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.

Mental Health in Schools, and the Global CYP Mental Health Crisis

In this podcast, we talk to Lauren Cross about her research interests around mental health and wellbeing in schools and inequalities during childhood and adolescence, as well as her co-authored CAMH debate paper ‘Is There a True Global Children and Young People's Mental Health Crisis Fact or Fiction’.

Domestic violence against children and adolescents in Taif, Saudi Arabia: Analytical study from the school counsellor’s perspective

The study aimed to recognise the differences, relationships, and prediction of domestic violence among school students from the school counsellors in Taif, Saudi Arabia. A mixed-methods approach was used in collecting and analysing quantitative and qualitative data. A questionnaire and interviews were used. The sample that answered the questionnaire included 84 schools’ counsellors, whereas the sample that answered the interviews was 13 schools’ counsellors. Results showed that there are significant differences at p < .05 in the domestic violence suffered by students: students in primary school (M = 3.83; SD = .910), and in particular the students who study in schools with between 1001 and 1200 students (M = 2.301; SD = .311) and who study in schools with between 801 and 1000 (M = 2.299, SD = .419), but there was no difference regarding the experience of schools’ counsellors. There were positive correlations at p < .05 between domestic violence and both the total number of students in a school (rho = .14) and the experience of schools’ counsellors (rho = .09) but not with the stage of education. It is also impossible to predict domestic violence incidents by using the total number of students in a school, schools’ counsellors’ experience, and the stage of education. Qualitative data from the interviews were used to support the findings of the quantitative data. For example, school counsellors from secondary school stressed that they dealt with students who suffer from domestic violence, and from crowded schools agreed that they saw many students who suffer from domestic violence. The results of this article showed the importance of investigating domestic violence in under-researched societies, such as school students from Saudi Arabia. This study ended with some recommendations. One recommendation is to have enough schools’ counsellors based on the total number of students in a school. Other recommendations that enhance mental health in schools and increase the quality of a schools’ counsellor’s work.

Mental Health in schools: learning lessons from the past

Whilst the pandemic may be a contributory factor, the increase in mental health problems from one in eight to one in six between 2017 and today is alarming and needs addressing urgently. Unfortunately, it seems that recent changes in education have impacted negatively YP emotional wellbeing.

PSYCHOLOGICAL DISORDERS AMONG SCHOOL STUDENTS FROM THE PERSPECTIVE OF THEIR STUDENT COUNSELORS: DIFFERENCES AND RELATIONSHIPS

Background: School students might be at risk of suffering from a range of psychological disorders. Student counselorswould help in understand the relationships and differences between these disorders. Objectives:The study aimed to recognize the differences and relationships of psychological disorders among school students from the perspective of the students counselors in Taif. Methods and Material:A mixed-methods approach was used. Eighty-four student counselors filled in a questionnaire and 13 were interviewed. Statistical analysis used: Descriptive statistics, one-way analysis of variance – ANOVA, and Spearmans rank-order correlation were used. Results: There are significant differences at p<.05 in the psychological disorders experienced by students in favor of the students in secondary school (M=4.63, SD=.848), in crowded schools that have between 1001–1200 students (M=2.298, SD=.335), and in favour of student counselors with experience of at least ten years (M=2.289, SD=.179). There are positive correlations between psychological disorders and the total number of the students in a school (rho=.466, p<.001), the experience level of student counselors (rho=.423, p<.001), and the students education stage (rho=.208, p<.05). Qualitative data were in line with the findings of the quantitative data. Conclusions:It is important to have adequate numbers of student counselors in schools, as this improves the quality of counseling services provided. Exploring psychological disorders as early as possible also helps in treating the students successfully. Finally, it is essential to enhance mental health in schools, and this is part of the Saudi Vision 2030, specifically in the area of social well-being. Key messages:School students suffer from a number of psychological disorders and it is clear that student counselors help in exploring these disorders and the relationshipsand differences between them, so that the counselors are able to deal with them. Acknowledgement:The authors would like to thank the Administration of Education in Taif. The authors also thank all those who volunteered their time to participate in this study.

The Need for Promoting and Developing Cultural Competency in Future Teachers

This chapter discusses the importance of promoting and developing cultural competency in future teachers. As many countries face changing demographics and student populations in schools it is essential that future teachers understand and respect different cultures, especially the role of equity and inclusion in supporting student success. The chapter provides a review of cultural competency, why teachers today need to have cultural competency, and ways in which this competency can be developed for beginning teachers. Methods of promoting and developing cultural competency for pre-service teachers are highlighted based on the experiences from a four-semester pre-service teacher program in Ontario, Canada. The ways in which cultural competency is addressed in different courses such as Digital Literacies, Human development, Mental health in Schools, and the “Foundations” series of courses (fundamentals of teaching, learning, planning and assessment) are presented. Recommendations for teacher preparation and professional development are provided.