This month, the PHSI EDI committee has been raising awareness of the committee with a stand at the PHSI Spring Celebration Event.
Thanks to all PHSI colleagues who stopped by on April 18th to say hello, to find out more about what we do and how we can help you, or to play one of our EDI games!
Special mention is given to Nicola, Richard, Annette, Ruth, Abisola, and Fiona for running and to Jill, Paul, and Sue for helping to set up the stand.
We had a great turn out and have collected some useful information to inform our onward planning to help develop the committee moving forward.
We will be reflecting on the responses from staff at this event in our next committee meeting and will use any data gained to inform our workstreams moving forward.
If you missed the event or were unable to provide any suggestions on the day. Don’t worry, we are still collating information using an online ‘suggestions box’ (for link, please see the latest PHSI newsletter), so there is still plenty of time to drop the committee a line.
In particular, we are still keen to hear from colleagues who have an interest in:
Getting involved with our blogs.
PGRs who would like to join the committee.
Colleagues with an interest in inputting into the Disability Working Group.
Any other suggestions for PHSI EDI focus this coming year.
Just a few things to recap:
The Committee’s Aims:
Actively promote dignity, respect, inclusivity and equal treatment among staff, students, and other stakeholders.
Develop strategies to promote EDI in PHSI, by engaging staff and students in the process.
Promote new policies, procedures and best practice relating to equality and diversity in all aspects of our activities encompassing all protected characteristics.
Help shape and deliver PHSI EDI culture.
Respond to changing circumstances in PHSI, the wider faculty, and university.
Raise the profile and priority of EDI within PHSI.
What we do:
Bi-monthly EDI updates in the PHSI newsletter – includes links to blogs and upcoming EDI events.
Blogs (linked to themes in Newcastle University’s Inclusion Calendar).
Book Club.
Organise events e.g. online keynote lecture ‘Holocaust Memorial Day & LGBT+ History Month from 2022) – you can still watch the recap online here: https://www.youtube.com/watch?v=CCJQ9mbvM5Q
Period Dignity Project.
Decolonising Research Project.
Disability Awareness Group.
EDI representation on PHSI executive & FMS EDI Committee.
Embed EDI in PHSI strategic plan.
Leadership and working group roles for the FMS Equality Project.
Contribute evidence to the Athena Swan application.
Returner’s Support Program champion.
How we can help you:
Support PHSI colleagues with an interest in EDI – especially those who wish to join the committee (including PGRs).
Promote PHSI colleague’s research by linking this work to Newcastle University’s Inclusion Calendar and EDI themes.
Develop your suggestions for EDI focuses that you would like to see the Committee focus on moving forward.
Ran into an EDI issue? Please contact us to see how we can help you.
In 2021, the United Nations General Secretary designated 15th March as the International Day to Combat Islamophobia. It calls for a global dialogue on the promotion of a culture of tolerance and peace, based on respect for human rights and for the diversity of religions and belief. PHSI PGR students, Arwa Katab and Nik Nuraisyah Nik Nasir, share their own experiences and reflections of this cause.
Postgraduate Researcher, Arwa Katab
In this first section, Arwa Katab reflects on her own experiences of Islamophobia and what makes her feel supported, including support from Newcastle University Islamic Society (Newcastle ISOC).
What is Islamophobia?
Islamophobia is a fear, prejudice and hatred of Muslims that leads to provocation, hostility and intolerance by means of threatening, harassment, abuse, incitement and intimidation of Muslims and non-Muslims, both in the online and offline world. Motivated by institutional, ideological, political and religious hostility that transcends into structural and cultural racism, it targets the symbols and markers of being a Muslim.
The Home Office Report of hate crimes reported that most victims of religious hate crimes in England and Wales were Muslims. (Of the 8,307 were religious hate crimes reported between 2021-2022; 42 percent of offences were against Muslims.)
In some cases, hate crime against Muslims can be very evident, for example, in some places outside the UK, Muslim women who choose to cover their hair with a hijab, would not be allowed into educational institutes; this would mean that I, and my Muslims colleagues, would be stripped away from the opportunity to complete our PhD, purely because we choose to look visibly Muslim.
