Bereavement

School-based intervention supporting pupils affected by trauma, bereavement and loss: STAGES (Support, Trauma and Grief – Enabling Schools)

Andrena Waghorn. 2012. School-based intervention supporting pupils affected by trauma, bereavement and loss: STAGES (Support, Trauma and Grief – Enabling Schools). Education and Health 30(4),99-102. PDF

Helping primary school children manage loss and grief: Ways the classroom teacher can help.

Milton,J 2004. Helping primary school children manage loss and grief: Ways the classroom teacher can help. Examples are given from classroom plans and literature that support loss and grief education and enable children to develop a life skill that will allow them to better manage loss when confronted by it,. Education and Health 22(4),58-60. PDF

Comments about SHEU

"The Schools Health Education Unit has been a unique inspiration to all of us. For me, as I have worked in the many different areas of the NHS, the SHEU, its principles and your determination have always been a cornerstone in what a health promoting service should be about."
PCT Performance Manager paying tribute to John Balding, presented at his retirement lunch, May 2005

PCT Performance Manager

"I have never looked at myself in this way before." Pupil

Pupil

Any comments on specific survey questions that may have caused difficulty? No problems. My children were fully briefed before the survey and they understood that they could miss questions if they did not want to answer them. We did not have any children with any concerns regarding the survey at all.

Any comments on the use of the web site? No it was easy to use.

Any general comments on the exercise? The children really enjoyed completing the survey, It has lead to many positive discussions about our health and how we all have slightly different experiences and home lives.

Class teacher

"The Unit has a unique historical and contemporary archive of young people." Prof. Ted Wragg 1938-2005

Prof Ted Wragg, 1938-2005

I just wanted to write and tell you how much I enjoyed your talk at last week's conference.

Chief Executive, substance use charity

"On behalf of all the health promoters in Scotland I would like to say a big thank to you and your colleagues for your excellent work over the years. This includes not only your survey work but your role as a visiting examiner in Scotland and adviser on course development."
Tribute from a Health Commissioner to John Balding, presented at his retirement lunch, May 2005

Health Commissioner

"The service you provide is of national significance." Health Development Agency

Health Development Agency

"The credit goes to you for the fabulous information the survey yields!"

Assistant Director Schools and SEN

“(The SHEU survey) was very, very useful. It gave us reassurance we weren’t missing a trick. For example not many pupils in the sample year groups were taking illegal drugs, which re-enforced our opinions. But the survey also raised issues and flagged some things up. We discovered that some of our girls weren’t eating enough – the percentage of girls in our school not eating lunch the day before the survey was higher than the county average. There were other concerns too, specifically around cigarettes, alcohol and attendance.
The school used this data and took a number of actions to address it. More female peer mentors were put in place and the school asked NEXUS (the Extended Schools service) for help, so they developed a programme for girls which addressed their eating patterns, healthy eating, sex education and self-esteem issues.
We ran an anti-bullying group for Year 9 as a preventative measure, based upon data provided by our current Year 10 students.
The travel data revealed that a high number of pupils took the car to school so we involved the BIKE-IT scheme who ran assemblies, brought in their bikes (including one with a pedal-powered smoothie maker!), and raised awareness of health and green issues.
The information about how happy the students were with their lives raised some concerns as far fewer girls were as happy as the boys, so work was done around developing aspirations, role-models and self-esteem."        
 

Deputy Head, Secondary School

"Thank you from my staff to you and all your staff. The speed of 'turn-around' of the questionnaires is outstanding in anyone's terms." Headteacher

Headteacher