estimated at £105 billion per year and that 84 percent of UK line managers believe they are responsible for employee wellbeing, but only 24 percent have received relevant training. “It’s that energy and love which is fine but I think if you start to feel like it’s affecting you outside of the workplace it will affect the amount of time you spend at work,” says Liz, “I’ve learnt to lean on some of the support of my manager and team, especially if I feel like I’m having a day where there are a lot of intense cases or I just need some support.”

Mental health in the workplace

When it comes to looking after our mental health in the workplace, Liz and Rujia have found peer supervision particularly helpful. “It’s an opportunity to reflect on my work and the impact of the work on my own well-being and the importance of our own well-being in this field of work. Having a supportive supervisor who understands the impact of working with intense and complex cases is very important, not just for our own wellbeing but the wellbeing of the families we support,” says Rujia.

Reflecting on past cases, Liz adds: “In supervision, we can talk through difficult cases and dissect the different barriers and/or the crisis that individual is experiencing. In that space you kind of offload everything going on at work or personal life.”

“One thing we learnt was the Mental Health Continuum – that our place on the scale is constantly changing and that most of the time there are no absolutes in mental health.”

Mental health in the workplaceSince completing the MHFA training, Tam, Comms Officer at Kineara, believes that she is better equipped to offer a listening ear and support to our team of practitioners, and more aware of what signs to look out for. “I now understand how and why dealing with complex and intense cases can impact the wellbeing of our support practitioners. One of the most important things we learned was the Mental Health Continuum – that our place on the scale is constantly changing and that most of the time there are no absolutes in mental health. Sometimes it’s just taking the time to check in, ask twice and listen.”

The power of mediation

Despite the intense workload, our practitioners are passionate about the work they do. “Once I started seeing work as helping anyone in need which could even be myself, then I started seeing work/life balance as one thing. Supporting people and practicing self-love is part and parcel of who am, so I don’t really see it as I’m leaving work on the coat hanger and going home, I see it as just a part of me,” says Liz.

Crucially, both Rujia and Liz highlight the importance of looking after our own wellbeing to be able to give their best to the people and families they support and be emotionally available for them. “I spend some time over the weekends when I am not working to do something relaxing, this can be something as simple as having a long bath or going out for dinner with a friend,” says Rujia. “This allows me to support people in any capacity in any way I can, even in my community/block or within my family – it doesn’t stop at work! It’s like a way of life – when you see it as a way of life you see beyond the crisis or the issue and you see the person for who they are,” adds Liz.

“Having someone facilitate our thoughts that are there but just need writing down on paper, so it’s seen and heard. Everyone needs encouragement and mediation, nobody can function without the support from another, including us as practitioners!”

Liz adds that practicing self-awareness to inspire the best in herself and others is so important: “I believe everyone is an expert in their own life, they are the only person who has experienced what they are telling you in entirety and full context, so the most important thing is to listen because every situation is a new situation and may require a new way of approaching things. Once they tell you their stories and their journey you realise that anyone could be in that position.”

She adds: “That’s why mediation is so important; having someone facilitate our thoughts that are there but just need writing down on paper, so it’s seen and heard. Everyone needs encouragement and mediation, nobody can function without the support from another, including us as practitioners!”

Find out more about our work. 

Image credit: Mashable/Vicky Leta

Posted by kineara in Community, Latest
Practitioner insight: 5 ways to help a young person deal with exam results stress

Practitioner insight: 5 ways to help a young person deal with exam results stress

Having received their exam results, many students across the country will be experiencing feelings of joy and relief, exceeding their own expectations and looking forward to their next ventures. But for those who didn’t achieve as well, feelings of stress, disappointment and uncertainty will begin to loom over them. 

The evident pressure put on young people during exam season, be it from the school, family or themselves, can often impact greatly on pupil wellbeing in school and out. To this end, many schools have introduced, and are doing exceptional work in the run up to exam season – including mental health and wellbeing provision; from equipping students with effective tools and strategies to cope with exam stress, utilising online resources, and providing professional, specialist support for pupils and teachers alike.

