Identifying and supporting children affected by parental substance use
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Slides to accompany a resource for schools in England on children affected by parental substance use. Prepared by Adfam for the ADEPIS project. http://mentor-adepis.org/
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Identifying and supporting children affected by parental substance use
- 1. Identifying and supporting children affected by parental substance use ADEPIS resource launch 7th November 2013
- 2. Key messages • Schools have both the responsibility and the ability to support children affected by parental substance use • Safeguarding: a matter of child welfare, not drug and alcohol expertise • Existing structures/policies cover most of this work already, but added focus is needed • PSU is not a school’s ‘problem’ to ‘solve’, but they can play an important role in identifying these children, and have a positive impact on their lives
- 3. Scale of the problem • 250 – 350,000 children affected by parental drug use in UK (Hidden Harm) • At least 120,000 children living with a parent currently in treatment • 6% / 700,000 live with dependent drinker • 100 children a week call Childline worried about their parents’ drinking • Serious Case Reviews: 22% drug use, 22% alcohol use • Comparison: 67,000 looked after children, 382,000 assessed as ‘in need’ (2011-12)
- 4. Impacts • • • • • Neglect Disruption of routine Inadequate supervision Physical/emotional abuse Inappropriate parenting practices • Poverty • Domestic violence • Exposure to drugs and paraphernalia • Loyalty and protection of parents • Reluctance to disclose • Guilt, shame, stigma • Sadness, isolation, depression • Anger and frustration • Fear, anxiety (for their parents and for themselves)
- 5. Indicators • • • • • • Social isolation Difficulties completing homework on time Being bullied – or bullying? Poor attendance/late arrival Tiredness or lack of concentration Lack of parental interest/engagement e.g. Not attending parents’ evenings • Unavailability for school clubs/trips • Behavioural difficulties • Academic underachievement
- 6. School impacts Age 5-9 10-14 15+ Impact School medical checks missed; poorer school attendance/preparation/concentration; restricted friendships; excessive responsibility for parents/siblings; more antisocial acts (boys); depression, anxiety, withdrawal (girls) Continued poor academic performance; looking after siblings; early smoking more likely; little parental support; bullying Lack of suitable role models; poor educational attainment may affect long-term life chances
- 7. Educational impacts • “At school I would text my mum because I was scared I wasn’t there to look after her” • “Everyone seems to be getting others’ advice on University applications but I don’t want anyone to read mine. I have had to write about mum’s alcoholism and the homelessness as part of the extenuating circumstances so I dont want anyone knowing.” • “I've recently started University (for the 2nd time) and have really enjoyed it so far, but it is still really hard sometimes as I have moved away from home, leaving my mum to deal with my dad, who's the alcoholic in my family. While it is nice to have a break from all of it, I still feel really guilty”
- 8. Why schools? • May have a window into children’s lives that other services do not • Child focused by definition • Early intervention • Not necessarily a social care issue • Provide a safe haven/structured environment • Protective factors: trusted adults, success outside the home • Schools hold a lot of information on children: looked after, child protection plan, special educational needs etc
- 9. Why schools? • ACMD: ‘No school should assume that none of its children have drug problems’ • Minister: ‘Ofsted take particular interest in the experiences of more vulnerable children’ • NICE: ‘schools should ensure teachers and practitioners are trained to identify and assess the early signs of anxiety [and] emotional distress’ • Munro report: ‘schools are particularly well placed to notice children and young people in need of help and to notice where there are more serious concerns about their safety’ • ACPO/DfE: ‘schools will be alert to behaviour which may indicate that the child is experiencing difficult home circumstances’
- 10. How schools can help • • • • • • • • Pattern and structure Trusted adults Identified special teachers to talk to Reassurance – not alone, not to blame, not betraying anyone by speaking about it Home visits by school nurses Somewhere quiet to relax Support with school work Access to breakfast/after school clubs, careers advice, extra-curricular activities
- 13. Further resources Drug-specific • STARS • Al-Anon • COAP • NACOA • Action on Addiction General • TES • NSPCC • Carers Trust • Grandparents Plus
- 14. Get in touch • @AdfamUK • @MentorADEPIS • www.adfam.org.uk • www.mentor-adepis.org.uk • o.french@adfam.org.uk • 020 7553 7640
Editor's Notes
- The HH figures are for serious drug dependencies ie heroin/crack. Don’t take account of alcohol or other kinds of substance use. 2-3% England and Wales, 4-6% ScotlandBack of an envelope = half a dozen per primary school, and a whole class’s worth in secondary. Social work caseloads: estimates vary widely. Comparison: basic point is that the figures compare ‘favourably’, if that’s the word, with other categories of need that are more ‘famous’
- Not all drug specific. Colour coding – green (general vulnerability) amber (could need specific recognition of the drug issue) red (drug specific)Not ‘linear’ impact: more drug use doesn’t necessarily equal bigger impact.
- Again, not all are drug-specific. In fact I’m not sure any of them areIf you were a teacher – which would you notice, and how would you act on them? If you thought drugs were involved, would you think differently?
- Bullying – both bullied and bullying.If you were a teacher, which would you notice?
- Quotes taken from the COAP web forums. Also carries over into university life
- Often cases of children being ‘missed’ by the services working with the parents – this really shouldn’t be happening in schools! Other services (inc treatment) can tend to focus on adult needs/progress. They may also not hit the thresholds of statutory child protection. ‘Am i teacher or ami a social worker?’ – not totally mutually exclusive. They are in a really good position to help. Not just picking on schools, but anyone who comes into contact with children/familiesThrough the eyes report: ‘schools are the only place children are seen every day, but they often miss the chance to make an early referral’; schools have a good window to see the child every day: if they’re coming in hungry every morning, that’s a good chance to spot the warning signs’Low-level support for children below the thresholds of statutory intervention – school clubs, sports etc, within which children can develop a sense of self-esteem
- In most cases, the needs of children affected by parental substance use mirror the needs of vulnerable children more generally.
- Touches on a number of different policies/procedures etc.Drug policies - Should cover more than critical incident scenarios. Give procedures for handling disclosures, identify named staff, identify any local support services for children, define significant harm and child protection thresholds
- Link workers e.g. Parent Support Advisers