Targeted mental health interventions in schools

Abstract

Section A: Presents a systematic search exploring young peoples’ views and experiences of targeted mental health and wellbeing interventions being provided in schools. Following quality appraisal, a thematic synthesis of 11 included papers identified three overarching themes (impact of school context, intervention factors, and young people factors) that shape the acceptability of school-based provision. Schools should adapt their practices to address practical concerns, promote young peoples’ sense of choice and agency, and guarantee confidentiality. The voices of young people should be privileged in research and practice moving forwards to ensure that school-based provision is acceptable and responsive to their needs.

Section B: Presents a three-round Delphi survey exploring professionals’ perspectives on the implementation of a new workforce of school-based mental health practitioners. This process facilitated consensus-building between professional groups. Participants agreed that mental health interventions are more accessible when provided in schools. Results highlighted challenges associated with translating mental health interventions to the school context. A tension between prioritising quality of service and equality of access was identified. Findings demonstrate the need to facilitate dialogue between local collaborators in supporting implementation. To promote workforce sustainability, resources invested in school-based practitioners should be matched by measured, strategic thinking.

Date of Award	2021
Original language	English