Perspectives of youth in Ireland on school-based mental health and suicide prevention: the MYSTORY study

Abstract

Summary Anxiety, depression, and suicide are leading causes of disability and death among young people, globally. Schools are an ideal setting to target young people’s mental health, yet young people’s beliefs about and experiences with school mental health and suicide prevention are not well understood. This gap in knowledge contradicts both national and international youth mental health recommendations and the United Nations Convention on the Rights of the Child, which collectively advocate for understanding young people’s perspectives on matters concerning them, including school mental health. Therefore, the Mental Health of Youth Story (MYSTORY) study explored young people’s perspectives on school mental health and suicide prevention using a participatory-based approach incorporating photovoice. MYSTORY consisted of a community/university partnership involving young people as participants (n = 14) and advisors (n = 6). Experiential, reflexive thematic analysis (TA) within a critical approach generated three themes relating to young people’s experiences with and beliefs about school mental health promotion and suicide prevention. Findings highlight the critical role of schools in impacting young people’s mental health, with the need to amplify youth voice and involvement in school mental health evident. Our study addresses an important gap by employing participatory-based approaches to explore young people’s perspectives on school mental health and suicide prevention. This is the first known study to explore young people’s perspectives on their voice and involvement in school mental health. Findings have important implications for youth and school mental health and suicide prevention research, policy, and practice.

Estratégias para promoção da saúde mental de crianças e adolescentes no contexto escolar: uma revisão sistemática

“…Além dos aspectos acima colocados, destaca-se que a literacia em saúde mental é fundamental para garantir que educadores e profissionais estejam preparados para lidar com questões de saúde mental entre os alunos, promovendo um ambiente escolar mais saudável e acolhedor (Walsh;Herring;McMahon, 2023). É importante integrar a literacia em saúde mental em programas educacionais, com foco em identificar sinais precoces de problemas de saúde mental, promover a resiliência e fornecer apoio adequado (Zeiler et al, 2021).…”

“…Essa competência é essencial para promover o bem-estar mental, reduzir o estigma e facilitar a procura de ajuda (Vella et al, 2021). Esforços para melhorar a alfabetização em saúde mental, especialmente entre os jovens, são cruciais para prevenir problemas de saúde mental (Walsh;Herring;McMahon, 2023). Um estudo destacou a urgência de implementar intervenções eficazes para fomentar a saúde mental e prevenir doenças mentais (Aswathi et al , 2021).…”

“…Um estudo destacou a urgência de implementar intervenções eficazes para fomentar a saúde mental e prevenir doenças mentais (Aswathi et al , 2021). A alfabetização em saúde mental dos educadores é fundamental para criar ambientes escolares acolhedores e promover o bem-estar dos alunos (Mansfield;Humphrey;McMahon, 2023).…”

“…Os estudos identificaram três formas de intervenção: Universal, Seletiva e Indicada, com destaque para a prevenção universal, que visa beneficiar toda a população-alvo, sem distinção de grupos específicos. No contexto da promoção da saúde mental, essas estratégias visam o bemestar de todos os alunos, independentemente do risco para problemas de saúde mental (Mansfield;Humphrey;McMahon, 2023). Ao combinar a alfabetização em saúde mental com abordagens universais, como o desenvolvimento de competências socioemocionais, as escolas podem criar um ambiente que promove o bem-estar mental de todos os alunos, fortalecendo suas habilidades emocionais, sociais e cognitivas.…”

A critical review of the reporting of reflexive thematic analysis in Health Promotion International

“…For this reason, it is important that researchers anchor their use of a method in a clearly demarcated theoretical framework. Walsh et al . (2023) , in a study exploring Irish young people’s perspectives on school-based mental health and suicide prevention using a participatory approach, noted their ‘critical view’ (p. 2) on COREQ and their rejection of elements not coherent with reflexive TA.…”