Is the UK an intolerant society for children?

Posted by Peter van der Graaf, AskFuse Manager, Teesside University

UNICEF statistics about child wellbeing among the 29 wealthiest countries in the world made for uncomfortable reading in 2007 with the UK bottom of the league table. Children and young people in Britain were among the unhappiest, unhealthiest, poorest and least educated in the developed world in the early years of the new millennium. Since then many initiatives and policies have been implemented to increase child wellbeing in the UK and when the league table was repeated by UNICEF in 2013 the UK moved up 15 places to a mid-table position of 16th.

However, we are still behind many European countries and with the ongoing austerity measures and continued disinvestment in health and social care services for children we could find ourselves back at the bottom league in the not too distant future. This begs the questions whether ‘simply’ improving health and other services for children is enough?

According to Sir Al Aynsley-Green, Professor Emeritus of Child Health at University College London and former President of the British Medical Association, the problem runs much deeper. He argued at the Fuse Knowledge Exchange Seminar yesterday in Newcastle, titled 'Think Adult - Think Child', that the real problem in the UK is that we are becoming an intolerant society for children. He pointed to the dire straits of politics for children in the UK: not only is the voice of children lacking from national policy making (an argument that he is well positioned to make as the first Children’s Commissioner for England), the policy making itself has often been poor.

The BMA published a damning report in 2013 in which it concluded that “the national focus on children has been short term, inconsistent and untrustworthy”. Specific policies to support children, such as Every Child Matters, have been systematically eroded by consecutive governments; the recent much watered-down Childhood Obesity Strategy is another example of this and Theresa May’s new enthusiasm for grammar schools strikes further fear into the hearts of child rights advocates.

Politicians are not the only ones to blame according to Sir Al: the media regularly publish headlines about children and young people being a nuisance and causing crimes, while shops put up signs in their windows stating that dogs are welcome but that kids can only enter two at a time and, only then, without a backpack and when closely supervised. Most shockingly, public places such as railway stations are increasingly being fitted with high pitched devices that adults can’t hear but which are very unpleasant for young people and deliberately intend to drive them away.

One area where the neglect of children’s needs is particularly visible is bereavement: every 22 minutes a child in the UK loses a parent. While no routine data are collected in the UK on this group, estimates suggest that the majority of young people face the death of a close relative or friend by the time they are 16 years old. In spite of the many services available to families to help them stop smoking, exercise more and eat healthier, there is very little available for children who experience bereavement.


Sir Al presenting at the Fuse Knowledge Exchange Seminar

Specialist service providers attending the Knowledge Exchange (KE) seminar expressed their concern about not being able to cope with the current demand, as school teachers and parents lack basic skills in being able to talk to children about emotional problems, such as bereavement. In spite of this, we know from research that bereavement can have a lasting impact on the life of children long into adulthood. Bereavement in childhood has been linked to educational underachievement, joblessness, fractured adult relationships, adverse psychological and psychiatric consequences, together with poor physical health.

Sir Al’s presentation was therefore more a call to arms. What can we do in and outside Fuse to improve child health and wellbeing in the North East? Firstly, we can act as an advocate organisation to draw more attention to the needs of children and their position in society. Are their voices heard within Fuse? Do we engage with them in our projects?

Secondly, we can bring partners together across public health and related sectors in the North East to focus attention on this topic and bring together evidence and best practice to inform new collaborations. The KE seminar provided a platform for this that could be followed up. We also have a dedicated Early Life and Adolescence Programme (ELAP) within Fuse but does our research link to education and events later in the life course? For example, in Finland shops can rent a grandparent to help them engage with children when they visit their shop.

Thirdly, we need to turn this dialogue into a research agenda for child wellbeing in the North East. How can we mobilise evidence to change the prevailing attitude among politicians and the wider society so that they instead see children as valuable assets and a key policy priority for any government? This also involves challenging popular concepts, such as school readiness, which focus on individual responsibility. As Sir Al suggested at the end of the seminar, we should turn this concept around: are schools ready for children and what do they need to be able to be ready? Are they able to support children’s emotional development and can they help them to cope with bereavement experiences?

Making the UK a better place to live for children requires more than service redesign, it needs political will and consistent pressure from a coalition of organisations to achieve this, supported by actionable research to change hearts and minds.

Supporting vulnerable communities in Australia and the UK: linking data through knowledge exchange

Posted by Theodora Machaira, PhD student at Teesside University

On the 8th of March we were pleased to welcome Jen Lorains, researcher from Australia, in Fuse. Jen was successful in winning a Winston Churchill fellowship and decided to visit Fuse as her main research interest is knowledge exchange and translational research.

As part of her visit, Jen delivered a Knowledge Exchange Seminar on ‘Early Childhood Data with Communities in Australia’. Her presentation focused on the Australian Early Development Census (AEDC) which is a national census which measures physical health, social skills, communication and general knowledge, language skills and emotions of 5 years old children. The AECD data is publically available and although it is not primarily used for knowledge exchange, it certainly facilitates it by enabling key stakeholders in early years to work with the data in order to improve child development outcomes.

Theodora (left) with Jen Lorains

Jen’s presentation was interesting on a number of levels but from a PhD researcher’s point of view, two things were most striking. First of all, thinking about child development assessments in diverse populations, I felt that Australia and the UK are not as different as I thought. In Australia, diversity exists mainly between indigenous and non-indigenous populations. Indigenous Australians have their own language, rituals and beliefs, which in early years and education settings can be challenging to deal with. Although, diversity in the UK is different and not as clear cut with many different cultures calling the country their home, diversity is also an issue over here and is now perhaps more prominent than ever. With that in mind, I was wondering, how fair (or accurate for that matter), is it to collect data on child development from all 5 years old children in English? Isn’t it possible that an indigenous child has good communication skills but in a different language? Of course, this cannot necessarily be taken into consideration in a national census. But surely that begs the question, are we classing children as having delayed development when perhaps we shouldn’t?

The second thing that got my attention was the issues with knowledge exchange in Australia that Jen discussed. She talked about how different professionals use the data and how challenging it is to have everyone on board when trying to develop common approaches to help children in areas where vulnerable children are identified as different professionals identify different solutions for highlighted problems. As my PhD focuses on systems change and developing a common approach between early years’ professionals, I again, thought about the similarities between Australia and the UK. Perhaps foolishly (I am only a year into my PhD!) I thought that these issues are a UK phenomenon, however, I quickly realised during Jen’s presentation that they are not.

Intrigued by these observations, I started talking to Jen after the seminar (and because Jen had an hour and a half to kill before her train) we decided to go for a drink after her seminar. Although some people might disagree, I thought that the pub was a great setting for knowledge exchange! We discussed my and her thoughts having travelled to the UK, USA, Canada and Peru, and realised that using research data with different communities in these counties requires researchers to be skilled in knowledge exchange. This will enable researchers to include these communities in interpreting the data and developing useful interventions with these communities. This might sometimes feel like fighting a lost battle but is essential to support vulnerable children identified through collected census data.