A Qualitative Exploration of Stakeholder Perspectives on the Implementation of a Whole School Approach to Mental Health and Emotional Well-Being in Wales

Autor/inn/en	Brown, R.; Van Godwin, J.; Edwards, A.; Burdon, M.; Moore, G.
Titel	A Qualitative Exploration of Stakeholder Perspectives on the Implementation of a Whole School Approach to Mental Health and Emotional Well-Being in Wales
Quelle	In: Health Education Research, 38 (2023) 3, S.241-253 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyad002
Schlagwörter	School Health Services; Mental Health; Stakeholders; Attitudes; Foreign Countries; Student Welfare; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Schuleingangsuntersuchung; Psychohygiene; Attitude; Einstellung; Verhalten; Ausland; Studentenseelsorge
Abstract	Early intervention to support mental health and well-being of school-aged children may be of significant benefit in preventing escalation of mental health problems in later life. While there are limitations to current understanding of the best ways for schools to support mental well-being, a whole school approach (WSA), involving all those who are part of the school system in creating and sustaining a supportive environment where health is prioritized, may be effective. This research explored stakeholder views of this approach, as part of a contract commissioned by the Welsh Government to conduct an evaluability assessment of a WSA. Semistructured focus groups and interviews were completed with stakeholders from the health and education sectors, as well as parents, to explore how a WSA may operate in a Welsh context and barriers and facilitators to potential implementation and outcomes. Findings suggest that existing pressures on schools may impact implementation of a WSA, with school staff already time poor and many staff experiencing their own mental well-being challenges. Implementation may be supported by clear guidance at local and national levels, funding for staff time and training and stakeholder involvement at all stages. Long-term monitoring and evaluation are also needed to understand system changes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01