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Demkowicz O, Pert K, Bond C, Ashworth E, Hennessey A, Bray L. "We want it to be a culture": children and young people's perceptions of what underpins and undermines education-based wellbeing provision. BMC Public Health 2023; 23:1305. [PMID: 37420162 PMCID: PMC10327321 DOI: 10.1186/s12889-023-15836-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Accepted: 05/06/2023] [Indexed: 07/09/2023] Open
Abstract
BACKGROUND Provision that aims to promote the social, emotional, and mental wellbeing of children and young people (including their mental health) is increasingly implemented in education settings. As researchers, policymakers, and practitioners explore the complexities of promotion and prevention provision in practice, it is critical that we include and amplify children and young people's perspectives. In the current study, we explore children and young people's perceptions of the values, conditions, and foundations that underpin effective social, emotional, and mental wellbeing provision. METHODS We engaged in remote focus groups with 49 children and young people aged 6-17 years across diverse settings and backgrounds, using a storybook in which participants constructed wellbeing provision for a fictional setting. ANALYSIS Using reflexive thematic analysis, we constructed six main themes presenting participants' perceptions: (1) recognising and facilitating the setting as a caring social community; (2) enabling wellbeing to be a central setting priority; (3) facilitating strong relationships with staff who understand and care about wellbeing; (4) engaging children and young people as active partners; (5) adapting to collective and individual needs; and (6) being discreet and sensitive to vulnerability. CONCLUSIONS Our analysis presents a vision from children and young people of an integrated systems approach to wellbeing provision, with a relational, participatory culture in which wellbeing and student needs are prioritised. However, our participants identified a range of tensions that risk undermining efforts to promote wellbeing. Achieving children and young people's vision for an integrated culture of wellbeing will require critical reflection and change to address the current challenges faced by education settings, systems, and staff.
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Affiliation(s)
- Ola Demkowicz
- Manchester Institute of Education, The University of Manchester, Manchester, UK.
| | - Kirsty Pert
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Caroline Bond
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Emma Ashworth
- School of Psychology, Liverpool John Moores University, Liverpool, UK
| | - Alexandra Hennessey
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Lucy Bray
- Nursing and Midwifery, Edge Hill University, Ormskirk, UK
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Clarke T, Platt R. Children's Lived Experiences of Wellbeing at School in England: a Phenomenological Inquiry. CHILD INDICATORS RESEARCH 2023; 16:963-996. [PMID: 37274807 PMCID: PMC9981449 DOI: 10.1007/s12187-023-10016-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/27/2023] [Indexed: 06/07/2023]
Abstract
This phenomenological inquiry investigated children's wellbeing experiences at school, including their hedonic (feeling good) and eudaimonic (doing good) accounts, a distinction often overlooked. Further, while phenomenological inquiries of children's mental ill-health exist, wellbeing, a fundamental part of mental health, is neglected. This is at odds with positive psychology which favours strengths-based approaches to studying human development. Phenomenology provides rich detail, facilitating deeper understanding of why and how certain factors affect wellbeing, as described by children themselves. A sample of 15 children (aged 9-11), attending one English primary school broadly representative of the national socio-demographic, engaged in interviews. Children's experiences of 'feeling good' at school were characterised by: an interdependence on peers' emotional states (described as 'a domino effect'), a need to feel cared for by, and trust, adults, and desire for autonomy over their time. Children attributed mistrust in adults to adults disregarding seemingly incidental events which felt significant to children. Children experienced 'doing well' as equating to academic attainment, conveying a fixation with test scores, using language of 'correctness' and efficiency. Shame pervaded when 'correctness' was not achieved, with children describing being ridiculed for poor test scores. Recommendations for schools to support children's hedonia include prioritising wellbeing curricula and emotional literacy, greater staff reflexivity, and prioritisation of pupil voice. To foster children's eudaimonia, recommendations include the need for teachers to provide formative, personalised feedback for pupils focused on the learning process, and the need for Government to embrace a range of ways pupils can feel successful beyond academic attainment. Supplementary Information The online version contains supplementary material available at 10.1007/s12187-023-10016-2.
