Trust, turnout and the PCC elections

There's a difference between apathy and lack of interest when it comes to elections.

The elections in the US are over, and so our attention turns to something closer to home, the Police and Crime Commissioner (PCC) Elections. In the aftermath of the Hillsborough Independent Panel’s report and revelations of decades of unchecked child abuse by Jimmy Savile, the opportunity for the public to have a greater say in holding the police to account looks surprisingly unpopular. With turnout forecasts very low, the PCC elections have failed to energise voters. While candidates and the media have been playing a blame game, our research shows a much more complex picture of why the electorate may not go to the polls today.

The candidates, particularly independent candidates, have accused the government, labelling it a ‘botch job’.  Held in the middle of one of the coldest months of the year, without a funded  mailshot and saturated by party-backed candidates and ex-politicians, it’s easy to see why the Electoral Reform Society has pinned responsibility on the government for low turnout.

The candidates themselves have also been blamed for failing to engage potential voters. Our research shows that just under 4 in 10 believe an elected PCC could increase confidence in local police forces. Participants were also shown a list of people and organisations and asked who should play a role in deciding what the police should be doing in their local area. 30% of people mentioned PCCs. These figures suggest a baseline of public support as of yet untapped by candidates, providing turnout forecasts are correct.

While the government and candidates perhaps could have better engaged people with a campaign that allowed for momentum and interest to be built, longer term trends indicate that there may be little appetite for this kind of election and that little can be done to affect turnout.

One reason is rising levels of distrust in politics as shown by our British Social Attitudes study: in 2011, just 1 in 10 said they trusted politicians ‘a great deal’ or ‘quite a lot’. Another could be the candidate-centred nature of this election; 35% thought that mayoral elections would give one person too much power. As well as this, 38% think PCCs would bring too much political interference. This concern reflects the public’s preference for independence and expertise over democratic mandate; 55% agree the House of Lords should be made up of independent experts not party politicians.

It’s clear that there is work to do to restore confidence in the police but elections, it seems, don’t guarantee trust. Crucially, about half of the people we asked thought having an elected PCC would have no effect on confidence in the police and 10% thought it would undermine confidence. This indicates a serious level of public scepticism about PCCs and while apathy is often used to explain low turnout at alternative elections, it may be more than a lack of interest that keeps people from the polling booths on Thursday.

Poor turnout will not only affect how the PCCs’ roles develop - after all, if the public don’t want them, the police may not either - but it will also gauge where British democracy is heading. It may well be an indication of a much deeper, more widespread malaise about the way we choose leaders.

We’ll be watching the results and commenting on Twitter all day on Friday, so follow us as we hit turnout milestones.

This post also appeared at NatCen's blog.

Ian Simpson is a mixed methods researcher in the Crime and Justice team at NatCen.

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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