In other cases, hate crime can be less obvious to spot through job rejections, being ignored and being treated passive aggressively.
Growing up visibly Muslim, experiencing hate crime was not a foreign concept to me; I remember as a child or young teenager, being discriminated against and verbally abused by adults, because I chose to wear clothing that covered most of my skin, and hair. My situation was not an anomaly; this was the norm (and still is) for many of my Muslim friends and family, and Muslims around the world.
What are the impacts of Islamophobia?
Worryingly, the experience of hate crime runs deep. Through my background as a child researcher interested in children’s health and wellbeing (currently working towards my PhD), I wanted to start with some facts specific to children’s experiences:
Children are only starting to develop their identity. One of their main concerns is around ‘fitting in’ with their peers. It’s not surprising to learn that having a big part of your identity tarnished and abused as a child can be associated with a greater likelihood of poor mental health, especially as children begin to internalise these negative stereotypes associated with being a Muslim.
In my case, experiencing hate crime happened in a variety of settings, including schools, public places and transport. This meant that being vigilant of my surroundings was constant habit. For some Muslims, this behaviour can eventually manifest itself into social anxiety, agoraphobia and/or depression. It also meant that trusting adults took time; children need to feel safe enough to disclose any troubles to a trustworthy adult. For some young Muslims experiencing hate crime in school, the negative affects could spill over and affect their academic work.
For adults, in terms of trusting the public, this could also mean that seeking support when needed, for example visiting their local GP, is put on hold in fear of being hate crime-d on the way there, are at the location. In terms of research participation, it therefore unsurprising to see the association between lower rates of Muslims and those of ethnic minority taking part in our research studies.
What makes things easier?
It can be scary to intervene when someone is experiencing a hate crime, but offering support after the incident can make a big difference (see Figure 1).
Figure 1. Campaign launched by the City of Boston on how to help someone experiencing Islamophobia
Test your Islamic Knowledge at ‘Discover Islam Week’ held by the Islamic society at Newcastle University- photo take from Newcastle University Islamic Society Facebook page
Being at Newcastle university, there ways in which I feel supported as a Muslim, through access to prayer rooms, availability of halal food and general knowledge from colleagues about Islam.
Calligraphy at ‘Discover Islam Week’ held by Newcastle University Islamic Society – photo taken from Newcastle University Islamic Society Facebook page
Recently, the Islamic Society at Newcastle University (ISOC) held its weekly ‘Discover Islam Week’ (starting every year in March), where Muslim students tackle any misconceptions surrounding Islam, and give other students and staff the opportunity to ask questions and increase their knowledge. These events have always been popular, with snippets of our cultural food and art (calligraphy and henna) being included.
It’s events like these that help dispel any negative beliefs around Islam and display the true character of a Muslim who builds their identity around charity, peace and kindness
International student and Islamophobia
Postgraduate Researcher, Nik Nuraisyah Nik Nasir
In the next section of this blog, international PhD student Nik Nuraisyah Nik Nasir talks about her experience of moving out of her Muslim country to the UK to study, and how Islamophobia impacted her.
Growing up in a Muslim country, the thoughts of Islamophobia, or even the meaning behind it was never a concern. It felt safe and accepted to practice your religious belief anywhere you like. I did not feel different, nor unusual to put on the hijab and covered the hair and most parts of my body (where I chose to do so). Being discriminated over those choices – had never crossed my mind. It made no sense to me that in some countries there could be a threat to safety because of your choice of religion.
Until I went out of my ‘comfort zone’ and travelled to a non-Muslim country – where the truth behind this type of discrimination do prevail. As sad as it may sounds – I have had my fair share of experiences and also friends and families who went to further their education abroad (to a non-Muslim country) who encountered some types of discrimination and hate towards them as a Muslim student.
Due to these past experiences, I could not help but feel rather insecure, vulnerable, and unsafe whenever I walked through the streets or in a public transport. Coming to Newcastle with my child, the anxieties surround being a Muslim and international student grew without realising. All the ‘what ifs’ that could happen could consume me. I want to feel more ‘inclusive’ and ‘fit in’ so that we blended well – and not just for myself, but above all, for my child. Putting the ‘brave mask’ on is almost like the daily idea that I need to do to not look weak and ‘targeted’ to being verbally and physically abused because of my religion but also because we look and talk ‘differently’ than the locals. Religious and racial slurs were not unusual for these past years, and it should not be.
