The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study

Abstract

Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID-19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in-depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face-to-face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post-lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the

English headteacher perspectives on school responses to protect student and staff mental wellbeing in the later stages of the COVID-19 pandemic

“…However, without clear guidance on what kinds of mental wellbeing support were to be provided, there was variation between the schools. These differences in school provision of supports echo findings from a 2021 qualitive paper about school culture and mental health in COVID-19 in London, identifying that there was no standard of provision, and much was down to individual school motivation and resourcing (Barker et al, 2023).…”

“…Furthermore, researchers have advocated for holistic ‘whole school’ approaches to mental health support for these groups that were particularly badly impacted by the pandemic (Barker et al, 2021). A study looking at how school culture supported student mental health provision in two London schools during the COVID-19 pandemic identified that the leadership of schools and available resources were important in determining what was provided and also signalled that consideration of the mental health needs of staff alongside those of students was essential (Barker et al, 2023).…”

Analysis of the Role and Influencing Factors of Strengthening Mental Health Education in Student Management

“…The school is a place where young people spend a lot of time on a daily basis, so the school's handling of such emergencies has a direct impact on the mental health situation. Various factors affecting students' mental health were evaluated in terms of both positive and negative impacts of school culture on students' mental health [15]. Jenkins, E. K. et al argued that students in the nursing program are subjected to common pressures from multiple sources, such as their personal academic careers and so on, which can lead to threats to students' mental health.…”

Smartphones, social Media and Adolescent mental well-being: the impact of school policies Restricting dayTime use—protocol for a natural experimental observational study using mixed methods at secondary schools in England (SMART Schools Study)

“…There is considerable evidence that school-based interventions can have beneficial effects on adolescent mental well-being and associated behavioural outcomes (eg, sleep, physical activity, classroom behaviour and attainment) 38–41. Whole-school environment interventions that promote lifestyles conducive to good health are reported to have a more pronounced effect on mental well-being than individual approaches targeting knowledge and beliefs 38 42.…”