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Food allergy affects around 7-8% of children worldwide, or about two children in an average-sized classroom. As children spend at least 20% of their waking hours in school, it is not surprising that data show that 18% of food allergy reactions and 25% of first-time anaphylactic reactions occur at school. This report by the Benedict Blythe Foundations looks at the prevalence and seriousness of allergies in school-aged children, and the devastating consequences when things go wrong at school. The report makes a number of recommendations to improve the safety of children with food allergies in UK schools, including changes to the law. The report recommends: 1. Making it mandatory for all schools: to have an allergy policy, including an anaphylaxis plan for pupils with food allergies, an IHP and anaphylaxis action plan completed (and regularly updated) collaboratively by the child, parents/carers and school staff to hold spare AAIs that are in-date to implement training for school staff and teachers on allergies and anaphylaxis and a whole school allergy awareness approach 2. Government funding for the additional cost to schools for AAIs and training 3. DfE/FSA commissioned research into the effectiveness of approaches and interventions to optimise the preparedness of schools for preventing allergic reactions and managing anaphylaxis 4. Adherence to these measures to be checked as part of schools’ assessments by Ofsted

This video made by Health Education England and the Restraint Reduction Network looks at the impact of inappropriately used restraint practices in mental health and learning disability services. Three people with lived experience of restraint discuss the impact it has had on their lives and why they are campaigning for change.

e-Bug, operated by the UK Health Security Agency, is a health education programme that aims to promote positive behaviour change among children and young people to support infection prevention and control efforts, and to respond to the global threat of antimicrobial resistance. e-Bug provides free resources for educators, community leaders, parents, and caregivers to educate children and young people and ensure they are able to play their role in preventing infection outbreaks and using antimicrobials appropriately.

Institutional racism within the United Kingdom's (UK) Higher Education (HE) sector, particularly nurse and midwifery education, has lacked empirical research, critical scrutiny, and serious discussion. This paper focuses on the racialised experiences of nurses and midwives during their education in UK universities, including their practice placements. It explores the emotional, physical, and psychological impacts of these experiences. The study concludes that the endemic culture of racism in nurse and midwifery education is a fundamental factor that must be recognised and called out. The study argues that universities and health care trusts need to be accountable for preparing all students to challenge racism and provide equitable learning opportunities that cover the objectives to meet the Nursing and Midwifery Council (NMC) requirements to avoid significant experiences of exclusion and intimidation.

This blog by the Centre for Mental Health looks at data about young people's mental health in 2022 from NHS Digital, highlighting the urgent need for effective mental health services and support for young people. It looks at what needs to change to improve the picture for young people's mental health including addressing child poverty, implementing whole school and college approaches and investing in early intervention support. Key findings One in four teenagers aged 17-19 have a mental health difficulty, an increase from one in six in 2021. Poverty continues to have a strong link to young people’s poor mental health. Reversed patterns of probable mental health difficulty for boys/young men and girls/young women highlights the need for specific gender-specific approaches. Young people with a mental health difficulty are more likely to have negative experience of social media. Young people with a mental health difficulty are more likely to miss school and feel unsafe while at school.

Health services in college and university campuses are under pressure to respond to COVID-19 with patient safety in mind. This article  from Abelson et al. in The Seattle Times discusses weakness in university health services that undermine their ability to do so. It shares interviews with students that discuss misdiagnosis and diagnostic delays due to the impact of the pandemic.