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Affiliation(s)
- Tania Clarke
- Faculty of Education, University of Cambridge, 184 Hills Rd, Cambridge, CB2 8PQ UK
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Ruttledge R. A whole school approach to building relationships, promoting positive behaviour and reducing teacher stress in a secondary school. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2022. [DOI: 10.1080/02667363.2022.2070456] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Richard Ruttledge
- National Educational Psychological Service, Department of Education, Ireland
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Collie RJ, Martin AJ, Morin AJS, Malmberg LE, Sammons P. A Multilevel Person-Centered Examination of Teachers' Workplace Experiences: Replication and Extension With Links to Instructional Support and Achievement. Front Psychol 2021; 12:711173. [PMID: 34421763 PMCID: PMC8377360 DOI: 10.3389/fpsyg.2021.711173] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Accepted: 07/14/2021] [Indexed: 11/26/2022] Open
Abstract
In a replication and extension of an earlier study, we relied on person-centered analyses to identify teacher (Level 1) and school (Level 2) profiles based on teachers' experiences of job demands (barriers to professional development, disruptive student behavior), job resources (teacher collaboration, input in decision-making), and personal resources (self-efficacy). We examined data from 5,439 teachers working in 364 schools in Australia and 2,216 teachers working in 149 schools in England. Latent profile analysis revealed six teacher profiles: Low-Demand-Flourisher (11%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (11%), Balanced-Average (14%), Mixed-Resourced-Struggler (11%), and Low-Resourced-Struggler (36%). Two school profiles were identified: an Unsupportive school profile (43%) and a Supportive school profile (57%). Several significant relations between these profiles and teacher/school characteristics and work-related outcomes were also identified at both levels. Although our results generally replicated prior findings, some differences were also observed, possibly as a results of recent changes in policies regarding in teacher support and accountability. Next, we extended prior work using a subsample of the Australian teachers for whom we had matching student data. This second set of results revealed that schools with a greater proportion of low-SES students were more likely to present an Unsupportive school profile. Moreover, the Supportive school profile was associated with higher levels of student-reported instructional support and school-average achievement in reading, mathematics, and science.
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Affiliation(s)
- Rebecca J. Collie
- School of Education, University of New South Wales, Sydney, NSW, Australia
| | - Andrew J. Martin
- School of Education, University of New South Wales, Sydney, NSW, Australia
| | - Alexandre J. S. Morin
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, QC, Canada
| | | | - Pamela Sammons
- Department of Education, University of Oxford, Oxford, United Kingdom
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Hanley T, Sefi A, Grauberg J, Prescott J, Etchebarne A. A Theory of Change for Web-Based Therapy and Support Services for Children and Young People: Collaborative Qualitative Exploration. JMIR Pediatr Parent 2021; 4:e23193. [PMID: 33749615 PMCID: PMC8078682 DOI: 10.2196/23193] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/04/2020] [Revised: 11/17/2020] [Accepted: 01/17/2021] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND Web-based counseling and support has become increasingly commonplace for children and young people (CYP). Currently, there is limited research that focuses on the mechanisms of change within complex telepsychology platforms, a factor that makes designing and implementing outcome measures challenging. OBJECTIVE This project aims to articulate a theory of change (ToC) for Kooth, a web-based therapy and support platform for CYP. METHODS A collaborative qualitative research design involving professional staff, academic partners, and young people was used to develop the ToC. The following three major reflective phases were engaged: a scoping workshop involving professional staff and academic partners, a series of explorative projects were completed to inform the development of the ToC, and the draft ToC was reviewed for coherence by key stakeholders (young people, online professionals, and service managers). RESULTS A collaboratively developed ToC was presented. This was divided into the conditions that lead to individuals wanting to access web-based therapy and support (eg, individuals wanting support there and then or quickly), the mode of service delivery (eg, skilled and experienced professionals able to build empathetic relationships with CYP), and the observed and reported changes that occur as a consequence of using the service (eg, individuals being better able to manage current and future situations). CONCLUSIONS Developing the ToC helps to shed light on how web-based therapy and support services aid the mental health and well-being of CYP. Furthermore, it helps to understand the development of positive virtual ecosystems and can be used to devise evaluative tools for CYP telepsychology providers.
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Affiliation(s)
- Terry Hanley
- University of Manchester, Manchester, United Kingdom
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Mansfield R, Humphrey N, Patalay P. Educators' perceived mental health literacy and capacity to support students' mental health: associations with school-level characteristics and provision in England. Health Promot Int 2021; 36:1621-1632. [PMID: 33667299 PMCID: PMC8699399 DOI: 10.1093/heapro/daab010] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Conceptual frameworks for school-based, preventive interventions recognise that educators’ capacity is, in part, dependent on school-level characteristics. This study aimed to (i) examine the factor structure and internal consistency of the Mental Health Literacy and Capacity Survey for Educators (MHLCSE); (ii) assess responses in relation to supporting students’ mental health; (iii) describe schools’ mental health provision in terms of designated roles, training offered, and perceived barriers; (iv) investigate variance in MHLCSE outcomes explained by schools; and, (v) explore school-level predictors of educators’ perceived MHL and capacity after controlling for individual-level characteristics. A multi-level, cross-sectional design involving 710 educators across 248 schools in England was used, and secondary analyses of baseline data collected as part of the Education for Wellbeing Programme were conducted. Mental health provision data was available for 206 schools, of which 95% offered training to some staff, and 71% had a designated mental health lead. Secondary schools offered significantly more training than primary schools. Significant barriers included lack of capacity in Child and Adolescent Mental Health Services (CAMHS) and within school, and communication challenges between agencies. The amount of training offered by schools significantly predicted educators’ awareness and knowledge of mental health issues, treatments and services, legislation and processes for supporting students’ mental health and comfort providing active support, with increased training predicting higher scores. However, little variance was explained by schools (1.7–12.1%) and school-level variables (0.7–1.2%). Results are discussed in relation to current mental health and education policy in England.
