Resiliency: Education

Periods of social isolation are associated with loneliness in children and young people, and loneliness is associated with poor mental and physical health. Children and young people with pre‐existing mental health difficulties may be prone to loneliness. Containment of COVID‐19 has necessitated widespread social isolation, with unprecedented school closures and restrictions imposed on social interactions. This rapid review aimed to establish what is known about the relationship between loneliness and mental health problems in children and young people with pre‐existing mental health problems. Methods: We sought to identify all primary research that examined the cross‐sectional and longitudinal associations between loneliness/perceived social isolation and mental health in children and young people with pre‐existing mental health problems. We also aimed to identify effective interventions that reduce the adverse impact of loneliness. A rapid systematic search was conducted using MEDLINE, PsycINFO, and Web of Science. Results: Of 4,531 papers screened, 15 included children and young people with pre‐existing mental health conditions. These 15 studies included 1,536 children and young people aged between 6 and 23 years with social phobia, anxiety and/or depression, and neurodevelopmental disorders. Loneliness was associated with anxiety and depression both cross‐sectionally and prospectively in children and young people with mental health problems and neurodevelopmental conditions. We found preliminary evidence that psychological treatments can help to reduce feelings of loneliness in this population. Conclusions: Loneliness is associated with depression and anxiety in children and young people with pre‐existing mental health conditions, and this relationship may be bidirectional. Existing interventions to address loneliness and/or mental health difficulties in other contexts may be applied to this population, although they may need adaptation and testing in younger children and adolescents. Practitioner points: Loneliness is common in children and young people, and during periods of enforced social isolation such as during COVID‐19, children and young people report high levels of loneliness (or increased rates of loneliness).The review showed that loneliness is associated, both cross‐sectionally and prospectively, in children and young people with mental health problems and also in children and young people with neurodevelopmental conditions, such as autism spectrum disorder. Thus, loneliness is a possible risk factor of which mental health providers should be aware.Maintaining social contact both by direct and by indirect means, especially through the Internet, could be important in mitigating loneliness.Interventions to address loneliness should be further developed and tested to help children and young people with pre‐existing mental health problems who are lonely by preventing exacerbation of their mental health difficulties, in particular anxiety and depression.

Children and young people (CYP) with long‐term physical conditions (LTCs) are more likely to have poorer mental health and more school absenteeism compared with CYP with no LTCs. However, there is limited longitudinal research, and the extent to which these difficulties persist in CYP with LTCs is unknown. Furthermore, little is known about the relative impact of different types of LTC on mental health and absenteeism. Methods: We investigated cross‐sectional and longitudinal associations of different LTCs with mental health and school absenteeism in a large (N = 7977) nationally representative survey of CYP in Great Britain and its 3‐year follow‐up. Psychopathology was assessed using the parent‐reported Strengths and Difficulties Questionnaire (SDQ), and diagnosis of any psychiatric disorder using the Development and Wellbeing Assessment (DAWBA). Days absent and persistent absence (missing 10% or more of school days) were reported by parents. Results: Compared with those with no LTCs, CYP with any LTC had higher SDQ total difficulties scores at baseline (adjusted mean difference 1.4, 1.1–1.6) and follow‐up (1.1, 0.8–1.4) and were more likely to have a psychiatric disorder at baseline (adjusted odds ratio [aOR] 1.59, 1.34–1.89) and follow‐up (1.75, 1.44–2.12). Children with any LTC also missed more days of school at baseline (adjusted incidence rate ratio 1.47, 1.31–1.64) and follow‐up (1.17, 1.00–1.36) and were more likely to be persistently absent (aOR baseline 1.78, 1.48–2.14; follow‐up 1.27, 1.00–1.61). Neurodevelopmental disorders, migraines and atopic conditions were particularly strongly associated with both mental health and absenteeism. Conclusions: Children with LTCs had poorer mental health and more school absence than those with no LTCs. Clinicians should routinely enquire about mental health and school attendance in CYP with LTCs and should collaborate with families and schools to ensure these children are provided with sufficient mental health and educational support.

This book comprehensively reviews mindfulness-based interventions for specific areas of functioning in children and adolescents, with refreshing insights and perspectives. Based on a solid foundation of research and practice, it presents the nature of mindfulness, examines the psychological processes that may underlie mindfulness, and explores how to assess it. Mindfulness is about how we can be attentive to and present for everything that happens in our daily lives. This book draws upon current research in the field in order to explore topics such as the fundamentals of teaching mindfulness to children and adolescents; assessment of mindfulness in this population; use of mindfulness in educational settings; and clinical applications in mental health, including substance abuse, hyperactivity, and intellectual and developmental disabilities. With contributions from internationally-renowned clinicians and scholars, this book provides a balanced account of the strengths and weaknesses of current research, and how mindfulness-based programs can be used to enhance wellbeing and reduce suffering. This book will be of great interest for academics, scholars and post graduate students involved in the study of the mental health of children and adolescents. It will also appeal to psychologists, psychiatrist, nurses, social workers, rehabilitation therapists and others, such as school counsellors, who provide clinical care to children and adolescents.

Challenges current adult-led approaches to working with vulnerable young people, and introduces practitioners and students to creative methods that will enhance the self-worth of children and teenagers. Anthropologist and social worker, Rachel Burr, outlines clear communication techniques for working with children and young people to support them towards self-determination. By critically examining the dominant approaches to children and young people’s mental health, she provides straightforward practical strategies that can be used to address emotional upset, loss, and aid recovery. There has never been a more pressing time to encourage young people and children to engage in methods that allow them to develop a new sense of self-worth and purpose. Whether you’re a professional already working with children, or a student studying for a child-related qualification, this strength-based approach will help you to help children and young people develop a stronger sense of self which can be taken forward and used independently.