The importance of wellbeing in a deaf child’s life
Equality, diversity, and inclusion is an important focus in many organisations and Kids Inspire is no different. Last week was Deaf Awareness week (3-9 May) and we took the opportunity to talk to a local Resource Base for deaf pupils within a mainstream primary school. We asked them how they manage the day-to-day wellbeing of their children.
‘The most recent study of mental health in Deaf children in England showed that 26% in a sample of 144 signing Deaf children and young people not currently accessing child mental health services had a probable mental health problem and 57% had a possible mental health problem (Roberts et al, 2015). This is much higher than the general population of 11-16 year olds (Sadler et al, 2018) where approximately 14% are thought to have a mental disorder.’ – Source The Association for Child and Adolescent Mental Health
Mildmay Junior School in Chelmsford has had deaf students as part of its school for many years and it is the aim of the Resource Base that deaf children learn alongside their hearing peers as much as possible. Being aware of the higher chance of mental health difficulties as a result of a sensory loss the teachers of the deaf and specialist support staff ensure that alongside audiology and other checks, daily wellbeing ‘check-ins’ are also an important part of the routine to help set each child up for their day ahead. The Resource Base told us that having secure wellbeing systems in place help to support a deaf child:
To learn
To be independent
To build secure relationships
To be better prepared for the transition to secondary school (and life beyond).
Using the Zones of Regulation, children learn to express and identify their emotions to the team, teaching them how to self-regulate and to control their own body and mind. It is important to the school that a child leaves its setting feeling positive about being deaf.
‘Deaf Role Models’ are a regular feature in a Deaf Studies class. The school’s motto is “I’m deaf and I can…”
Additionally, children spend time in Deaf Studies class where they learn about deaf education and deaf history, which also takes a look at positive Deaf role models - a motto that the school uses is “I’m deaf and I can…”. Instilling a positive deaf identity encourages ownership over their deafness and being proud of who they are. This in turn supports them to become active members of the wider school community and beyond.
“The wellbeing of our deaf learners is at the core of everything we do. We not only monitor the children's wellbeing on a daily basis but we also actively consider this whilst planning long-term provision as wellbeing underpins any and all progress they make.” -Credit Mildmay Junior School Resource Base
Speaking to the team at Mildmay Junior School Resource Base has helped us to understand that daily wellbeing checks support the foundation of secure social-emotional skills for a deaf child. Helping them to build resilience as part of their education and beyond – all of which is vital for continued positive mental wellbeing.
If you have any concerns about your deaf child, families are encouraged by National Deaf CAMHS to discuss first with local professionals (teacher, GP, social worker).