I welcome the opportunity afforded to me by this debate to highlight the need for stigma-reducing and mental health education in schools. As a country we must ensure that our children and young people leave schools with the tools they need to look after their mental health and the knowledge that there is no shame in discussing mental health or in looking for help from the various professionals best placed to provide it.
I welcome the commitment of the Government to continue to invest in our mental health services and to implement the recommendations of A Vision for Change. As we work to establish more community-based mental health services, a great deal has been made of the need to break down the stigma surrounding mental health issues in our society. We must work to prevent new stigmas from forming as well. Young people experiencing mental health problems are at exactly the same, if not a greater, risk of rejection, damage to self-esteem and a reluctance to seek support as their adult counterparts. It is vital that we do everything we can to introduce children in an age-appropriate fashion to positive mental health education and stigma-reducing programmes.
I have spoken in the House previously about the contrast between the way we teach children about their mental health and the way they learn about the basics of dental health. We teach our children from the youngest age in schools about the damage that sweets and fizzy drinks can do to their teeth. We teach them how to prevent dental problems. We discuss the tools they need and the importance of brushing their teeth morning and night. We discuss the need for regular visits and check-ups and the fact that there is no shame in a toothache. We should use our schools to teach children the fundamental tools they will need to look after their mental health using exactly the same method we use to teach them how to protect and mind aspects of their physical health.
We can learn from our international colleagues and neighbours on this issue. For example, in Scotland, following a successful two-year pilot programme, the positive mental health attitudes curriculum has been adopted by the education department. Children are given the opportunity to engage with mental health in the classroom and to discuss issues that may affect them with their teachers and peers. Since this is now a national curriculum, teachers have been provided with lesson suggestions, worksheets and a DVD of anecdotal scenarios to highlight mental health issues that young people and their friends and family members may be experiencing. At a basic level, the inclusion of this subject as part of a national curriculum would ensure that all children receive the same message on mental health from their school.
The answer I often receive from the Department of Education and Skills is that social, personal and health education is part of the junior cycle but this is not adequate. The subject touches on emotional well-being only in a broad sense. The reality is that one in four people in the country experience mental health difficulties at some stage in their lives. Their challenges have been kept behind closed doors for too long in this country and we have seen the negative consequences of this.
We must have a more specifically targeted programme to ensure young people leave school empowered with the tools required. This is nothing new and it is recommended in the Government's policy, A Vision for Change. It is also recommended and fleshed out in some detail by See Change, the national mental health stigma reduction partnership. There should be a willingness to recognise that this is about more than simply resources when we are discussing mental health. It is about a culture and how we can knit the promotion of positive mental health throughout the schools. We have a captive audience sitting in classrooms throughout the island on a daily basis and we must ensure that teaching time and the classrooms are used as the powerful tools they can be to reduce stigma and to give people the tools to promote positive mental health.