Further Education Colleges are getting creative to fund Mental Health for students

The mental health of students is a significant concern for further education settings. Around one in five 17- to 22-year-olds has an identifiable mental health condition.

An Association of Colleges report, based on a survey of 107 colleges, found that:

  • All colleges reported having students with the following manifestations of mental health issues: self-harming, eating disorders, attempted suicide, and suicidal ideation/thoughts.
  • 100% of colleges reported having students diagnosed with depression. 99% reported having students diagnosed with severe anxiety, 97% with bipolar disorder and 90% with psychosis.
  • 85% of colleges reported an increase in students with disclosed mental health issues in the past three years – with 54% of colleges saying there were significant increases.

 

Three lockdowns and the social distancing requirements of the pandemic have made the situation worse. Children and young people have struggled with the loss of normal social structures, being unable to socialise in person with peers and not being able to attend school or university. The need for teaching and assessment to take place virtually led to further stress because of the uncertainty it created about people’s futures. Research from the Centre of Mental Health shows that, in England, 1.5 million children and young people under 18 will need new or additional mental health support as a direct consequence of the coronavirus pandemic.” Children and Young People’s Mental Health

Pressures for the Further Education Sector

The FE Sector has been able to recruit Counsellors and Wellbeing Coaches to help with students who are facing any mental health issues. Student Mental Health is growing and the backlog of students who are waiting to see Counsellors and Coaches causes pressure in colleges.

The overall aim is to keep young people on the right track to enable them to achieve their career goals.

Funding

The situation for students’ mental health is not going away, in fact is increasing, and the education sector is desperate to find solutions to help our future generation.

There are very limited funds being allocated to the FE sector for this and they are now having to get creative to fund solutions.

IPS Ltd and Mindspace 24/7 can help provide solutions.

Even though covid-19 is not a news priority at present. The fact is the experience of the lockdown is still with students, many of them have experience very little exam conditions and only this year SATS Tests have been returned to schools and for the last two years GCSE and A levels results were taken from predictive grades.

Meaning for students returning to “normal” has provided immense pressure for them. On many occasions the government have said that funding will be available however the return of this has been limited, and the need is now not later.

As we all know its in your interest to spend allocations of funding, so the last thing that is wanted is to return funding and then receive a reduced allocation for the following academic year.

A college has recently purchased hourly credits from MindSpace24/7 for therapists to support mental health to extend the aids for students.

How can MindSpace 24/7 help?  

In partnership with IPS Ltd, MindSpace 24/7, is committed to removing the barriers to access mental health and wellbeing services within colleges and universities for their students and employees. We have developed a system where students and teachers can access a fully qualified BACP counsellor, on video call or telephone 24 hours a day, 7 days a week. The access is almost instant and doesn’t require a GP appointment and the inevitable long waiting times. 

MindSpace 24/7’s large team is highly skilled, with licensed counsellors and therapists who specialise in multiple areas including exam stress, anxiety, body dysmorphia, loneliness, relationship issues, sexual worries, life coaching, bullying and depression. 

How this works

Further Education Colleges purchase credits which can then be allocated to your students by your college staff. The student will then be able to choose and book the therapist of their choice.

This extension of resources will provide an assistance to your Counsellors and Coaches and reduce any waiting time for students, meaning that students will have the help they need to focus on achieving their courses.

“Providing the resources to the education sector so that students can speak to someone at any time of day and night even out of term times is a breakthrough. We have all faced difficult times through lockdown and even now the there are many pressures that we face including fuel and food price increases.

The pressures for teenagers are always a struggle. However, they have had a tough journey in the transition from school to further education over the past few years, especially as covid-19 has created changes in the way that the processes take place and for teenagers this has continued to be stressful. Now, returning to exam conditions this year means that they have limited experience of this environment.

Moving forwards, we know that the education sector wants to make sure that their students are in a safe and strong environment and can easily provide aids for any mental health issues that they have. However, staff workloads are always pushed to a high capacity and we at MindSpace are able to ensure that there is an additional resource available.