Choosing to pursue my PhD in Newcastle University was one of the conscious choices I made based on how safe, open and acceptance were the locals towards Muslim community. Fear of being discriminated, rejected, or ignored on any occasions based on my religion was one of my major concerns. Any decisions I made, it made me feel conscious of being judged not just as an international student, but also as a Muslim. Thankfully I could have my thoughts on rest as my colleagues and peers in the university are very supportive and never have I feel dejected and discriminated by being both a Muslim and an international student. Access to prayer rooms and serving options of halal foods to us Muslim colleagues are the primary instances of the general support and acknowledgement of the university towards our beliefs.
Being far away from home and my family, I almost feel like seeking a refuge and protection from the Muslims brother and sisters is compelling to make me feel more accepted and secured being in a foreign land. The sense of security by being in this close knitted community can be expressed in a simple gesture such as exchanging eye contacts and smiles and even better by giving “salam” to each other would make my day (Salam is a Muslim greeting that means peace be with you)– knowing that we are indeed brothers and sisters no matter where we are or how we look like, but we do bonded/binded by our beautiful religion. I am reminded on an unfortunate incident that has happened to me recently in Newcastle, where afterwards, a kind man came up to me and said “You are Muslim right? And so am I. I got you” – in this very moment I am again reminded by the unity of being a minority will make a big impact on an individual’s wellbeing no matter where you are in the world.
If you would like to know more about how to combat Islamophobia and the support available to Muslim colleagues and students, please visit the following:
writes on the importance of LGBT+ History Month & Volunteering with ReportOUT.
LGBT+ History Month is an important time, in which we can reflect on the progress that has been made in the fight for LGBT+ equality, how far we still must go, and where in the world LGBT+ communities still need urgent help. We first started celebrating LGBT+ History Month in the UK in 2005.
This year in the UK we will be celebrating the 50th anniversary of the first official Pride event held in London in July 1972. Pride protests and marches were held before this, but 1972 signifies the founding of London Pride. This is a considerable anniversary to be celebrating, and this LGBT+ History Month we should be looking back at the progress made in these five decades:
1967: homosexuality in the UK was decriminalised five years before the first official pride event, a significant first step in changing social attitudes toward the LGBT+ community.
2001: the homosexual age of consent was reduced from 21 to 18, bringing it in line with the heterosexual age of consent.
2005: same-sex relationships finally gained legal recognition with the introduction of the Civil Partnership Act, followed in 2014 by the right to be married.
2005: transgender people can change their legal gender by acquiring a Gender Recognition Certificate (GRC), gaining a level of legal recognition not before seen.
2007: discrimination based on sexual orientation is outlawed
2010: the 2010 Equality Act Officially adds gender reassignment to the list of protected characteristics
2017: The Alan Turing Law awarded posthumous pardons to those in England and Wales charged under sodomy laws. In January 2022 it was announced that all same-sex criminal convictions are to be pardoned as part of a new scheme
These are just some of the positive steps made in the UK there are many other more, both large and small that have made the UK a safer and happier place to live for the LGBT+ community. However, there are still great strides to be made.
However, the journey toward equality is not a linear one and during that time the UK also experienced a significant decline. In 1988 the UK government introduced Section 28, a law which prohibited schools and councils from “promoting homosexuality”. This included stepping in when children were homophobically bullied and a complete lack of sex education based around non-heterosexual sex. This was repealed in 2003, but harmed public attitudes toward LGBT+ people and had a lasting impact on those who lived through Section 28 during their school years.
In recent years there has also been a marked increase in anti-trans rhetoric in the UK. This is part of a worrying global trend with the UK being noted by both the Council of Europe and ILGA-Europe as having a particularly sharp rise. This has created an increasingly hostile environment for trans people in the UK who are facing largely negative media attention and restricted access to healthcare. Many LGBT+ organisations and trans activists are attempting to make the application process for a GRC less complicated and more accessible as well as trying to counteract a growing trend of anti-trans rhetoric.
