Link Worker Led Social Prescribing As Early Intervention For Children With Social-Emotional Mental Health Difficulties

ObjectiveTo evaluate the impact of a novel approach to Social Prescribing (SP) embedded within education for primary-school aged children with early social-emotional mental health (SEMH) difficulties in socioeconomically deprived areas DesignRepeated measures Setting10 primary schools Patients117 children aged 7-11 years with SEMH InterventionChildren received weekly support with a Link Worker and support to attend community assets over 9 months. Main outcome measuresTeacher (T) and parent (P) report Strengths and Difficulties Questionnaire measured SEMH, parent and child report Paediatric Quality of Life Inventory measured quality of life, and a child report vocabulary list measured expressive and receptive vocabulary. ResultsThere was a significant effect of provision on SEMH reported by teachers (n-71) and parents (n=92), including total difficulties (95% CI .000-.001; 95% CI .015-.020), conduct difficulties (95% CI .012-.017; 95% CI .000-.001) and hyperactivity (95% CI .000-.001; 95% CI .000-.000, respectively) with moderate effect sizes. Parents (n=74) reported a significant improvement in childrens emotional (95% CI .066-.075) and school functioning (95% CI .005-008) with small effect sizes, however child reported quality of life (n=83) remained stable. There was a significant improvement in childrens receptive vocabulary (95% CI .019-.025) with moderate effect size, but not expressive vocabulary. ConclusionsOutcomes indicate a potential role for SP embedded within education as a preventative strategy in childrens early social-emotional mental health and wellbeing. Further work is required to explore direct impacts on mental health services and long-term impacts on SEMH. What is already known on this topicChild-centred SP is emerging as an alternative approach to support within health and voluntary sectors, however there is a gap in SP embedded within education, and limited evidence for the impact of SP on child SEMH and wellbeing. What this study addsEarly evidence for education-embedded SP as a potential preventative strategy in childrens mental health and wellbeing. How this study might affect research, practice or policyOutcomes have potential implications for supporting capacity of primary and secondary care services, a framework for collaborative delivery of support between education, health and voluntary sector services, and a defined SP model for further research.