 IPS Ltd has always focused on being able to provide the education sector with stronger abilities, and now with the partnership of MindSpace 24/7, our combined offer is superb and we can go the extra mile to enable you to gain the best experience from us, your students in their college journey is positive and successful, and your staff have the resources they need so that they are providing quality and not quantity.”
Robert Powell, Managing Director of IPS Ltd and MindSpace 24/7.

Contact us

If you would like to discuss how to purchase credits, with Mindspace24/7 further, please email info@mindspace247.com we can provide you with all the information and we can work with you don’t have to return funding.

We can help you take the steps to improve the lives of students, no matter what challenges they are facing in complete confidence. 

Join our webinar

On Thursday 8th September 2022, 10.30 am – 11.30 am, MindSpace 24/7 would like to invite you and your colleagues to our FREE webinar, where you will learn more about our company offer and further information on how we can provide therapy resources for you.

You will meet some of our management team and there will be two guest speakers who will be providing you with sessions on laughter and meditation.

There will be a question and answer session where you are welcome to ask us any questions you have.

To register places for you and your colleagues click HERE.

Donelan appointed education secretary as Zahawi made chancellor

Michelle Donelan becomes the third education secretary in just ten months, replacing Nadhim Zahawi who was promoted to chancellor following a wave of resignations over Boris Johnson’s leadership.

Donelan has been promoted from further and higher education minister, a role she has held since February 2020.

The MP for Chippenham previously served on the education select committee and had a short stint as temporary children’s minister

Before politics she worked in marketing for the Marie Claire magazine and the World Wrestling Entertainment.

Zahawi was appointed as education secretary in September, lasting just ten months in the role.

The moves follow a wave of resignations this evening – including health secretary Sajid Javid – from embattled Johnson’s government following his latest scandal.

Former foreign office permanent secretary Simon McDonald published a letter this morning making clear Johnson knew about a previous investigation into Chris Pincher, the ex-deputy whip.

It exposed claims by Downing Street that Johnson did not know about claims about Pincher before he quit last week over allegations of groping.

Neither Zahawi nor Donelan have commented yet. But Labour’s shadow secretary Bridget Phillipson said: “Tonight we reach the third education secretary of the academic year. 

“Once again it’s clear that Tory ministers put themselves and their careers first. Our young people deserve so much better.”

MOVERS AND SHAKERS: EDITION 394

Craig Hodgson

Principal and CEO, NSCG

Start date: September 2022

Previous job: Vice Principal, Finance and Corporate Development

Interesting fact: Craig was once an extra in the 1979 Richard Gere movie, ‘Yanks’.


Kirsti Lord

Deputy Principal and Deputy CEO, Bishop Burton College

Start date: August 2022

Previous job: Deputy CEO, Association of Colleges

Interesting fact: Kirsti sang backing vocals for PJ Proby at the London Palladium and on Blackpool Pier on Easter Sunday this year and has read all six of Frank Herbert’s Dune series.


Festival of Learning 2022 award winners announced

A tutor in the secure care sector and a mental health partnership between Liverpool Philharmonic and a local NHS trust are among the winners of this year’s Festival of Learning awards. 

The annual awards, organised by Learning and Work Institute, select and celebrate inspiring stories from the world of adult education and lifelong learning. This year’s winners, a mixture of learners, tutors, employers and projects, were announced today at a ceremony at London’s City Lit.

Recipients also include FD Works, a Bristol-based financial services firm that won the employer award for its work connecting disadvantaged young people to work opportunities. 

The winner of this year’s tutor award is Helen Sonnenfeld, who is part of a multi-disciplinary team with Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust working with learners with learning disabilities, mental health illnesses and personality disorders. 

“What motivates me is being able to help people to achieve something that they didn’t think was possible,” Helen said. 

The hallmark of the Festival of Learning Awards is the inspirational stories of the barriers learners have overcome to transform their lives. 

