Inventing our future Collective action for a sustainable economy

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7.7 The agenda with regard to children and young people is vast. In the East of England, a number of key
dimensions might be highlighted, all of which have implications for the remainder of the life course:
• First, it is vital to acknowledge and respond to the number of children growing up in poverty
within the Region. The numbers are substantial and there is evidence to suggest that being poor
in a relatively rich area has more negative implications for health than being poor in a more
generally deprived area; as one recent study put it, ‘the prevalence of affluence and affluent
images cause the socially excluded to suffer negative impacts upon their mental and physical
health’ 118 and, particularly for children and young people, this is a major issue
• Second, the issues relating to young children and their families need to be fully addressed. These
include supporting families so that they are well informed, prepared and supported for birth and
parenthood, and enabling children to develop so that they can meet their full emotional, social
and physical potential. Within this context, it is especially important to recognise and respond to
the needs of children with life-limiting conditions and their families and carers
• Third, it is imperative to recognise the roles played by schools. In this context, the National Healthy
Schools Programme (which encourages a ‘whole school’ approach to exercise, sport, healthy eating
and drinking) is an important venture. The opportunities linked to Extended Schools 119 – within
the framework provided by ECM – also need to be recognised. At the same time, however, it is
important to acknowledge that schools cannot be the only channel for health awareness and
health promotion to children and young people; other mechanisms need to be found particularly
in seeking to support those who are disengaged
• Fourth, it is important to emphasise the significance of the transition out of compulsory education.
As Chapter 4 reported, rates of progression into further and higher education are low. Data from
the 2001 Census show that in some districts in the East of England, the proportion of 17 year olds
not in education or work is in excess of 15%. In the context of a generally buoyant economy, the
transition out of compulsory education is a key one and it provides a defining moment with regard
to the remainder of the life course.
7.8 Cutting across all of these dimensions, two further observations must be made. First, the crucial
importance of family relationships needs to be flagged; this links strongly to the broader concept of
social capital which formed the focus of Strategic Priority 2. Second, it is imperative to recognise the
issues facing children and young people who may be particularly vulnerable for a host of different
reasons; these may include life-limiting conditions, physical or sensory disabilities, abusive relationships,
caring responsibilities (i.e. children-as-carers), discrimination (e.g. towards children and young people
from Gypsy and Traveller communities). In all of these circumstances, children and young people need
particular support such that the five ECM outcomes can be achieved irrespective of a child’s/young
person’s background or circumstances; the issues facing vulnerable children and young people are
reflected in Standards 6-10 of the National Service Framework (NSF).
118 Health and Social Care and Sustainable Development in the East of England Report completed by the Centre for Public Services
and the Nuffield Institute for Health, for the East of England Public Health Group, January 2004.
119 A package of support and funding for schools extending their services was launched in June 2005.