But LGBT+ History Month isn’t just about the UK and the progress it has made; it is also about LGBT+ communities around the world who are also fighting for equality. There are currently 71 countries in which it is illegal to be homosexual. In these countries, punishments can range from fines to prison sentences to the death penalty. LGBT+ people are also subjected to incredible amounts of violence by the public and the police.
Last year I began volunteering with ReportOUT, a global LGBT+ human rights charity based in Gateshead. Their mission is based on three areas: Report (research and documentation), Inform (education) and Defend (campaigns). I personally volunteer as a human rights researcher and have been working on book chapters for ReportOUT’s upcoming book which will give an A to Z of the history and current state of LGBT+ human rights in every country. I got involved with ReportOUT because I am a big believer in queer solidarity and mutual aid, and this has allowed me to put my academic research and writing skills to practical use. Though research into the reality of human rights abuses against LGBT+ communities around the world has been sobering, and at times difficult, I am grateful to be part of an organisation that is helping in the fight for social justice. Doing this research has also made it stark just how precarious the rights that we fight for are, and how easily they can be repealed.
In light of the recent conflict in Ukraine, one of my fellow researchers produced this blog post regarding the risks being posed to LGBT+ people in Ukraine. I highly recommend this post to anyone who wants to gain further context of the risks involved with the Russian aggression in Ukraine and get an idea of the work ReportOUT does.
Georgia is a postgraduate student on our MSc in Public Health and Health Service Research. Georgia volunteers for ReportOUT a global LGBT+ human rights charity based in Gateshead. Links to ReportOUT can be fount below.
I worked with PHSI colleagues Dawn Craig, Fiona Beyer and Louise Tanner on EMPoWER funded by NIHR HTA to investigate whether providing powered mobility for very young children provides more benefits than the current practice of waiting until children are 5 years or older. The project was a broad collaboration of academics from Newcastle and Bangor, young people using powered mobility, and an international advisor board. We reviewed a wider range of published evidence from case studies to randomised controlled trials and to qualitative studies, and found that providing powered mobility for young children is likely to have many benefits, to be safe, and to be acceptable to families. The young people co-leading the project with us developed short videos of the findings – we’d love you to view them!
During the Covid-19 pandemic, the NHS faced an unprecedented crisis. In response, vital services for disabled children and young people were delayed, deprioritised, or closed. A national campaign by the Disabled Children’s Partnership has highlighted the challenges families of disabled children have faced because of this. In their most recent report, Then There was Silence, it was highlighted how families felt isolated, abandoned and not listened to.
A new PHSI project, Recovery, Renewal and Reset of Services to Disabled Children, led by Dr Lindsay Pennington, started in September 2021. The project aims to learn from the experiences of children and young people (CYP) and their families during the pandemic, using their voices to inform practical policy solutions for the recovery of services and to plan for future emergencies. A key aspect of this project is the Patient and Public Involvement (PPI) work, to ensure the final recommendations reflect the needs and priorities of CYP and parent-carers.
Involving parent carers and young people has been part of the process from the outset. During the development of the project, the management team had consulted with chairs of local Parent Carer Networks in the National Network of Parent Carer Forums and engaged with an active network of practitioners that spans education, health, and social care through The Council for Disabled Children. The parent carers and support organisations have strongly supported the need for the research and have been involved in the design of the study.
Embedding disabled young people and their families into the research team and work
Hannah Merrick is a PHSI Research Associate who has worked on a range of research projects on experiences of healthcare and informal support for young people with complex health needs and their families.
As one of the research associates on the project, one of the first priorities for me was setting up the parent-carer advisory group and the young people’s advisory group. Lucky for me, the project management group includes experts in carrying out PPI work, who can advise us, offer training, and help recruit parent-carers and young people to the groups. We were able to set up and run our first parent-carer advisory group quickly. The group was run online, meaning we were able to include parent carers from different areas across England. We ran the session in the evening at the convenience of the parent carers. We received some helpful feedback about the interview topics and as a result of the session an interview distress protocol was put in place to allow the researchers to respond appropriately to the emotions and distress that may be expressed by parent carers.
