Research priorities for mental health in schools in the wake of COVID-19

Children and young people (CYP) have suffered challenges to their mental health as a result of the COVID-19 pandemic; effects have been most pronounced on those already disadvantaged. Adopting a whole-school approach embracing changes to school environments, cultures and curricula is key to recovery, combining social and emotional skill building, mental health support and interventions to promote commitment and belonging. An evidence-based response must be put in place to support schools, which acknowledges that the mental health and well-being of CYP should not be forfeited in the drive to address the attainment gap. Schools provide an ideal setting for universal screening of mental well-being to help monitor and respond to the challenges facing CYP in the wake of the pandemic. Research is needed to support identification and implementation of suitable screening methods.

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Promoting mental health and well-being

Oxford Textbook of Public Mental Health ◽

10.1093/med/9780198792994.003.0042 ◽

2018 ◽

pp. 389-398

Author(s):

Katherine Weare

Keyword(s):

Mental Health ◽

Effective Schools ◽

Well Being ◽

Young Person ◽

Social And Emotional ◽

Whole School ◽

Effective Interventions ◽

Specialist Services ◽

Whole School Approach

Schools are increasingly concerned with the well-being and mental health of their students. Effective schools use a ‘whole-school approach’ based on universal work from which targeted approaches gain coherence and support. The ethos is supportive, connected, and safe, with active steps to tackle stigma. ‘Difficult’ behaviour is seen as meaningful, and as an opportunity for learning and growth. Both risk factors and the building of resilience are addressed. Students and families are involved, ‘heard’, and engaged. Programmes to cultivate social and emotional skills are taught effectively with clear aims, programme fidelity, starting early, and carrying on for the long term. There are robust and clear processes to identify early, refer, and treat those with greater levels of mental health difficulty, integrated into the whole-school approach, involving the young person and their family, liaising closely with specialist services, and with easy and transparent pathways to timely and effective interventions.

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What do we know about promoting mental health through schools?

Promotion & Education ◽

10.1177/10253823050120030104 ◽

2005 ◽

Vol 12 (3-4) ◽

pp. 118-122 ◽

Cited By ~ 35

Author(s):

Katherine Weare ◽

Wolfgang Markham

Keyword(s):

Mental Health ◽

Mental Health Problems ◽

Well Being ◽

Risk Groups ◽

Evidence Base ◽

Social Contexts ◽

Developmental Approach ◽

Whole School ◽

Whole School Approach ◽

Promote Mental Health

There is a growing evidence base on what schools need to do to promote mental health effectively. There is strong evidence that they need first and foremost to use a whole school approach. This shapes the social contexts which promote mental health and which provide a backdrop of measures to prevent mental health disorders. In this context the targeting of those with particular needs and the work of the specialist services can be much more effective. Schools need to use positive models of mental health, which emphasise well being and competence not just illness- this will help overcome problems of stigma and denial and promote the idea of mental health as 'everyone's business'. The most effective programmes in schools which address mental health have the following characteristics: • They provide a backdrop of universal provision to promote the mental health of all and then target those with special needs effectively. • They are multi-dimensional and coherent. • They create supportive climates that promote warmth, empathy, positive expectations and clear boundaries. • They tackle mental health problems early when they first manifest themselves and then take a long term, developmental approach which does not expect immediate answers. • They identify and target vulnerable and at risk groups and help people to acquire the skills and competences that underlie mental health. • They involve end users and their families in ways that encourage a feeling of ownership and participation, and provide effective training for those who run the programmes, including helping them to promote their own mental health. Using these starting points, we need to develop a rigorous evidence-based approach on this issue. We also require the facilitation of the dissemination of such research findings while encouraging new and innovative approaches.