Mica Coleman Jones is the winner of this year’s patron’s award, selected personally by L&W’s patron, HRH The Princess Royal. 

Undiagnosed autism and an unstable home life left Mica with very few opportunities after school and college and was even temporarily homeless. Support from the Helena Kennedy Foundation helped to turn things around, and Mica is now studying for a masters so she can help others with special educational needs. 

Shahida Aslam, director of operations at Helena Kennedy Foundation, said: “It has been a joy to see how far Mica has come since her first bursary in teacher training. I’m so proud to see her thrive while continuing to push herself. She hasn’t stopped raising her own ambitions, and it’s wonderful to see her helping to raise those of people around her too.”

Another learner celebrated at today’s ceremony was Joanne Matthews, who studies at Hillingdon Adult Community Learning in London, and is this year’s winner of the return to learning award. 

A poor experience at school and a battle with mental health issues left Joanne with no qualifications and no confidence in her future prospects. Joanne describes the additional challenges of her gender transition and dyslexia as “debilitating” prior to her adult learning journey. 

“Walking through the door of Hillingdon five years ago was one of the scariest things I have done, but my confidence has grown with the course I’m doing,” she said.

“If you told me five years ago that I would attend adult education classes and get qualifications, and be able to travel across London to volunteer to support those struggling in life, I wouldn’t believe you. Returning to learning has been transformative.”

And an unusual but innovative partnership between the Liverpool Philharmonic and Mersey Care NHS Foundation Trust is the winner of this year’s president’s award. 

The partnership has created ‘the life rooms’ project which delivers a range of arts courses and experiences which improve participants’ mental health, self-esteem and wellbeing. 

One learner said: “Being involved with the Liverpool Philharmonic’s courses over the past year has inspired me to become more creative and built up my confidence to speak to more people. I’m also much better at expressing myself. I would never have done this without the support of the Liverpool Philharmonic and would encourage others to look towards music, creativity and adult learning to improve their health.”

Learning and Work Institute chief executive, Stephen Evans, says the Festival of Learning awards help make the case for greater investment in adult education: “As a country we must rise to some big challenges over the next decade and lifelong learning can help do that – contributing to achieving net zero, levelling up opportunity, improving health and wellbeing as the population ages and so much more. Investment in adult education is rising again, but will still be lower in 2025 than it was in 2010. We need to be much more ambitious for lifelong learning. Our award winners help make that case.”

This year the Learning and Work Institute is also providing a special recognition award to the Ukraine Adult Education Association. Since the start of the war in Ukraine, the association and its member organisations have mobilised to support defence and humanitarian efforts. Examples include online courses in first aid and tactical medicine, psychotherapeutic classes and courses on media literacy and spotting fake information. 

More details for each of the Festival of Learning award winners are available from their website.

Pictured, top (left to right) 

  • First row: Emma Smith, FD Works, Helen Sonnenfeld
  • Second row: Joanne Matthews, Shamim Hussein, Jo Wyard

Focus feature: Decarbonising college estates

Decarbonising a college estate is a huge, multi-million-pound project. Jess Staufenberg talks to three leaders about risking it all for huge cuts to bills and carbon footprint

Even before the current crisis in spiralling energy bills, colleges were sounding warning shots about the costs facing them this year. Cast your mind back to 2021, when a number of energy suppliers went bust amid rising gas prices and when a survey by the Association of Colleges showed colleges faced a rise of £20 million in energy bills this year.

Since then, the war in Ukraine has brought an unwelcome ethical as well as economic element into the equation. FE Week has previously reported how colleges face a “moral dilemma” over exiting contracts with Russian suppliers such as Gazprom ̶ torn between not wanting to fund an invasion and having to negotiate new, pricier energy contracts.

At the same time, carbon zero targets march ever closer. Our climate strategy deep-dive in November revealed many FE providers are playing catch-up as local authorities have announced climate emergencies and the government set its 2050 net zero carbon target.