Setting up the young people’s advisory group has been more challenging. Recruiting from schools when they have been busy settling children back into school has been difficult. While working online was successful for the parent carer group and has been helpful for young people’s participation in other areas, working online still comes with access challenges for some disabled children and young people. We have been able to organise one group and had a great first meeting with four young people, visiting them at their school. Preparation was key! Lots of planning was done to make sure the young people could participate in the group. We met with the school staff who were helping to facilitate the group and they ran a preparation session with the young people prior to the meeting. This all led to an informative, engaging, and fun meeting. The young people really helped us in making our information sheets clear and accessible and had some great practical and innovative suggestions on how we can make online interviewing easier for young people and different ways young people could participate in the research if an interview is not possible.
Throughout the project we plan to keep building up membership to the parent-carer and young people advisory groups and regularly meet with them at key stages. The advisory groups have decided how they will communicate across the project (e.g., through a Facebook group, by email). We are also using the guidelines by NIHR INVOLVE, ensuring all members are appropriately compensated for their involvement.
Lessons learntso far from this experience of including disabled children and young people in research
Plan, plan, plan: seek advice and help from others with experience and allow young people to prepare for the session.
Be open to being challenged about what will and won’t work: be open to hearing new ideas and being questioned about your chosen approach. And open to making the necessary changes!
Seek feedback from participants: did the group work well for the young people? What would help next time?
What next?
Interviews with parent carers and children and young people will be beginning in the new year. We will be meeting with our advisory groups again to discuss the findings and our interpretations of the results. Our advisory groups will also be an integral part of helping design our national Delphi survey, which will go out to parent carers, young people and professionals to find out their views on draft recommendations and agree key-guidance for policy makers.
More details about the research team and the stages of the research project can be found here.
Mental Health: a Hidden Disability
One of the themes for Disability History Month 2021 is ‘hidden disabilities’. Under the Equality Act 2020, a disability is defined as when a person has a physical or mental impairment that has a substantial, adverse, and long-term effect on their ability to carry out normal day-to-day activities. A mental health condition is considered a disability if it has a long-term effect on a person’s normal day-to-day activities. There are many different types of mental health condition which can lead to a disability, including dementia, depression, bipolar disorder, obsessive compulsive disorder, and schizophrenia.
Liam Spencer, Research Assistant and Dr Ruth McGovern, Lecturer in Public Health share some highlights of their research relating to mental health
Much of our joint work focuses upon mental health, substance use, and early and preventative interventions, particularly in relation to children and families. So, for Disability History Month, we wanted to share with you some of our current and relevant research projects.
Our National Institute for Health Research (NIHR) Public Health Practice Evaluation Scheme (PHPES) funded project, is an evaluation of the Best Start in Life Alliance in South Tyneside. Children and families in South Tyneside have high levels of need, with some children and families being particularly disadvantaged. The practice members of our team worked with local people to develop a new ‘Alliancing’ approach to helping children and families. This approach: brings together the different professionals that support children and families into one team; identifies key people in schools and other settings to help children who may have mental health difficulties; and includes trained young people who want to volunteer to help their peers to live healthier lives. We want to know if this new approach makes a difference for children and families. To find this out, we are working closely with children and families who live in South Tyneside and the people who provide services, undertaking qualitative and quantitative data collection.
Substance abuse may sharply increase symptoms of mental illness or even trigger new symptoms. The mixed-methods European ‘ATTUNE’ study aimed to address a gap in knowledge on what shapes ATS use across the life-course; how to prevent and treat harmful ATS use and what influences different trajectories of consumption through individuals’ lives. A recent publication from this study, reports on a sub-sample of ATTUNE qualitative data collected from participants in the North East of England, and aimed to specifically explore individual experiences of, and perspectives on the relationship between mental health and ATS consumption. The findings help to develop understanding around the complex and bi-directional relationship between ATS use and mental health. Many ATS users lead chaotic lives and engage in multiple risk behaviours, however there is a need to better understand and conceptualise the dynamic interaction between different individual, social, environment and cultural factors that determine individuals’ mental health and substance use. There is no ‘one size fits all’ approach to prevention and treatment, and the findings from this paper highlight the need for more joined-up, tailored and holistic approaches to intervention development.
