A critical consideration of ‘mental health and wellbeing’ in education: Thinking about school aims in terms of wellbeing

Abstract

This paper examines ideas about mental health, wellbeing and school education to illustrate important issues in the relationship between mental health and education. The Covid crisis has amplified the pre‐existing mental health problems of children and young people in England and recognition of the opportunities in schools to address these. The paper gives an overview of child and adolescent mental health services and how they position the role of schools. It examines prominent concepts of mental health and their relationship to wellbeing, setting this in a discussion of ‘mentally healthy’ schools, mental health in special educational needs and whole‐school approaches. This analysis shows how the relationship between mental health and wellbeing has not been adequately worked out, using this as the basis for arguing for the dual‐factor mental health model which separates mental illness/disorder from wellbeing as two related dimensions. The paper then translates the dual‐factor model into a two‐dimensional framework that represents the distinctive but related aims of school education (wellbeing promotion) and mental health services (preventing, coping, helping mental health difficulties). This framework involves a complex conception of wellbeing, with schools playing an important role in promoting wellbeing (beyond emotional wellbeing), tiered models and establishing school‐wide social emotional learning. It is about a whole‐school curriculum approach that involves considering what is to be learned and how it is taught. It contributes to a more nuanced concept of wellbeing that has a place for meaningful learning and challenge.

The effectiveness of a school-based, universal mental health programme in six European countries

“…The current challenges taking place in various parts of the globe, such as the COVID-19 pandemic, displacement and forced migration due to war and conflict, and climate change, have exacerbated the mental health issues faced by children and young people. The pandemic has led to an increase in mental health difficulties, particularly amongst those already at risk ( OECD, 2020a ; United Nations Educational, Scientific and Cultural Organisation [UNESCO], 2020 ) and underlined the opportunities for schools to address these issues ( Norwich et al, 2022 ). Between ten to twenty percent of school children experience mental health issues during their school years, with half of the mental health problems developing before the age of fourteen ( WHO Regional Office for Europe, 2018 ).…”

‘Doing well’ and ‘being well’—secondary school teachers’ perspectives

“…Like ours, such research emphasises the relational nature of teachers' and students' experiences of wellbeing at school (Billington et al, 2022;Culshaw & Kurian, 2021;Graham et al, 2016). Noddings (2010Noddings ( , 2012Noddings ( , 2013 outlines how pedagogies of care in teaching can cultivate wellbeing, as the healthy growth of whole persons (Hordern, 2021). In addition to Noddings, Culshaw and Kurian (2021) emphasise the present orientation and critical professional judgement required of teachers in order to cater for the real needs of students as opposed to their 'presumed needs', termed 'virtue caring'.…”

Student stress and mental health during online learning: Potential for post-COVID-19 school curriculum development

“…One potential solution is to incorporate mental health support into the school curriculum. For example, a study found that the inclusion of mindfulness-based stress reduction techniques in a post-COVID-19 school curriculum can help reduce student stress levels and improve mental health outcomes [ 36 , 37 ]. This approach has the potential to help students develop the skills they need to manage stress and anxiety and may be an effective way to promote overall well-being among students.…”