Then in April the Department for Education published its ‘green strategy’ for education, including a requirement for all capital projects to consider carbon reduction measures, and reminding the sector that the UK aims to reduce emissions from public sector buildings by 75 per cent by 2037 compared to a 2017 baseline.

So decarbonising the college estate looks more urgent than ever – but with squeezed budgets, it’s also harder for colleges to undertake the massive restructuring projects to wean themselves off environmentally harmful, and morally compromised, gas and coal.

So how can it be done?

The ‘why’

FE Week has spoken at length to three colleges with large campuses that undertook multi-million-pound projects around their energy sources.

Luke Rake, chief executive at Kingston Maurward College in Dorset, says it felt like a “pretty poor show” for a land-based college to have a heating system based on oil and liquid petroleum gas. Overall, the college was releasing about 1,000 tons of carbon a year.

“All of our courses involve the environment, plants and animals. But the reality was we were not doing a great thing for the carbon footprint.”

External targets also made an impression, he continues: the National Farmers’ Union set a carbon zero target for 2040, Dorset Council set 2030 and campaign group Extinction Rebellion set 2025. Rake, himself an environmentalist, chose 2025.

Luke Rake, chief executive, Kingston Maurward College

Meanwhile Derby College Group was also motivated by practical considerations. According to Iain Baldwin, director of estates, the Broomfield Hall campus was heavily dependent on coal-fired boilers which needed lorryloads of coal to be delivered on the site and shovelled into the ovens.

“It was heavily reliant on manual input to operate it,” says Baldwin, and it meant lorries were constantly visiting the site.

Finance and resilience were other key drivers. “It was a substantial cost – we used to have a delivery every ten days throughout the year,” he says.

“I also didn’t want a whole site with one heating system, because if one thing goes down, it all goes down. One of the reasons for introducing the new provision was spread betting.”

The new air source heat pumps at Derby College group

Finally, reducing the carbon footprint at the Colchester Institute in north Essex was “close to the heart of the principal,” Alison Andreas, according to her deputy chief executive. Gary Horne explains the college declared a climate emergency in October last year and set a target to slash its carbon emissions 50 per cent by 2030.

Students were also suffering from the poor insulation and heating systems throughout the college, Horne adds. “There were single glazed metal windows, and many of them either wouldn’t close or were welded shut.” The heating was expensive yet learners often had to wear coats indoors in winter.

Another main motivator was financial. As finance director, Horne has got a horribly tight situation on his books as energy prices rise. The college’s energy bill is forecast to rise from half a million pounds to £1.3 million next year, and he needs all the help he can get in finding efficiencies.

Gary Horne, deputy chief executive, Colchester Institute

Raising funds

Each college is clear they could never have carried out the huge capital project work without government funding. They all applied to the Public Sector Decarbonisation Scheme, which was launched by the government in 2020 and has had three funding rounds so far.

Kingston Maurward College secured just over £2 million from the fund, with £300,000 extra put in by Dorset Council, to instal ground-source heat pumps. Work began last January and completed in March.

Colchester Institute got £3.7 million, and put in £1.3 million itself by selling some land. The funds allowed the college to replace its gas-fired boilers with air-source heat pumps as well as replace single glazed windows and instal insulation panels. Work began in August 2021 and, due to Covid delays, only completed in March this year. 

Meanwhile, Derby College Group secured £3.6 million from the fund, to replace its coal-fired boilers with six air-source heat pumps and three water-source heat pumps, as well as to install 101 solar panels, LED lighting and insulation. Work also began in August last year, with the new technology switched on in January this year.

The pump for bringing up the hot water from underground at Kingston Maurward College

For the uninitiated, an air-source heat pump is like reverse air conditioning. It absorbs heat from the air outside a building, which is used to heat either the air or water inside the building. Because it runs on electricity, it can be connected to a renewable energy source and so provides a low-carbon alternative to fossil-fuelled heating.