But what can we do on an individual level to support a young person deal with the impact of results day?  Here are our five top tips from parents, young people and our own education support practitioners who each bring a unique perspective.

1. Celebrate the wins

Feelings of stress or disappointment are completely normal during this time, and though it’s important to give them space to come to terms with it all, you can help them remember how far they’ve come and what they’ve achieved in school and out.

Having delivered multiple careers related talks at schools and colleges, Tam, Comms Officer at Kineara, says: ”By talking about extra-curricular activities or achievements outside of school, you will be reminding them that there’s more to life than exams and that there’s no one route to success. It’s important to nurture the idea of celebrating small wins, whatever they may be, to maintain motivation and broaden your aspirations.”

2. Don’t add to the pressure

It’s important not to offer immediate judgement or even solutions, rather give them time to accept their feelings, whatever they are.

“I think the most important message is that no emotion is ‘good’ or ‘bad’, it’s what you do with it that counts,” says former Motivate to Educate (M2E) practitioner Roz. “Letting a child know that we all feel angry, worried or sad sometimes and letting them accept these feelings without judgment is a real gift. It’s so important to support a child in being able to talk about their feelings by making conversations with emotion-words part of daily life.”

3. Help them explore their strengths and individuality

In delivering M2E, one of the key learnings for our practitioners has been in adapting their support approach to cultivate the unique strengths of the individual pupil. This is done through active listening and enabling the young person to make decisions and empower themselves.

“If one tried their best in a particular exam and still didn’t do so well, consider what their strengths are perhaps in a different subject,” says Elle, Head Tutor at EDS Education. “It’s not the end of the world and young people shouldn’t feel pressured to do well in a particular subject which their parents might expect them to. For example, I have a student who is great at maths but not so much in Science. It’s about finding your strengths are and celebrating them.”

Zak, a Youth Panellist at YoungMinds, adds that it’s crucial not to compare students to their peers: “Someone may graduate at 21, but can’t find a job until 25. Someone else may graduate a year or two later – perhaps due to taking a gap year or retaking a year – and then find a job immediately upon graduating. Everyone is on their own journey.”

4. Talk to them about their feelings

Our practitioners use a wide variety of tools in tackling worry and anxiety in pupils, such as the use of bubble wrap, practicing breathing and relaxation techniques, tailor-made emotion cards and daily post-it notes for both the child and parent to express how they are feeling.

M2E practitioner Davinia says: “Art making has been a useful tool for helping children access and express difficult memories. Using materials that allow a child or young person to make mess, should they want to, creates a freedom to access these memories and to begin to make sense of them.”

Roz adds, “Talk about how characters feel in films and books, why and what they could do about it. This way a child or young person will learn not to judge their emotions but to acknowledge and express them usefully.” Whether it’s through art or a different creative outlet, help a young person explore their feelings and let them know you’re there for them.

5. Encourage them to stay positive and motivated

Sometimes it helps to step back from it all and be hopeful about the future, no matter the outcome. This may involve helping them reflect on key learnings or what could have gone better, but more importantly, encouraging them to celebrate and plan some fun activities they can look forward to.

Head tutor at EDS Education, Elle, was pleased to find so many of her students receiving high grades in their exams, however, one student didn’t get the exact grade she wanted. “The advice I would give is not to be disappointed and understand that everything is a learning process. You need to think and reflect on your grades. Ask yourself why did this happen? What could you have done differently to better your grade? Did you plan your revision timetable? Once you’ve answered these kind of questions, you can take your next step in further education.”

What’s more, studies show that positive mindset yields a higher sense of wellbeing and fulfilment, as well as practising self-determination and having a sense of control over one’s life. Director of Kineara, Maria Morgan, says: “There’s nothing stronger than recognising and accepting where you are to move forward.”

Posted by kineara