Mental health and wellbeing coordinators in primary schools to support student mental health: protocol for a quasi-experimental cluster study

Abstract

Background Half of mental health disorders begin before the age of 14, highlighting the importance of prevention and early-intervention in childhood. Schools have been identified globally by policymakers as a platform to support good child mental health; however, the majority of the research is focused on secondary schools, with primary schools receiving very little attention by comparison. The limited available evidence on mental health initiatives in primary schools is hindered by a lack of rigorous evaluation. This quasi-experimental cluster study aims to examine the implementation and effectiveness of a Mental Health and Wellbeing Co-ordinator role designed to build mental health capacity within primary schools. Methods This is a primary (ages 5–12) school-based cluster quasi-experimental study in Victoria, Australia. Before baseline data collection, 16 schools selected by the state education department will be allocated to intervention, and another 16 matched schools will continue as ‘Business as Usual’. In intervention schools, a mental health and well-being coordinator will be recruited and trained, and three additional school staff will also be selected to receive components of the mental health training. Surveys will be completed by consenting staff (at 2-, 5-, 10- and 17-months post allocation) and by consenting parents/carers (at 3-, 10- and 17-months post allocation) in both intervention and business as usual schools. The primary objective is to assess the change in teacher’s confidence to support student mental health and wellbeing using the School Mental Health Self-Efficacy Teacher Survey. Secondary objectives are to assess the indirect impact on systemic factors (level of support, prioritisation of child mental health), parent and teachers’ mental health literacy (stigma, knowledge), care access (school engagement with community-based services), and student mental health outcomes. Implementation outcomes (feasibility, acceptability, and fidelity) and costs will also be evaluated. Discussion The current study will examine the implementation and effectiveness of having a trained Mental Health and Wellbeing Coordinator within primary schools. If the intervention increases teachers’ confidence to support student mental health and wellbeing and builds the capacity of primary schools it will improve student mental health provision and inform large-scale mental health service reform. Trial registration The trial was retrospectively registered in the Australian New Zealand Clinical Trials Registry (ANZCTR) on July 6, 2021. The registration number is ACTRN12621000873820.

Pelatihan Kader Sekolah Sehat Jiwa (SEHATI) dalam Deteksi Dini Kesehatan Jiwa di SMA

“…Upaya promotif dan preventif terkait kesehatan jiwa di sekolah yang telah dilakukan berupa deteksi dini kesehatan jiwa bagi siswa/peserta didik menggunakan SDQ; pelatihan kader SEHATI; dan berkolaborasi dengan Puskesmas maupun sekolah untuk sosialisasi dan promosi kesehatan jiwa. Pelatihan kader sekolah sehat jiwa (SEHATI) di sekolah merupakan bentuk dari upaya promotif dan preventif mengingat bahwa sekolah berkontribusi dalam mendukung kesejahteraan dan kesehatan mental semua siswa untuk mengidentifikasi dan mengelola siswa dengan masalah kesehatan mental yang muncul sejak dini, serta menargetkan intervensi pada siswa dengan masalah kesehatan jiwa yang signifikan (Darling et al, 2021).…”

The Effects of Erythropoietic Protoporphyria on the Mental Health of Children in the United States

“…Due to the specific demographics of the participants in the research study, ages eight to eighteen and having EPP, research on children's mental health and the impact of having a disability on mental health were both explored to further the body of knowledge. Before the age of fourteen, about half of mental health conditions have begun (Darling et al, 2021). This means that prevention of mental illnesses is very important in the youth community.…”

“…The events that occur in childhood could contribute to the development of mental health conditions that begin before the age of fourteen. About 10-17% of children and young adults ages four to seventeen qualify for the definition of a mental illness (Darling et al, 2021). Mental health conditions, when left alone or ignored in childhood, could short-term affect children's performance in school and long-term lead to more serious and dangerous events such as suicide and low life quality as an adult (Darling et al, 2021).…”

“…About 10-17% of children and young adults ages four to seventeen qualify for the definition of a mental illness (Darling et al, 2021). Mental health conditions, when left alone or ignored in childhood, could short-term affect children's performance in school and long-term lead to more serious and dangerous events such as suicide and low life quality as an adult (Darling et al, 2021). In response to Darling et al's concerns about ignored mental conditions in childhood, the National Institute of Mental Health offers warning signs that distinguish between typical childhood behavior and behavior that requires mental health evaluation.…”

Mental Health Problems and Associated Factors among High School Students in Shandong Province of China: A Cross-Sectional Study

“…Unlike junior high school students, high school students faced many new challenges, including adjusting to a new environment, making new friends, academic challenges, and National College Entrance Examination (NCEE), which makes them more vulnerable to MHP. Studies have shown that half of MHP begin by the age of 14, and most cases go undetected and untreated [ 4 ]. In addition, according to the “Report on National Mental Health Development in China (2019–2020)”, the detection rate of depression in primary school is about 10%, while that in high schools reaches 40%.…”