Promoting wellbeing within the Health Promoting Schools framework: Could life skills be a means rather than an end?

Masson, Julien; Darlington-Bernard, Adeline; Darlington, Emily Joan

doi:10.1016/j.jeph.2024.202748

Journal of Epidemiology and Population Health

2024

DOI: 10.1016/j.jeph.2024.202748

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Promoting wellbeing within the Health Promoting Schools framework: Could life skills be a means rather than an end?

Julien Masson,

Adeline Darlington-Bernard,

Emily Joan Darlington

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2024

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Perceived impacts of a school-based growth mindset programme ‘Mindset Teams’ in Scotland: a qualitative study

Morgan,

Reed,

Garay

et al. 2024

BMC Public Health

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Background Teachers as delivery agents within school-based mindset programmes is a potential intervention strategy for improving pupils’ outcomes. The Mindset Teams programme, utilises teachers as delivery agents, with an aim to improve learning resilience for health and attainment outcomes among schools in Scotland. This study examined the perceived impacts of the programme to develop a programme theory of change and refine an earlier co-produced logic model. Methods Across six intervention schools, one-to-one interviews were conducted with teachers (N = 18) and focus groups were conducted with 23 pupils aged 8-11-years. Fourteen stakeholders involved in programme provision, secondary school delivery, funding decisions or policy-related areas also participated in a one-to-one interview. Qualitative data were analysed using thematic analysis with a combined deductive and inductive coding approach. Results Themes were identified in relation to impacts on teachers (five themes), pupils (eight themes), and broader outcomes (two themes), with most themes discussed by teachers and wider stakeholders. Across data, findings highlighted the proposed mechanisms by which the programme was intending to produce impacts, largely through increasing teacher knowledge and facilitating a positive school environment. Themes demonstrated the breadth of perceived programme impacts, highlighting both attainment and wellbeing outcomes among pupils. Conclusions Findings provide support for Mindset programmes focusing on the development of teachers’ mindsets, highlighting the resultant perceived impacts this can have on both teachers and pupils alike. Future research should seek to capture health and wellbeing measures alongside attainment data to fully explore programme impacts.

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Perceived impacts of a school-based growth mindset programme ‘Mindset Teams’ in Scotland: a qualitative study

Morgan,

Reed,

Garay

et al. 2024

BMC Public Health

View full text Add to dashboard Cite

show abstract

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Promoting wellbeing within the Health Promoting Schools framework: Could life skills be a means rather than an end?

Cited by 1 publication

References 24 publications

Perceived impacts of a school-based growth mindset programme ‘Mindset Teams’ in Scotland: a qualitative study

Perceived impacts of a school-based growth mindset programme ‘Mindset Teams’ in Scotland: a qualitative study

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