CONFERENCE RESOLUTION "From Ripples to Waves"

Helsinki 13.-14.9.1999

PROMOTION OF MENTAL HEALTH OF CHILDREN AND YOUNG PEOPLE AT SCHOOL

The promotion of mental health at school is much more than seeking to prevent mental illness. It aims to help children and young people increase their self esteem, create a secure identity for themselves, develop their social skills and learn to cope with unavoidable adversities.

School environments that take account of individual differences, such as socio economic differences, ethnicity and gender, and encourage learning and creativity, are profoundly important for the promotion of mental health.

The mental health promotion of school staff is also essential. Both supervision and in-service teacher training serve the needs of teachers and these should be included in every school's programme of activities.

The conference "From Ripples to Waves" calls upon all European governments to take action to promote the mental health of children and young people by including this topic in their political agendas. The conference calls upon participating countries to address the following issues:

1. SUPPORTIVE SCHOOLS

Young people have clearly told us that their mental health and emotional security is best promoted in schools which are perceived as safe and fair; which have supportive teachers; where there is strong social support from their peers and in which the pressure to achieve is not excessive.

2. PARTICIPATION AND PARTNERSHIP AND THE DEVELOPMENT OF SOCIAL SKILLS

True pupil participation and partnership requires the availability of, and access to, open communication. Education should provide this. Such participation and partnership will facilitate the promotion of young peoples mental health. Channels of communication are required to ensure that the voice of young people can be heard and respected.

"Schools need to reach out to their pupils and to like them too"

The close involvement of parents with their children's education while at school should be encouraged. Open communication between home and school enhances the shared understanding of the child at each developmental stage.

3. SOCIAL COMPETENCE AND THE WHOLE SCHOOL ETHOS

Social competence, confidence and emotional literacy are essential for the development of citizenship. This includes the acquisition of problem solving and communication skills, the capacity for making informed choices and the development of self esteem and a secure identity.

"Learning to co-operate, share and understand the feelings of others are essential life skills."

All aspects of school life are important in helping children and young people to achieve these goals. The entire school community must contribute to the development of a positive ethos within the school.

4. SAFE SCHOOL ENVIROMENTS

An increasing number of children are confronted with violence of all types, whether it be within the family, school or neighbourhood. Likewise we are seeing increasing violence amongst girls and boys and this is becoming a serious problem. All children are vulnerable but particularly those who are disadvantaged for other reasons.

5. THE CURRICULUM

Curriculum guidelines for children and young people should give should greater emphasis to the acquisition of learning and life skills. Both the content and the delivery of the curriculum should be sensitive to pupils individual learning and special educational needs and offer inspiration to teachers and others working in the school. Achieving this will act as a stimulus for their own personal and professional development.

6. TEACHER EDUCATION

Both initial and in-service teacher training need greater emphasis placed upon the development of skills to put into practice their understanding of children's developmental needs. All children, but especially those with special needs or in distress, need teachers with good interpersonal skills, empathy and the capacity to cope with stress and change.

7. EVALUATION

All programmes to promote children's mental health should be based upon the best available evidence of effectiveness and should be evaluated. More research is required in this complex field and international co-operation to achieve this is necessary.

The "From Ripples to Waves" -conference included representatives from the World Health Organisation, European Commission and Council of Europe and from a wide range of different networks. The European Network of Health Promoting Schools; European Network of Healthy Cities; Violence at School network and Mental Health Europe. The conference also brought together educators and teachers, pupils and parents, in the promotion of mental health professionals, health promotors and community representatives. Pupils contributed to the dialogue during the conference workshops. This resolution was agreed by all who attended.

THERE IS NO HEALTH WITHOUT MENTAL HEALTH