Editor's picks: Jason Cowley on the best pieces from 2013

The New Statesman editor selects some of his favourite reviews, essays and comment published in the magazine in 2013 - from John Gray on Edmund Burke to Will Self's tribute to pessimism.

One of the many pleasures of being editor of the New Statesman is the opportunity it allows to commission and publish writers I admire writing about subjects that interest me.

Let’s call it a higher form of self-indulgence. Anyway, here are 25 articles published in the New Statesman in 2013 which are worth reading if you missed them. If you didn’t, they are worth reading again.

John Gray - "What Machiavelli Knew" (July)

John Bew on Alex Ferguson - "The last great Briton" (December)

Hedley Twiddle - "The last days of Nelson Mandela" (October)

Jemima Khan on Julian Assange - "How the Wikileaks founder alienated his allies" (February)

Michael Barrett on the remarkable travels of David Livingstone - "Presumed innocent" (July)

Vince Cable on the Great Stagnation - "When the facts change, should I change my mind?" (March)

John Gray on Edmund Burke and the Tories - "History has no author" (May)

Brendan Simms on the German Problem - "Cracked heart of the old world" (March)

Robert Skidelsky - "Creative Destruction: Keynes, Hobson, Marx – and the crisis of capitalism" (May)

Will Self - "In praise of pessimism" (April)

Peter Wilby - "A Dissenting Tradition: the New Statesman and the left"

Simon Heffer - "Margaret Thatcher was not right-wing" (May)

Richard Mabey - Writing on nature

Ian Bremmer From G20 to G-Zero - "Why no one wants to take charge in the new global order" (June)

John Bew On the Geopolitics of the Syrian War - "Las Vegas rules don't apply in Syria" and "The west humiliated" (July and September)

Rachel Cusk - "On narcissim: the mirror and the self" (August)

Danny Dorling - "Why aren’t young people working?" (August)

Simon Kuper - "I am Zlatan Ibrahimovic: ghetto superstar" (September)

John Bew - "Clement Attlee: An unromantic hero" (September)

David Marquand on Britain and the EU - "First Brexit, then break-up" (October)

Steven Poole - "The pseudo-profundity of Malcolm Gladwell" (October)

David Pilling - "Shinzo Abe’s second coming" (October)

Russell Brand on revolution - “We no longer have the luxury of tradition” (October)

Rupert Everett - "Bring on the guillotine: Rupert Everett on the gay rights revolution" (October)

Bryan Appleyard - "Is this the death of Apple?" (November)

And here’s something by me – "Eton Eternal: How the old ruling class became the new ruling class" (May)

Jason Cowley is editor of the New Statesman. He has been the editor of Granta, a senior editor at the Observer and a staff writer at the Times.

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As children face a mental health crisis, should schools take the lead in fighting it?

There is a crisis affecting the mental health of England's young people. As Children’s Mental Health Week gets underway, the government must put schools at the heart of mental health services.

Three children in every classroom have a diagnosable mental health condition. Half of these are conduct (behavioural) disorders, while one third are emotional disorders such as stress, anxiety and depression, which often becomes outwardly apparent through self-harm. There was a staggering 52 per cent jump in hospital admissions for children and young people who had self-harmed between 2009 and 2015.

Schools and teachers have consistently reported the scale of the problem since 2009. Last year, over half of teachers reported that more of their pupils experience mental health problems than in the past. But teachers also consistently report how ill-equipped they feel to meet pupils’ mental health needs, and often cite a lack of training, expertise and support from NHS services.

Part of the reason for the increased pressure on schools is that there are now fewer ‘early intervention’ and low-level mental health services based in the community. Cuts to local authority budgets since 2010 have resulted in significant erosion of these services, despite strong evidence of their effectiveness in reducing escalation and crises further down the line. According to the parliamentary Health Select Committee, this has led specialist child and adolescent mental health services (CAMHS) to become inundated with more severe and complex cases that have been allowed to escalate through a lack of early treatment.

This matters.  Allowing the mental health of children and young people to deteriorate to this extent will prevent us from creating a healthy, happy, economically productive society.

So what part should schools play in government’s response?

During the last parliament, the government played down the role of schools in meeting pupils’ mental health and wider emotional needs. Michael Gove, during his tenure as education secretary, made a conscious decision to move away from the Every Child Matters framework, which obliged local authorities to work with schools and health services to improve the ‘physical and mental wellbeing’ of all children in their local area. He argued that schools policy needed to focus more heavily on academic outcomes and educational rigour, and references to children’s wellbeing were removed from the Ofsted framework. This created a false dichotomy between academic standards and pupils’ mental health - why can’t a school promote both?

But since Gove was replaced by Nicky Morgan, a new window of opportunity for meaningful reform has opened. Following her appointment in 2014, Morgan has called on schools to promote resilience and protect pupil’s mental health when problems first arise. The Department for Education has made tentative steps in this direction, publishing advice on counselling in schools and announcing a new pilot scheme to link schools with NHS services.

However, much more needs to be done.

The only way to break the pressures on both mental health services and schools is to reinvest in early intervention services of the kind that local authorities and the NHS have been forced to cut over the last few years. But this time around there should be one major difference – there is a compelling case that services should be based largely inside schools.

There are strong arguments for why schools are best placed to provide mental health services. Schools see young people more than any other service, giving them a unique ability to get to hard-to-reach children and young people and build meaningful relationships with them over time. Studies have shown that children and young people largely prefer to see a counsellor in school rather than in an outside environment, and attendance rates for school-based services such as those provided by the charity Place2Be are often better than those for CAMHS. Young people have reported that for low-level conditions such as stress and anxiety, a clinical NHS setting can sometimes be daunting and off-putting.

There are already examples of innovative schools which combine mental health and wellbeing provision with a strong academic curriculum. For example, School 21 in East London dedicates 2.5 hours per week to wellbeing, creating opportunities for pastoral staff to identify problems as early as possible.

There is a huge opportunity for Nicky Morgan – as well as Labour’s shadow mental health minister Luciana Berger – to call for schools to be placed at the heart of a reconstructed early intervention infrastructure.

This will, though, require a huge cultural shift. Politicians, policymakers, commissioners and school leaders must be brave enough to make the leap in to reimagining schools as providers of health as well as education services.

Craig Thorley is a research fellow at IPPR, where he leads work on mental health. Follow him @craigjthorley