A ground-source heat pump transfers natural heat from the ground, again using renewable electricity to compress fluid, run it deep into the earth, raise it to a higher temperature and return it to the building.

Getting ready

“You need to go into this stuff with your eyes open and a good plan because the timeline is tight, and you need to have all your ducks in order,” says Rake, for whom this was his first major build as a principal.

In his case, permissions were the first hurdle. The main building at Kingston Maurward College is a grade I listed mansion and other buildings are grade II*, so planning permission was needed from national charity Historic England as well as the local conservation officer at Dorset Council. Thankfully, they both agreed.

Rake and his team also had to work out the most financially efficient way of getting the work done, eventually settling on eight contracts with five different contractors as the “best for the public purse”.

At Derby College Group, the 200 acres of parkland means there’s a lot of wildlife on site, Baldwin says, and so the team had to run bat surveys to establish the migratory paths of bat colonies and ensure they were safe.

Iain Baldwin, director of estates, Derby College Group

Meanwhile Colchester Institute took a ‘fabric first’ approach and re-insulated its main building before tackling the energy supply. Another requirement of the fund was to employ at least 50 local construction staff – the college managed to find 71 staff locally, hitting a key performance indicator and allowing work to go ahead.

The final but crucial piece of preparation is to “win the hearts and minds” of staff and students, adds Horne. This will help with everyone understanding any inconveniences further down the line.

Works on site

At Colchester Institute, the main challenge was teaching in a building where all the windows and insulation were being ripped out and replaced, continues Horne.

“We had to move classes into other blocks, and we took out two storeys at a time in a five-floor building,” he explains. It also helps to have “an understanding contractor who will down tools” around the exam period, he adds.

Covid also slowed the work down. The project was originally meant to be completed by November 2021 but computer chips coming from the continent for the new system were delayed by nearly eight weeks, pushing the completion date to March this year.

At Kingston Maurward College, the main challenge was the mud. The site needed 144 boreholes to be drilled, which were 130 metres deep to where the earth’s temperature is warmer and liquid heats to 63 degrees Celsius. When Storm Eunice arrived in February this year, the college grounds “looked like the Somme,” says Rake drily.

“I’m not overstating how much of a challenge the mud was. There was a lot of mess, mud trampled into everything.”

Preparing the boring holes at Kingston Maurward College

The college was under particular pressure to keep the site presentable as it doubles up as a wedding venue, so to ensure minimal loss of income the works were scheduled for winter, when bookings are scarce, explains Rake.

Meanwhile, the campus at Derby College Group has many learners with additional needs, who needed extra support to ensure they were not at risk from all the building works happening on site, explains Baldwin.

“We had to be very mindful of learners who may be deaf and may not hear the lorry coming,” he says.

Results and the future

By replacing four gas-fired boilers with air-source heat pumps run on electricity from wind farms off the coast of Essex, Colchester Institute has cut down on 290 tonnes of carbon per year. That’s an 18 per cent reduction of the college’s annual carbon footprint overall, amounting to about £50,000 in savings a year.

So to become carbon net zero, the college wants to do the same work “four times over”, at a cost of approximately £5 million each time, explains Horne. It shows the huge sums of money involved in effective decarbonisation.

“Our long-term aim is to be off grid if we can,” he adds. This would enable the college to be completely independent of fluctuating national grid prices and the fossil fuel market, and the senior leadership team are already looking at solar panels in pursuit of that goal.

Another key benefit was educational: eight construction apprentices were employed by the contractors on site and enrolled with the college as part of the project.

New solar panels at Derby College group

Next, at Kingston Maurward College, more than 200 tonnes of carbon have been cut per year, or around 25 per cent of its carbon footprint. It amounts to around £25,000 in savings in the short term, with chief executive Luke Rake anticipating greater savings in the longer term.

The college has also seen an uptick in recruitment to its construction courses, possibly as a result of the reputational pull of the large-scale environmental project, he says.