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The Implementation of the Whole School Approach on Social and Emotional Guidance in Rural Primary Schools in Sarawak, Malaysia: The Perspectives of Regular Teachers

10.31124/advance.14776446.v1 ◽

2021 ◽

Author(s):

Jessie Koh Sing Tnay ◽

Shahren Ahmad Zaidi Adruce ◽

Chuo Yew Ting ◽

Omar Haji Mahli

Keyword(s):

Primary Schools ◽

Well Being ◽

Rural Students ◽

Factors Affecting ◽

Electronic Survey ◽

Social And Emotional ◽

Whole School ◽

The Social ◽

Regular Teachers ◽

Whole School Approach

This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (<i>N</i> = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

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Impact on staff of the Mentally Healthy Schools Framework

Health Education ◽

10.1108/he-07-2020-0052 ◽

2020 ◽

Vol 120 (5/6) ◽

pp. 289-296

Author(s):

Julia Anwar-McHenry ◽

Catherine F. Drane ◽

Phoebe Joyce ◽

Robert J. Donovan

Keyword(s):

Mental Health ◽

Mental Health Problems ◽

Well Being ◽

Substantial Impact ◽

Student Mental Health ◽

Content Type ◽

Whole School ◽

Healthy Schools ◽

Whole School Approach ◽

Taking Action

PurposeThe Mentally Healthy Schools Framework (MHSF), based on the population-wide Act-Belong-Commit mental health promotion campaign, is a whole-school approach primarily targeting student mental health, but it is also intended for staff. This paper presents the results of an impact survey on staff after the implementation of the Framework in a number of schools in Western Australia.Design/methodology/approachA baseline questionnaire was completed by n = 87 staff at schools that had just signed up to the programme, and a participant questionnaire was completed by n = 146 staff at schools that had been participating for at least 17 months.FindingsThe results show that the Framework has had a substantial impact on many staff in terms of increased mental health literacy and taking action to improve their mental health.Originality/valueMental health interventions in schools generally focus on students' well-being and how to deal with student mental health problems. There are few comprehensive interventions that also include staff well-being.

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Factors affecting the implementation of a whole school mindfulness program: A qualitative study using the Consolidated Framework for Implementation Research

10.21203/rs.2.19426/v1 ◽

2019 ◽

Author(s):

Kristian Hudson ◽

Rebecca Lawton ◽

Siobhan Hugh-Jones

Keyword(s):

Mental Health ◽

School Leadership ◽

Implementation Research ◽

Well Being ◽

Health Programs ◽

Factors Affecting ◽

Whole School ◽

Early Implementation ◽

Whole School Approach ◽

Mental Health Programs

Abstract Background Preventing the onset of poor mental health in adolescence is an international public health priority. Universal, whole school preventative approaches are valued for their reach, and anti-stigmatising and resilience building principles. Mindfulness approaches to well-being have the potential to be effective when delivered as a whole school approach for both young people and staff. However, despite growing demand, there is little understanding of possible and optimal ways to implement a mindfulness, whole school approach (M-WSA) to well-being. This study aimed to identify the determinants of early implementation success of a M-WSA. We tested the capacity of the Consolidated Framework for Implementation Research (CFIR), to capture the determinants of the implementation of a mental health intervention in a school setting.Methods Key members of school staff (n=15) from five UK secondary schools attempting to implement a M-WSA were interviewed at two-time points, six months apart, generating a total of 30 interviews. Interviews explored participants’ attitudes, beliefs and experiences around implementing a M-WSA. Interview data were coded as CFIR constructs or other (non CFIR) factors affecting implementation. We also mapped school-reported implementation activity and perceived success over 30 months.Results The CFIR captured the implementation activities and challenges well, with 74% of CFIR constructs identifiable in the dataset. Of the 38 CFIR constructs, 11 appeared to distinguish between high and low implementation schools. The most essential construct was school leadership. It strongly distinguished between high and low implementation schools and appeared inter-related with many other distinguishing constructs. Other strongly distinguishing constructs included relative priority, networks and communications, formally appointed implementation leaders, knowledge and beliefs about the intervention, and executing.Conclusions The CFIR appears useful for assessing the implementation of mental health programs in UK secondary schools. Our findings suggest key implementation constructs that schools, commissioners and policy makers should focus on to promote successful early implementation of mental health programs. School leadership is a key construct to target at the outset.