In her latest Letter from America, Lorri Zipperer explores the lack of coordination that is undermining the current US response to the COVID-19 crisis and preparation for the next phase. Letter from America is the latest in a Patient Safety Learning blog series highlighting new accomplishments and patient safety challenges in the United States. Meredith Wilson’s “The Music Man” is an American musical set in 1900’s River City Iowa. First seen on Broadway and then as a 1960s film, the story rests on hope that arrives in town on the shoulders of a con man, Harold Hill. There are lots of themes we could track from this story into our times today – but one scene in particular is on point for this month’s letter. Hill distributes music and instruments to his students with instructions to practice on their own and they come together to play for the town. Let’s just say it doesn’t go so well. Although committed to the goal, the kids can’t play the music without solid instruction, synchronised development, collective practice and effective leadership. A band needs to follow the same score of the same tune in order to MAKE music that works. The COVID response in the US seems to have put patients, the public and clinicians in a situation similar to that of the River City kids. States, schools and cities seem to be playing from different arrangements of the same tune resulting in a lack of coordination and consistency across the country. The result is not just noise but profound failure. Ed Yong in The Atlantic summarises the systemic discord that has contributed to an estimated 183,000 deaths in the US. He highlights how despite ample warnings the country was unprepared for a pandemic, and suggests it remains unprepared for the next one. Weaknesses in leadership, testing, state policies, data capture and dissemination, public health infrastructure and information inaccuracies set the stage for the spread of COVID. Lack of respect for science, ingrained bias against people of colour and an ineffective health system perpetuated much of what could have been prevented. The situation Yong describes in his article has led the USA to a patchwork response to the pandemic. Across the country a variety of populations are being put at risk. For example, students and teachers at colleges and universities are having to navigate their way through the crisis – sorting through local concerns and statistics to devise a course that will serve their communities best while serving a mobile population of students who come from home to learn while potentially carrying or picking up the virus to take home or to their dorms. As examined in Kaiser Health News students arriving for classes are experiencing varying approaches to testing, hybrid online/in person class models and stay-at-home and masking orders. And should students become ill, universities may not be well equipped to keep those patients safe. Strategies to address these problems from politicians, researchers and healthcare abound. There is a recognised need of a national policy that aligns efforts to manage the COVID situation. As noted in USA Today, countries that have had relative success in managing the virus, such as Germany and Denmark, have a collective approach to address the problem they have committed to. The article compares international responses to those of the US to illustrate gaps and highlight areas where coordination and collaboration are desperately needed to move the country’s effort forward. Healthcare seems particularly suited to offer suggestions for improving the situation. The American Association of Medical Colleges recently published a guidance to set a direction for a safer future. The Way Forward on COVID-19: A Road Map to Reset the Nation’s Approach to the Pandemic outlines 11 recommendations to support and motivate the nation to adopt a systemic, collective plan to reset the country. Informed by expert insights from a variety of fields, the document shares actionable suggestions on topics such as testing improvement, national standards on face coverings and other safety protocols, and vaccine deployment planning. Suggestions include undertaking research to determine efficacy of face coverings to reduce transmission of COVID-19, distribution data to compare the impact of school reopening and designing a government-funded vaccine distribution and use process that involves a wide range of providers. The Music Man ends with a rousing performance of “76 Trombones.” The kids in the band follow a course toward success, resplendent in full uniform, high stepping and proud, seamlessly working together. The families and townsfolk people beam with accomplishment and join in on the celebration of collective achievement. When will we be ready to take up our instruments and perform cohesively together with no one left behind due to having a different COVID-19 score?

On 28 June 2017, 13 year-old Karanbir Cheemer was at school when another pupil threw a small piece of cheese at him. He was known to be allergic to cheese and he went into anaphylactic shock. Karanbir later died.  In this report, senior coroner ME Hassell, highlights a number of patient safety concerns relating to his death and calls for action to prevent future deaths.

This guideline from the National Institute for Health and Care Excellence (NICE) covers preventing and controlling healthcare-associated infections in children, young people and adults in primary and community care settings. It provides a blueprint for the infection prevention and control precautions that should be applied by everyone involved in delivering NHS care and treatment. This guideline includes recommendations on: hand decontamination use of personal protective equipment safe use and disposal of sharps waste disposal long-term urinary catheters enteral feeding vascular access devices. Who is it for? commissioners and providers healthcare professionals working in primary and community care settings, including ambulance services, schools and prisons children, young people and adults receiving healthcare for which standard infection-control precautions apply in primary and community care, and their families and carers.

Healthcare students are at high risk of sharps injuries, which can negatively impact their confidence and wellbeing. This study audited three clinical skills simulation wards at a UK university to determine the incidence of sharps injuries in this educational setting. The authors found that sharps injuries were the most common type of incident in clinical skills simulation wards, with student nurses being at highest risk. They suggest that intervention is needed to improve safety in this educational setting, including sharps handling training, with greater focus on existing regulations.

This infographic explains the role community health services play in the NHS healthcare system.

An examination of our local community hospital (2nd largest in the state of Maine) and a petition to hopefully spark discussion and change.

The Schools for Health in Europe network foundation (SHE) aims to improve the health of children and young people in Europe, including reducing health inequalities, through a specific setting focus on schools. This factsheet by SHE provides an overview of current evidence on health literacy with a specific focus on schools, pupils, and educational staff. It contains information and data on: Health literacy among school-aged children The interplay between health literacy, health and education Health literacy in schools in the WHO European Region A future avenue for health literacy in schools

This toolkit has been co-produced by the School and Public Health Nurses Association (SAPHNA) with school nursing services, mental health campaigners, eating disorder experts, education colleagues and young people with lived-experience of eating disorders. It is aimed at qualified, trained and skilled nurses who have access to robust supervision. The toolkit is free of charge, but you will need to enter your details in order to receive a PDF copy by email. The toolkit provides information and guidance on the following topics: What are eating disorders? How do you know if it is an eating disorder? Breaking myths about eating disorders Confidentiality Consent How to speak to a child or young person who is struggling What to do if a child of young person is unable to open up What not to say to someone with an eating disorder How to speak to parents/carers if you have concerns Taking action Referrals NICE guidance It also includes a template safety plan that can be completed with the child or young person.

The Office for National Statistics reports that 98,000 children are now living with the symptoms of Long Covid in the UK. To support these children and young people at school and college, Long Covid Kids has collaborated with education resource website Twinkl to produce a series of resources for teachers and teaching staff about Long Covid. Although the resources are free to download, you will need to sign up for a Twinkl account to access them.