The Need for School-Based Mental Health Services and Recommendations for Implementation

Kern, Lee; Mathur, Sarup R.; Albrecht, Susan Fread; Poland, Scott; Rozalski, Mike; Skiba, Russell J.

doi:10.1007/s12310-017-9216-5

Cited by 97 publications

(83 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our findings suggest that well-developed relationships with parents are also a key mechanism in ensuring the smooth implementation of identification programmes, and this is also likely to extend to other types of mental health promotion and prevention. Evidence to date suggests that parents do not necessarily respond to school physical health interventions (Mar & Mark, 1999), therefore schools may need to work at building this relationship in order for implementation of a mental health identification programme to be effective (Kern, Mathur, Albrecht, Ploand, Roxlaski, & Skiba, 2017).…”

Section: Ethical Implications and Parental Consentmentioning

confidence: 99%

“…The Green Paper on transforming children's mental health services (DOH & DFE, 2017) advised that all schools are allocated funding to develop Mental Health Support Teams as well as a designated senior lead for mental health. Research has also suggested that schoolbased mental health services have the highest likelihood of identifying children in need (Kern et al, 2017). However, it remains to be seen how these policies will be implemented and their impact.…”

Section: Ethical Implications and Parental Consentmentioning

confidence: 99%

See 1 more Smart Citation

Acceptability and Feasibility of Early Identification of Mental Health Difficulties in Primary Schools: A Qualitative Exploration of UK School Staff and Parents’ Perceptions

Childs‐Fegredo

Burn

Duschinsky

et al. 2020

School Mental Health

View full text Add to dashboard Cite

One in eight children aged 5–19 years in the UK suffer from a psychiatric disorder, while fewer than 35% are identified and only 25% of children access mental health services. Whilst government policy states that primary schools are well-placed to spot the early warning signs of mental health issues in children, the implementation of early identification methods in schools remains under-researched. This study aims to increase understanding of the acceptability and feasibility of different early identification methods in this setting. Four primary schools in the East of England in the UK participated in a qualitative exploration of views about different methods that might enhance the early identification of mental health difficulties (MHDs). Twenty-seven staff and 20 parents took part in semi-structured interviews to explore current and future strategies for identifying pupils at risk of experiencing MHDs. We presented participants with four examples of identification methods selected from a systematic review of the literature: a curriculum-based approach delivered to pupils, staff training, universal screening, and selective screening. We used NVivo to thematically code and analyse the data, examining which models were perceived as acceptable and feasible as well as participants’ explanations for their beliefs. Three main themes were identified; benefits and facilitators; barriers and harms, and the need for a tailored approach to implementation. Parents and staff perceived staff training as the most acceptable and feasible approach to systematic identification, followed by a curriculum-based approach. Universal and selective screening garnered mixed responses. Findings suggest that a systematic and tailored approach to early identification would be most acceptable and feasible, taking into consideration school context. Teacher training should be a core component in all schools.

show abstract

Section: Ethical Implications and Parental Consentmentioning

confidence: 99%

Section: Ethical Implications and Parental Consentmentioning

confidence: 99%

Acceptability and Feasibility of Early Identification of Mental Health Difficulties in Primary Schools: A Qualitative Exploration of UK School Staff and Parents’ Perceptions

Childs‐Fegredo

Burn

Duschinsky

et al. 2020

School Mental Health

View full text Add to dashboard Cite

show abstract

“…However, the wider literature on SBMHSs, primarily from highincome countries, suggests an expanded scope. This includes: (1) evidence-based promotive, preventive, and therapeutic interventions; (2) a stepped approach that organizes interventions according to different levels of need and resource constraints; (3) involvement of gate-keepers such as school administration, parents, and teachers in the development and delivery of the interventions; and (4) partnerships with local healthcare agencies for treatment of severe cases (Rones & Hoagwood, 2000;Langley et al 2010;Kutcher et al 2015;Murray & Jordans, 2016;Doll et al 2017;Kern et al 2017).…”

