Developing a student-led school mental health strategy

Atkinson, Cathy; Thomas, George; Goodhall, Natasha; Barker, Laura; Healey, Isabella; Wilkinson, L. F.; Ogunmyiwa, Jenny

doi:10.1080/02643944.2019.1570545

Cited by 19 publications

(5 citation statements)

References 12 publications

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“…This is not to suggest facilitators must be qualified in these approaches, but rather skills from them may be useful in ensuring the young person's psychological experience of how their identity is constructed and negotiated within the process, is done with skilled facilitation. It is hoped this would improve co‐production of outcomes within the process and ensure the young person's voice is enhanced and received in its richness and complexity, given the active participation of young people can ‘increase young people's ownership and belonging, self‐esteem, responsibility’ (Atkinson et al, 2019, p. 10).…”

Section: Discussionmentioning

confidence: 99%

Young people's views and experiences of person‐centred planning: A systematic literature review

Gregory,

Atkinson

2023

Research in Spec Educ Needs

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Person‐centred planning (PCP) is both a philosophy and method of service delivery across varied contexts. It is used in pathway planning for young people with special educational needs and disabilities (SEND) to promote positive transition outcomes. Due to idiosyncratic use, it is unclear how PCP meetings are organised and structured and to what extent this reflects fidelity to PCP as a philosophy. It is also unclear how young people experience PCP meetings and how this impacts transition. To explore this further, a systematic literature review was undertaken from which six studies were included and their data reported using PRISMA guidelines. Drawing upon Gestalt theory as an interpretive lens, findings from these studies suggest that PCP meetings comprise intersecting ‘foreground’ and ‘background’ elements, making PCP meetings a complex space requiring skilled facilitation. Limitations and recommendations for further research and practice are included.

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Section: Discussionmentioning

confidence: 99%

Young people's views and experiences of person‐centred planning: A systematic literature review

Gregory,

Atkinson

2023

Research in Spec Educ Needs

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“…of Health & Dept. for Education, 2017) in schools in England has been criticised for failing to focus on prevention (Atkinson et al, 2019). What is more, in a world of pisa performance tables, 'poverty-related attainment gaps' and constant drive to raise academic standards there is increasing pressure on teachers to respond to an ever widening range of diverse demands which seem to come from all sectors of society.…”

Section: Repositioning Mental Healthmentioning

confidence: 99%

“…Others include integrating mental health interventions into the daily life of the school as well as engaging all staff and parents and collaborating with outside agencies (Tome et al, 2021). The involvement of pupils is also a crucial aspect of successful intervention programmes (Tome et al, 2021) as the reduction of the stigma around mental health issues and gaining a true understanding of the triggers for young people become key aims (Atkinson et al, 2019). Weare and Nind's (2011) systematic review offers a further series of considerations namely that there is a place for both universal and targeted approaches, that teaching social and emotional skills is beneficial but particularly when integrated into the curriculum than when taught separately.…”

Section: Mental Health In Schoolsmentioning

confidence: 99%

Whose Responsibility is it Anyway? Pupil Mental Health in a Scottish Secondary School

McKee

Breslin

2022

Scott. Educ. Rev.

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Under Scotland’s Curriculum for Excellence, the health and wellbeing of school pupils is the ‘Responsibility of All’. Mental health is included in this though the extent to which secondary teachers feel confident to deal with the many and varied issues which their pupils present with is less clear. This pilot study seeks to explore the potential gap between the responsibilities that are assigned to Scottish secondary teachers and the responsibilities that they assume. A questionnaire, interviews and focus group were used to garner the views of a group of secondary teachers. Thematic analysis of the data allowed for an exploration of how the role of the secondary teacher with regard to mental health is perceived by those dealing with pupils on a daily basis. Views varied considerably illustrating that the complexity surrounding these issues should not be underestimated.

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“…This could involve further data collection and consultation, and perhaps most importantly involve the students themselves. Atkinson et al (2019) found that when consulted, secondary students were adept at both identifying and planning for processes which could be supportive of students' mental health and wellbeing. Using the findings of the ENA and mental health audit could offer a starting point for students, school staff and parents and inform practical and responsive school mental health policy.…”

Section: Implications For Practitionersmentioning

confidence: 99%

“…Additionally, data from the survey should be triangulated with teacher and parent data, and with the views of students themselves. Structured support for different levels of need, available to students and their families, should be detailed, defined and publicised, and involve appropriate links to external agencies (Atkinson et al, 2019).…”

Section: Implications For Practitionersmentioning

confidence: 99%

The mental health and emotional needs of secondary age students in the United Kingdom

Waite¹,

Atkinson

Oldfield

2021

Pastoral Care in Education

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There is a growing policy focus on children and young people's mental health. The United Kingdom (UK) government has positioned schools as being well-placed to identify children and young people's mental health needs and to provide appropriate intervention. At the same time, school staff report a lack of skills, knowledge and systems to support the early identification of mental health needs in order to inform appropriate intervention. The aim of this study was to explore the mental health and emotional needs of secondary age students from schools across the North West of England. Eight hundred and eighty-four students aged between 11 and 16 completed an online questionnaire comprising the Short Moods and Feelings Questionnaire (SMFQ), which measures depressive symptoms and the Human Givens Emotional Needs Audit (ENA), which explores the extent to which fundamental emotional needs (e.g., for attention, control and security) are met. The findings suggest prevalence rates of mental health and wellbeing difficulties increase with age. Emotional needs as measured in the ENA were found to moderately correlate with total scores on the SMFQ, suggesting the importance of supporting these identified needs in promoting wellbeing. Additionally, the ENA could potentially offer insight into why students may be experiencing problems, signposting practical areas of support. It is therefore proposed to be a measure that schools could use to identify factors contributing to children and young people's experience of mental health and wellbeing and possible areas for intervention.

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Developing a student-led school mental health strategy

Cited by 19 publications

References 12 publications

Young people's views and experiences of person‐centred planning: A systematic literature review

Young people's views and experiences of person‐centred planning: A systematic literature review

Whose Responsibility is it Anyway? Pupil Mental Health in a Scottish Secondary School

The mental health and emotional needs of secondary age students in the United Kingdom

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