Meanwhile at Derby College Group, a staggering 659 tonnes of carbon have been cut, resulting in £14,000 of savings a year. The project has also “improved site safety because we don’t have lorries delivering coal, and the environment is better as we took down a ten-metre high chimney stack,” explains Baldwin.

Improvements

All the colleges praised the expert support provided by Salix, the non-departmental public body which awards the Public Sector Decarbonisation Scheme funding (it’s funded by the Department for Education and the Department for Business, Energy and Industrial Strategy).

But the criteria for winning the funding can be tough, and may change for each new funding cycle, they add.

“It’s first come, first served, so you’ve got to get in early,” explains Horne. “It means you need to do all the legwork upfront and you’re developing plans at risk.”

Meanwhile the externally imposed timeframes for completing the works are tight and “do put you under pressure,” says Rake (whose team had from January to end of March 2022 to get everything done).

These individual case studies are inspiring – but the mission now must be to convert such projects into a whole-sector transformation.

It’s first come, first served, so you’ve got to get in early

Yet we’re still a long way off. According to Salix, 63 colleges applied for decarbonisation funding from Salix in 2020/21, but only seven were successful, with £10.2 million handed out.

Meanwhile in 2021/22, 27 applied and 16 were successful, with £12.1 million handed out. The next funding round opens for applications in September 2022.

So as ever, the government is making FE providers fight one another for a pot of money many times smaller than the amount needed to allow them to do what’s necessary.

As a reminder, £13.5 billion was spent in one year on Covid testing, showing what money can be made available.

The climate emergency is surely even more serious than Covid. Rather than making colleges write yet more bids, perhaps government should allocate sufficient decarbonisation funding to every college estate, so that the sector has a real hope of meeting the 2037 deadline.

Ex-DfE adviser and ESFA boss appointed in Ofqual board shake-up

A former adviser to the Department for Education and the ex-top boss at the Education and Skills Funding Agency have joined the Ofqual board.

Chris Paterson and Eileen Milner are among six new members in a shake-up of the exam regulator’s board announced today.

Paterson joined the Education Endowment Foundation last year after leaving his post as senior policy adviser to then-education secretary Gavin Williamson. He had advised five different education secretaries over seven years.

Milner was ESFA chief executive from 2017 to 2021, before becoming chief executive of Cambridgeshire and Peterborough Combined Authority.

Also appointed on a three-year term is Cindy Leslie, chair of governors at Channing School, an independent school for girls in Highgate, north London.

She is also a member of Women2Win, an organisation that “aims to increase the number of Conservative women in Parliament and public life,” says the appointment.

Hardip Begol, chief executive at Woodard Academies Trust, Clare Pelham, chief executive of Epilepsy Society and Mark Farrar ex-CEO of the Association of Accounting Technicians have also been appointed.

Meanwhile, the Department for Education has re-appointed Susan Barrett, a former audit partner at Deloitte, Matt Tee, an executive director at Guy’s and St Thomas’ NHS Foundation Trust, and Frances Wadsworth, a deputy further education commissioner.

ofqual
Ian Bauckham

Hywel Jones’ current term has been extended by two months until September. He is CEO at Bedford College Academies Trust.

Ofqual chair Ian Bauckham said the members have a “rich range of experience including in education and public service”.

“They are joining Ofqual at a very exciting time, now that the first set of GCSE, AS and A-level summer exams since 2019 has taken place. They will bring invaluable insight and advice in the years ahead.”

The board makes sure Ofqual carries out its legal responsibilities and shows “integrity and objectivity” in regulating exams and assessments.

Remuneration is £6,000 a year for up to 20 days.

Hampshire college retains ‘outstanding’ grade a decade after last Ofsted inspection

A Hampshire college has retained its ‘outstanding’ rating from Ofsted – more than a decade after last being inspected.

Farnborough College of Technology, which has campuses in Farnborough and Aldershot, secured the education watchdog’s top rating following a visit in May.

It marks the first inspection it has had since November 2011, when it also received an ‘outstanding’, after Ofsted last year removed the inspection exemption for those providers which received the highest rating.