Section: Introductionmentioning

confidence: 99%

Priorities and preferences for school-based mental health services in India: a multi-stakeholder study with adolescents, parents, school staff, and mental health providers

et al. 2019

View full text Add to dashboard Cite

Background.Schools are important settings for increasing reach and uptake of adolescent mental health interventions. There is limited consensus on the focus and content of school-based mental health services (SBMHSs), particularly in low-resource settings. This study elicited the views of diverse stakeholders in two urban settings in India about their priorities and preferences for SBMHSs.Methods.We completed semi-structured interviews and focus group discussions with adolescents (n = 191), parents (n = 9), teachers (n = 78), school counsellors (n = 15), clinical psychologists/psychiatrists (n = 7) in two urban sites in India (Delhi and Goa). Qualitative data were obtained on prioritized outcomes, preferred content and delivery methods, and indicated barriers.Results.All stakeholders indicated the need for and acceptability of SBMHSs. Adolescents prioritized resolution of life problems and exhibited a preference for practical guidance. Parents and teachers emphasized functional outcomes and preferred to be involved in interventions. In contrast, adolescents' favored limited involvement from parents and teachers, was related to widespread concerns about confidentiality. Face-to-face counselling was deemed to be the most acceptable delivery format; self-help was less frequently endorsed but was relatively more acceptable if blended with guidance or delivered using digital technology. Structured sensitization was recommended to promote adolescent's engagement. Providers endorsed a stepped care approach to address different levels of mental health need among adolescents.Conclusion.SBMHSs are desired by adolescents and adult stakeholders in this setting where few such services exist. Sensitization activities are required to support implementation. School counsellors have an important role in identifying and treating adolescents with different levels of mental health needs, and a suite of interventions is needed to target these needs effectively and efficiently.

show abstract

“…Whole-school mental health promotion programs have demonstrated some efficacy ( Kern et al, 2017 ; O’Reilly et al, 2018 ). They are probably more cost-effective in settings with high prevalence of mental health issues, and specially for the prevention of anxiety and depression ( Mendelson and Eaton, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Lifetime Mental Health Problems in Adult Lower Secondary Education: A Student Survey

et al. 2020

View full text Add to dashboard Cite

Background/Objective Adult Lower Secondary Education is an education program for basic qualifications for the labor market. Our study aimed to compare lifetime mental health problems between current Adult Lower Secondary Education students and higher Vocational Education students, as the former constitutes a highly distinct and understudied group. Methods Findings were based on a cross-sectional self-report survey. Lifetime relative odds of occurrence of mental disorders [i.e., psychiatric disorders typically diagnosed in adults, learning difficulties or deficit hyperactivity disorder (ADHD)] were compared between Adult Lower Secondary Education students ( n = 134) and Vocational Education students ( n = 149). Results While the frequency of mental health problems was high in both groups, psychiatric disorders typically diagnosed in adults were more common in Adult Lower Secondary Education students than among other students. Vocational Education students reported higher rates of ADHD. Conclusion There is a need for additional psychological resources for Adult Lower Secondary Education students, an educational level that is the last path for many to acquire a basic degree.

show abstract

The Need for School-Based Mental Health Services and Recommendations for Implementation

Cited by 97 publications

References 63 publications

Acceptability and Feasibility of Early Identification of Mental Health Difficulties in Primary Schools: A Qualitative Exploration of UK School Staff and Parents’ Perceptions

Acceptability and Feasibility of Early Identification of Mental Health Difficulties in Primary Schools: A Qualitative Exploration of UK School Staff and Parents’ Perceptions

Priorities and preferences for school-based mental health services in India: a multi-stakeholder study with adolescents, parents, school staff, and mental health providers

Lifetime Mental Health Problems in Adult Lower Secondary Education: A Student Survey

Contact Info

Product

Resources

About