The MindEd Trust is an England based Registered Charity (No. 1163922). Further details on the constitution, objectives, structure and management of the Trust may be found on the Charity Commission’s website.
There is also a well established Facebook page, which will provide additional context and background.
With no overheads, no employees and no direct services, The MindEd Trust is explicitly designed to maximise the flow of capital and expertise into the mental health system for young people whilst simultaneously amplifying the effect of every pound donated for optimum impact. Mental illness treatment is very expensive – one of the very reasons the Trust is concentrated on prevention and reducing the burden of adolescent psychosis on the public health system. Prevention is not only incredibly effective, it is also comparatively cheap to promote and implement. £10,000 in purchasing medical equipment and expertise is insignificant. Properly applied, £10,000 in school and locality prevention can touch hundreds of people and entire communities. This is a fundamental operating principle of the Trust – to reach as many people as possible in the most cost-effective manner
The Trust is profoundly grateful for its many supporters and sponsors, but remains reliant on donations. Small contributions can make a big difference. The MindEd Trust BT MyDonate site has no management charges and is fully Gift Aid compliant and contributions may be made there.
Please note: The MindEd Trust will never employ cold-calling, begging letters, blanket mailshots or third party, charity boosters.
Many people have asked about The Trust logo. The boy at the piano was drawn by Edward Mallen’s primary school music teacher, Lucy Barlow, to whom we are deeply indebted, on her card of condolence. Please note that this logo is a Registered Trademark.
The creation of a comprehensive and sustainable emotional wellbeing and mental health programme requires a whole school approach and must be generated via a structured process. Wherever possible, educational tools and care pathways must be evidence based. Schools are encouraged to place particular emphasis on evidence-based practices and resources, firmly ground in scientific and academic rigour. There are many, many educational tools and systems available across both the private and public sectors. However, not all are properly grounded in tested and accredited evidence.
There is a comparative shortage of scientific evidence in the field of adolescent mental health which is no small part reflects wholly inadequate research funding. In consequence, The MindEd Trust will encourage all schools and colleges implementing wellbeing programmes to record, monitor, measure and evaluate outcomes. This will add to the body of knowledge underpinning the sector and promote the evolution of best practice and new techniques.
There is considerable evidence in support of preventative Cognitive Behavioural Therapy (CBT) and The Trust therefore advocates detailed evaluation of the application of prevention based CBT in school programmes.
Successful programmes are also multi-faceted, extending well beyond traditional classroom learning to include a wide range of other characteristics such as mindfulness, music, sport, drama, group activity, online learning, early intervention tools and peer-to-peer support. The Trust encourages a full and detailed evaluation of best practice across all tools, programmes, resources and methods available to schools.
Importantly, mental health literacy programmes must be embedded in a school curriculum and be continuous, leading students, staff and all stakeholders through a structured programme which runs throughout childhood and adolescence. Impact and benefit will be limited if wellbeing is confined to a particular lesson or only addressed on a one-off basis. Wellbeing needs to permeate all aspects of the curriculum and be applied at frequent intervals.
In promoting mindEducation programmes, The MindEd Trust has developed a framework to assist schools in generating coherent and multi-faceted pathways. Public Health England have devised a useful summary graphic based on a “whole school” approach.
Public Health England: “Promoting children & young people’s emotional health & wellbeing – A whole school and college approach.” (March 2015)
The MindEd Trust will assist schools in developing whole school programmes in line with accredited policies and methods, bringing together leading-edge research and techniques, supported by resources and funding.
The MindEd Trust suggests that schools and colleges adopt the following methodology in developing emotional health and prevention based programmes which are designed to optimise resilience and defend against psychosis.
The MindEducation School Engagement Process
Projects & Support
The MindEd Trust is currently working with 30+ schools and colleges in the Hertfordshire and Cambridgeshire area following the provision of assistance to Hills Road Sixth Form College in the creation, implementation and ongoing development of a comprehensive wellbeing and care programme for students and staff in 2015/16. In addition to developing mindEducation programmes for schools, The Trust continues to fund and support school and community based events, seminars and conferences which are focussed on young people’s psychological development, wellbeing and safety.
Grant applications are welcome from all schools, community service organisations and healthcare bodies connected with young people’s mental health and emotional development.
Since inception, The Trust has forged close relations with many leading mental health experts from across the academic, health and public education sectors, together with dozens of other charities and service providers. In addition, The Trust is in discussion will all levels of local, regional and national government.
Importantly, the Trust is firmly community based and has developed a dense and diverse network of relationships with schools, hospitals, care facilities, parents, young people and sufferers. The Trust is helping to formulate mental health literacy programmes and suicide prevention policies at local, regional and national level.