Breaking Down Barriers: Young People Tackling Inequity Through Quality Improvement Projects

 17th February 2025

Zawad and Jawad are two young people who have been involved in equity QI projects in CAMHS.

Figure 1: picture of Zawad (left) and Jawad (right).

Q: What projects did you engage in during your time at CAMHS and how was your experience?

Zawad: During my time at CAMHS, I actively engaged in various quality improvement projects aimed at enhancing mental health support specifically for the South Asian community. One of the most impactful initiatives was a pilot scheme designed to foster open dialogue about mental health within South Asian families. This project sought to break down cultural barriers and stigma surrounding mental health issues, creating a safe space for young people to discuss their experiences and concerns, allowing a passionate discourse about the ways we can navigate through things such as past trauma and moving forward to educate more in our demographic.

In addition to the pilot scheme, I had the opportunity to work closely with a dedicated team to present new data and effective methodologies to schools. Our focus was on equipping educators with the knowledge and tools needed to support children of South Asian and Muslim backgrounds dealing with mental health challenges.

Jawad: I have been a consistent member of the NHS quality improvement team in breaking down access barriers for South Asian communities for coming up on a year now. Initially, the idea of being one of few young people on the team was admittedly daunting, however I quickly settled into the team as an integral member for co-production and my own ideas just as the other members are for their ideas.

I have put some hours into understanding certain jargon and systems used in QI but overall, the learning process was smooth and beginner friendly.

Q: What change ideas have you been involved in developing as part of the projects?

Zawad: Through workshops and community engagement activities, we encouraged participants to share their stories, which not only empowered individuals but also built a sense of solidarity within the group.

We developed tailored strategies that considered cultural nuances, helping teachers to recognise signs of distress and implement appropriate interventions. This involved creating informative presentations, conducting training sessions, and facilitating discussions that emphasised the importance of cultural competence in educational settings.

Jawad: We have been working on some key components of the driver diagram for the project including the inclusion of cultural faith leaders in healthcare more and general ideas of increasing cultural competency across the service.

Q: What insights did you gain from these projects?

Zawad: Throughout these projects, I gained invaluable insights into the unique mental health needs of South Asian youth, as well as the critical role that community involvement plays in addressing these challenges. The experience not only deepened my understanding of culturally sensitive approaches to mental health care but also reinforced my commitment to advocating for marginalised communities.

Ultimately, I believe that fostering open dialogue and collaboration among families, educators, and mental health professionals is essential for creating a supportive environment that promotes the well-being of all young people.

Q: How has your lived experience as a South Asian person accessing CAMHS been recognized in the project?

Jawad: Though definitely not indicative of the entirety of the British South Asian population, my lived experience as a South Asian person accessing CAMHS is recognized as important to the process of understanding the target communities’ needs and wants.

Thank you to Zawad, Jawad, and Marianne (People Participation). If you are interested in learning more about QI, visit qi.elft.nhs.uk for more information and resources.