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Affiliation(s)
- Rosie Mansfield
- Centre for Longitudinal Studies, University College London, WC1E 6BT, UK.,Institute of Education, University of Manchester, M13 9PL, UK
| | - Neil Humphrey
- Institute of Education, University of Manchester, M13 9PL, UK
| | - Praveetha Patalay
- Centre for Longitudinal Studies, University College London, WC1E 6BT, UK.,MRC Unit for Lifelong Health & Ageing, University College London, WC1E 6BT, UK
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Demkowicz O, Ashworth E, Mansfield R, Stapley E, Miles H, Hayes D, Burrell K, Moore A, Deighton J. Children and young people's experiences of completing mental health and wellbeing measures for research: learning from two school-based pilot projects. Child Adolesc Psychiatry Ment Health 2020; 14:35. [PMID: 32973921 PMCID: PMC7495852 DOI: 10.1186/s13034-020-00341-7] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Accepted: 09/08/2020] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND In recent years there has been growing interest in child and adolescent mental health and wellbeing, alongside increasing emphasis on schools as a crucial site for research and intervention. This has coincided with an increased use of self-report mental health and wellbeing measures in research with this population, including in school-based research projects. We set out to explore the way that children and young people perceive and experience completing mental health and wellbeing measures, with a specific focus on completion in a school context, in order to inform future measure and research design. METHODS We conducted semi-structured interviews and focus groups with 133 participants aged 8-16 years following their completion of mental health and wellbeing measures as part of school-based research programmes, using thematic analysis to identify patterns of experience. FINDINGS We identified six themes: Reflecting on emotions during completion; the importance of anonymity; understanding what is going to happen; ease of responding to items; level of demand; and interacting with the measure format. CONCLUSIONS Our findings offer greater insight into children and young people's perceptions and experiences in reporting on their mental health and wellbeing. Such understanding can be used to support more ethical and robust data collection procedures in child and adolescent mental health research, both for data quality and ethical purposes. We offer several practical recommendations for researchers, including facilitating this in a school context.
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Affiliation(s)
- Ola Demkowicz
- grid.5379.80000000121662407Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Emma Ashworth
- grid.4425.70000 0004 0368 0654School of Psychology, Liverpool John Moores University, Liverpool, UK
| | - Rosie Mansfield
- grid.5379.80000000121662407Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Emily Stapley
- grid.466510.00000 0004 0423 5990Evidence Based Practice Unit (EBPU), University College London and the Anna Freud National Centre for Children and Families, London, UK
| | | | - Daniel Hayes
- grid.466510.00000 0004 0423 5990Evidence Based Practice Unit (EBPU), University College London and the Anna Freud National Centre for Children and Families, London, UK
| | - Kim Burrell
- grid.466510.00000 0004 0423 5990Evidence Based Practice Unit (EBPU), University College London and the Anna Freud National Centre for Children and Families, London, UK
| | - Anna Moore
- grid.466510.00000 0004 0423 5990Evidence Based Practice Unit (EBPU), University College London and the Anna Freud National Centre for Children and Families, London, UK
| | - Jessica Deighton
- grid.466510.00000 0004 0423 5990Evidence Based Practice Unit (EBPU), University College London and the Anna Freud National Centre for Children and Families, London, UK
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Sirlopú D, Renger D. Social recognition matters: Consequences for school participation and life satisfaction among immigrant students. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2020. [DOI: 10.1002/casp.2463] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Affiliation(s)
- David Sirlopú
- Faculty of Psychology Universidad del Desarrollo Concepción Chile
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Hanley T, Winter LA, Burrell K. Supporting emotional well-being in schools in the context of austerity: An ecologically informed humanistic perspective. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90:1-18. [PMID: 30912121 PMCID: PMC7065240 DOI: 10.1111/bjep.12275] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2018] [Revised: 02/25/2019] [Indexed: 12/02/2022]
Abstract
Background Schools are commonly asked to take on roles that support the emotional well‐being of students. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students’ needs. Aims To explore whether professionals in schools believe that their work supporting pupils’ emotional well‐being has changed as a consequence of the current period of austerity. Sample This project reports the views of staff from three secondary schools in the North West of England. A purposive sample of 29 individuals, including members of the senior leadership team and newly qualified teachers, were involved. Methods All participants were interviewed about their perceptions of the impact of a sustained period of austerity upon their work. The transcripts of these interviews were analysed using thematic analysis. Findings Educational professionals associated wider socio‐political factors with a perceived increase in the need for emotional support of pupils. They reported taking on new roles and responsibilities to accommodate this and noted they are doing so with fewer resources and limited governmental support. Conclusions This paper concludes that considering humanistic education theory alongside ecological theory helps to conceptualize how socio‐political factors can impact upon the emotional well‐being in schools. An ecologically informed humanistic framework is depicted based upon the findings of this project as a means of understanding how these two theories complement one another and interact.
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Affiliation(s)
- Terry Hanley
- Manchester Institute of Education, University of Manchester, UK
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