Principal Virginia Barrett said: “Since my arrival at the college in 2016 our strategy has focused on becoming a more inclusive institution with the highest expectations from our learners.

“Ensuring that learners embrace the goal of becoming a ‘T-shaped person’ by developing soft skills alongside their core subjects has led to a fantastic blend of qualities that is underlined by their professional standards – punctuality, arriving ready to learn, and having a real drive to be their best.

 “Our focus on progression and employability with the help of industry boards, experienced lecturers, and our careers programme also makes our college a great launchpad for our learners’ next steps, which is a particular area of pride given the excellent opportunities available in our region.”

The report said that learners and apprentices “flourish in a college culture of mutual respect”.

Inspectors recognised that students “grow in confidence and develop their character” because “they value how well staff know, understand and respond to their individual learning and pastoral needs and aspirations”.

The college put in place additional support for those who struggled during the Covid-19 pandemic, which Ofsted described as “excellent”.

Elsewhere, the report said the college had been especially successful in helping learners and apprentices develop professional behaviour, and said course leaders “use their very well-established links with local businesses, industry and community groups to shape the courses, qualifications and training they offer”.

It highlighted a host of courses such as level 3 games development and level 2 and 3 hair professional apprenticeships where industry-standard facilities were used to develop learners.

According to Ofsted, there were just over 2,000 young learners, 670 apprentices and 1,000 adult learners at the time of the inspection.

Barrett said her college could not have reached this “excellent result without the commitment of all college staff, who consistently go above and beyond to give learners an experience that we consider to be beyond outstanding”.

This is what I’ve learnt as a staff member with ADHD

Staff can use the term ‘ADHD’ flippantly, but a thorough understanding and compassion for the diagnosis is needed, writes Richard Moody

At 26 years old I was diagnosed with attention deficit hyperactivity disorder. It was a long journey to get there.

Growing up, I knew I wasn’t necessarily ‘normal’. That feeling followed me through my late teens and into adulthood, as I dropped out of university and stumbled into my career in FE.

In 2020 I was in the second year of my CertEd, specialising in SEND. Then the pandemic hit and like everyone, I was suddenly working from home, left to my own devices.

It was impossible. I sat at my computer for hours on end and tried so hard, and nothing happened. I couldn’t work, and I felt lazy and guilty about it. It wasn’t that I was getting distracted by other things, I just couldn’t make my hands move.

This wasn’t a new sensation, but the reality of that feeling every day for weeks at a time forced me to look for answers again. Fast forward to October 2021 and I had one – an ADHD diagnosis.

I sat at my computer for hours and couldn’t work

Nothing changed overnight, but it felt good to have something of an answer. There were still a lot of questions. When I told my manager, she asked: “What reasonable adjustments can we put in place to help you?”. Honestly, I had no idea. I was used to my normal.

I needed something to change, though, because like a lot of new teachers, I was finding my first year tough, and I was struggling with feeling isolated.

It didn’t help to hear people (sometimes colleagues) speaking about ADHD flippantly or in an uninformed way. My condition would be minimised into a stereotype (lazy or hyper) or even used as an adjective (“He’s so ADHD!”). I can’t really blame them because I used to have the same misconceptions.

ADHD isn’t what I thought it was. My image was of hyperactive children bouncing off the walls ̶ naughty, disruptive behaviour

ADHD is a neurodevelopmental disorder. Hyperactivity and inattentiveness are part of a bigger picture that includes executive dysfunction, emotional dysregulation and impaired social skills. Things that, in their own ways, affect me more than I would have liked to admit before my diagnosis.

It was taking medication that helped me to understand my differences. Medicated, I am at the normal of the people around me, but for me that feels superpowered. It isn’t perfect, but I can do things when I want to. I can focus on one thing at a time.

I understand now, and am learning more and more, that feeling normal is more important than people anticipate. With neurodiversity as a term to apply to myself, I had an identity and community. It wasn’t that I never fitted in, it was that I was judging myself against people who were simply not like me.