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The Implementation of the Whole School Approach on Social and Emotional Guidance in Rural Primary Schools in Sarawak, Malaysia: The Perspectives of Regular Teachers

10.31124/advance.14776446 ◽

2021 ◽

Author(s):

Jessie Koh Sing Tnay ◽

Shahren Ahmad Zaidi Adruce ◽

Chuo Yew Ting ◽

Omar Haji Mahli

Keyword(s):

Primary Schools ◽

Well Being ◽

Rural Students ◽

Factors Affecting ◽

Electronic Survey ◽

Social And Emotional ◽

Whole School ◽

The Social ◽

Regular Teachers ◽

Whole School Approach

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Promoting Mental Health in School—Young People from Scotland and Sweden Sharing Their Perspectives

International Journal of Mental Health and Addiction ◽

10.1007/s11469-019-00202-1 ◽

2019 ◽

Vol 18 (6) ◽

pp. 1521-1535

Author(s):

Catrine Kostenius ◽

Sebastian Gabrielsson ◽

Eva Lindgren

Keyword(s):

Mental Health ◽

Health Promotion ◽

Young People ◽

Main Theme ◽

Mental Health In Schools ◽

Whole School ◽

Starting Point ◽

Being There ◽

Whole School Approach ◽

Taking Action

AbstractThe rate of mental ill health has increased among children and youth during the past decade in Scotland and Sweden. School is important in influencing both health and education. The starting point for health promotion in school involves those who are affected, the students. The aim of this study was to describe and understand how mental health can be promoted in school from the perspective of young people. A total of 14 Scottish and Swedish young people aged 15–21, 11 girls and 3 boys from 3 municipalities, participated in 4 focus groups. The phenomenological analysis resulted in one main theme: Everyone is being there for each other encompassing three themes without any relative order of precedence: being in a safe, inclusive, and well-informed space; meeting adults who are available, listening, and taking action; and feeling significant and being of significance to others. Based on these findings, we suggest the following aspects to be essential when aiming to promote mental health in schools: (1) value and appreciate young people’s experiences, (2) view everyone in school regardless of age or profession to be an important piece in the mental health promotion puzzle by adopting a “whole school approach,” (3) foster a listening culture that focuses on building enabling relationships, (4) promote health and learning simultaneously to increase health literacy, (5) educate about mental health to minimize stigma and increase confidence in taking appropriate action.

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Factors affecting the implementation of a whole school mindfulness program: A qualitative study using the Consolidated Framework for Implementation Research

10.21203/rs.2.19426/v2 ◽

2020 ◽

Author(s):

Kristian Hudson ◽

Rebecca Lawton ◽

Siobhan Hugh-Jones

Keyword(s):

Mental Health ◽

School Leadership ◽

Implementation Research ◽

Well Being ◽

Health Programs ◽

Factors Affecting ◽

Whole School ◽

Early Implementation ◽

Whole School Approach ◽

Mental Health Programs

Abstract Background Preventing the onset of poor mental health in adolescence is an international public health priority. Universal, whole school preventative approaches are valued for their reach, and anti-stigmatising and resilience building principles. Mindfulness approaches to well-being have the potential to be effective when delivered as a whole school approach for both young people and staff. However, despite growing demand, there is little understanding of possible and optimal ways to implement a mindfulness, whole school approach (M-WSA) to well-being. This study aimed to identify the determinants of early implementation success of a M-WSA. We tested the capacity of the Consolidated Framework for Implementation Research (CFIR), to capture the determinants of the implementation of a mental health intervention in a school setting. Methods Key members of school staff (n=15) from five UK secondary schools attempting to implement a M-WSA were interviewed at two-time points, six months apart, generating a total of 30 interviews. Interviews explored participants’ attitudes, beliefs and experiences around implementing a M-WSA. Interview data were coded as CFIR constructs or other (non CFIR) factors affecting implementation. We also mapped school-reported implementation activity and perceived success over 30 months. Results The CFIR captured the implementation activities and challenges well, with 74% of CFIR constructs identifiable in the dataset. Of the 38 CFIR constructs, 11 appeared to distinguish between high and low implementation schools. The most essential construct was school leadership. It strongly distinguished between high and low implementation schools and appeared inter-related with many other distinguishing constructs. Other strongly distinguishing constructs included relative priority, networks and communications, formally appointed implementation leaders, knowledge and beliefs about the intervention, and executing. Conclusions The CFIR appears useful for assessing the implementation of mental health programs in UK secondary schools. Our findings suggest key implementation constructs that schools, commissioners and policy makers should focus on to promote successful early implementation of mental health programs. School leadership is a key construct to target at the outset.