A project led by SPHR colleagues at LiLac (Liverpool and Lancaster Universities) is aiming to understand the impact of anti-homophobic, bi-phobic and trans-phobic (HBT) bullying programmes on LGBTQ+ young people’s mental health in England. In 2020, the Government Equalities Office withdrew funding of £4million for school programmes aimed at tackling HBT-bullying. This decision is likely to lead to negative consequences for LGBTQ+ young people. Young people who identify as LGBTQ+ are more likely to face bullying and social rejection in education settings such as schools. As a result, they are likely to develop poor mental health compared to heterosexual peers. COVID-19 may cause additional concerns for LGBTQ+ young people as they may not be ‘out’ to their families or live with individuals who are unsupportive of LGBTQ+ identities. A small body of international research has shown a direct link between LGBTQ+ anti-bullying projects and improvements in the mental health of young people who identify as LGBTQ+, however, this has not been explored in the UK. The Creating LGBT+ Affirming School Environments (CLASS) research project is working closely with schools, young people, and third sector organisations to identify programmes with the potential to improve LGBTQ+ young people’s mental health.
What is paternal perinatal mental health? Is it common for fathers to experience psychological distress in the perinatal period? Do fathers have access to support for perinatal mental health?
Many reading this blog will be aware that pregnancy and birth can lead to mental health conditions for mums but are you aware that dads can also be affected? Paternal perinatal mental health refers to the occurrence of mental health conditions, such as depression and anxiety, as a consequence of experiences during pregnancy and birth. Lack of information and support, stigma, exclusion, difficulties in diagnosis, and a lack of focus on relational and emotional change, can all lead to less awareness of the mental health struggles that men can face during this time. On International Men’s Day, we wanted to draw attention to men’s mental health within the perinatal period and how the transition to fatherhood can impact on mental health and wellbeing for some.
The arrival of a new baby brings excitement and joy, but also apprehension, fear, and high expectations of oneself. Existing research suggests that there is a gap between fathers’ expectations of how they believe they should be responding in fatherhood and the reality of how they do respond. When these role expectations have not been met, fathers can be very critical of themselves. This can lead to frustration, anxiety and psychological distress at a time which should be enjoyable and exciting.
Existing studies involving talking to fathers about their experiences within the perinatal period have helped to understand the emotions and distress fathers can encounter. Fathers can feel underprepared, sad or depressed, and isolated from maternity services and decision making. They may experience sleep disturbances and increased alcohol intake, and some experience thoughts of self-harm. Some fathers also find it culturally and socially unacceptable to speak about their difficulties due to not wanting to be seen as weak or vulnerable. Masculine ideals, stigma and inequality within the first stages of parenthood have prevented fathers from reaching out for support. The needs of men are often overlooked as most support for new parents, such as childrens centres and baby groups, focusses on women.
Fathers have reported negative experiences when it comes to accessing current support, if indeed there is any support to access. Their overall wellbeing is not taken into account during this time and they are often directed to seek support from organisations outside of healthcare. This highlights the urgent requirement for paternal perinatal mental health support tailored to father’s needs
It is vitally important that we increase awareness from friends, family and health professionals of father’s mental health in the perinatal period. We need to understand what the barriers and facilitators are to seeking support, and what that support should look like. Research that will be undertaken as part of a PhD, funded by the National Institute for Health Research (NIHR)Applied Research Collaboration (ARC) North East and North Cumbria (NENC), will work with dads of different ages, backgrounds, cultures and family arrangements to reflect the diversity in parenting experience, to gain their insights. It will also work with professionals.
By undertaking this research, we hope to empower fathers to seek support and to co-design support that is tailored to their needs. We are just starting this journey but do get in contact if you would like to know about our plans or to participate in the research.
It is important that we shine a light on this every day but especially on International Men’s Day. We want to make a positive difference to the wellbeing and lives of fathers. By raising awareness of paternal perinatal mental health, we can promote a positive conversation about men and mental health. We want to drive action so that pregnancy and birth is a positive experience for all.