When I started to talk to people with the same condition as me, I finally got the validation that it was OK to be me.

We still have a way to go. Across all levels of staff in FE, training is imperative. It should be designed to remove stereotypes and stigma and should be led by medical experts or by people with those conditions.

Organisations should make reasonable adjustments tailored to their staff. For me, that means making sure I have structured routines with clear and distinct deadlines, with advance warnings about any changes as well as regular meetings with my manager.

These things help me to manage at work, but for others, those adjustments could be completely different. However, I think the most important thing for anybody with ADHD is compassion. I don’t expect a free pass on making mistakes, but know that when I am late, or I am reacting badly to a change, these things aren’t always in my control, and I am trying my best.

I am fortunate enough now that I am beginning to understand myself and feel more confident to ask for what I need. With the right training and understanding, organisations should know what I might need and ask me first.

The most important lesson I learnt, however, is that I am not alone.

Could better investment in skills derail future train strikes?

Training and upskilling opportunities are an important way to improve job satisfaction and retention in essential jobs, writes Kirstie Donnelly

Last week’s rail strikes highlighted many critical issues facing workers in our transport sector, with trade union RMT calling for better pay, better working conditions and the guarantee of no forced redundancy.

But they aren’t the only ones suffering. As the rail strikes come to an end (for now), there are murmurs of other sectors starting their own picket lines, with workers and unions across healthcare, education and other public services also threatening strike action this summer.

It’s no coincidence that these industries are the very ones that were deemed essential during the pandemic, providing the critical services and infrastructure that communities and people rely on, day in, day out.

Making up half of the workforce, these essential jobs are the lifeblood of Britain’s economy.

And over the coming years, we’re only going to see the number of roles in these critical sectors increase, with more than three million essential job openings expected in the next five years, including 340,000 brand new jobs.

But, it’s not just the workers who are discontented. Employers are already reporting that they are struggling to fill vacancies, leaving us with a labour market crisis that is set to worsen in the years ahead without intervention

It’s about more than just the money. Our research published earlier this year looked into the vital role these industries play. We found that despite the ten key worker sectors being critical to keeping our lights on, only 25 per cent of the UK population would consider working in one.

The research demonstrates the undeniable fact that low salaries, unattractive or inflexible working conditions and a general lack of respect for these critical jobs is having a catastrophic impact on the ability of employers to fill these roles.

Across the board, good pay, a respected status and sociable hours are cited as the top three reasons why people find certain essential jobs attractive.

As well as these, other important factors included having the relevant skills, experience or qualifications and good opportunities for career progression – demonstrating once again that training and upskilling opportunities are crucial for encouraging more people to apply for these roles.

The government needs to take action to place higher value on these essential roles

So, while there is work to be done in reviewing and increasing pay for some of these industries, that’s just one piece of the puzzle.

In the face of further potential strike action, and a growing labour crisis that continues to impact these vital industries and wider society, we need to collectively take a long, hard look at how we can make these jobs more attractive.

Find out what employees want

Employers should consider polling their workers on what they really want, and prioritise offering benefits, such as flexible working or increased learning and development opportunities, if they don’t already do so.

Offer upskilling opportunities

There is a need to focus on training and upskilling throughout people’s careers to ensure that the current workforce maintains their skillsets. Also important is a strong offering to younger people (i.e. traineeships and level 2 and 3 apprenticeships) to ensure a solid talent pipeline of people coming into industries

Boost pride and pay in essential jobs

The government needs to take action to place higher value on these essential roles and drive a public behaviour change through working with employers to ensure fair wages across both public and private sector roles and by supporting positive campaigning to reinforce the pride in essential jobs.

If we’re to solve the crippling skills and recruitment gaps these sectors are facing once and for all, employers, industries, educators, government and the general public must all give these hard-to-fill roles the respect they deserve and reposition them as the foundation for our whole economy.