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Promotion of social and emotional competence

Health Education ◽

10.1108/he-03-2014-0039 ◽

2015 ◽

Vol 115 (3/4) ◽

pp. 339-356 ◽

Cited By ~ 17

Author(s):

Line Nielsen ◽

Charlotte Meilstrup ◽

Malene Kubstrup Nelausen ◽

Vibeke Koushede ◽

Bjørn Evald Holstein

Keyword(s):

Mental Health ◽

Health Promotion ◽

Response Rate ◽

Emotional Competence ◽

Mental Health Promotion ◽

Future Research ◽

Content Type ◽

Social And Emotional ◽

Whole School ◽

Whole School Approach

Purpose – Within the framework of Health Promoting Schools Up is an intervention using a whole school approach aimed at promoting mental health by strengthening social and emotional competence among schoolchildren. Social and emotional competence is an integral part of many school-based mental health interventions but only a minority of interventions measure changes in competences. The purpose of this paper is to present the intervention Up and document changes in social and emotional competence among schoolchildren before and after the intervention. Design/methodology/approach –Up consists of four components: education and activities for schoolchildren; development of staff skills; involvement of parents; and initiatives in everyday life at school. Up was implemented in two Danish schools in 2010-2011. Social and emotional competence was measured among 11-15-year old schoolchildren before (response rate 96.2 per cent, n=589) and after (response rate 83.9 per cent, n=532) the intervention. Findings – Changes in level of social competence were assessed by the prevalence of a high level of social and emotional competence before (33.3 per cent) and after (40.8 per cent) the intervention (p-value=0.01). Research limitations/implications –Up provides valuable experiences for adapting evidence-based mental health promotion to the Danish school system which is characterized by democracy, autonomy and inclusion. Future research should study the implementation and effect of Up in larger scale studies. Practical implications – The comprehensive description of Up serves as important information for policymakers and practitioners working with mental health promotion. Originality/value – The whole school approach intervention Up has the potential to promote social and emotional competence and reduce socioeconomic differences in social and emotional competence among schoolchildren.

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Mental health provision in schools: approaches and interventions in 10 European countries

Global Mental Health ◽

10.1017/gmh.2017.6 ◽

2017 ◽

Vol 4 ◽

Cited By ~ 4

Author(s):

P. Patalay ◽

D. Gondek ◽

B. Moltrecht ◽

L. Giese ◽

C. Curtin ◽

...

Keyword(s):

Mental Health ◽

Primary Schools ◽

Online Survey ◽

Well Being ◽

European Countries ◽

Staff Support ◽

Social And Emotional ◽

Clinical Specialist ◽

Mental Health Support ◽

Health Support

Background.The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries.Methods.Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience in terms of access to the research group and presence of collaborators.Results.Schools reported having more universal provision than targeted provision and there was greater reported focus on children who already have difficulties compared with prevention of problems and promotion of student well-being. The most common interventions implemented related to social and emotional skills development and anti-bullying programmes. Learning and educational support professionals were present in many schools with fewer schools reporting involvement of a clinical specialist. Responses varied by country with 7.4–33.5% between-country variation across study outcomes. Secondary schools reported less support for parents and more for staff compared with primary schools, with private schools also indicating more staff support. Schools in rural locations reported less student support and professionals involved than schools in urban locations.Conclusion.The current study provides up-to-date and cross-country insight into the approaches, priorities and provision available for mental health support in schools; highlighting what schools prioritise in providing mental health support and where coverage of provision is lacking.

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