Mental health provision in schools: approaches and interventions in 10 European countries
Background. The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2017-01-01
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| Series: | Cambridge Prisms: Global Mental Health |
| Subjects: | |
| Online Access: | https://www.cambridge.org/core/product/identifier/S2054425117000061/type/journal_article |
| _version_ | 1811156133158584320 |
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| author | P. Patalay D. Gondek B. Moltrecht L. Giese C. Curtin M. Stanković N. Savka |
| author_facet | P. Patalay D. Gondek B. Moltrecht L. Giese C. Curtin M. Stanković N. Savka |
| author_sort | P. Patalay |
| collection | DOAJ |
| description |
Background.
The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries.
Methods.
Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience in terms of access to the research group and presence of collaborators.
Results.
Schools reported having more universal provision than targeted provision and there was greater reported focus on children who already have difficulties compared with prevention of problems and promotion of student well-being. The most common interventions implemented related to social and emotional skills development and anti-bullying programmes. Learning and educational support professionals were present in many schools with fewer schools reporting involvement of a clinical specialist. Responses varied by country with 7.4–33.5% between-country variation across study outcomes. Secondary schools reported less support for parents and more for staff compared with primary schools, with private schools also indicating more staff support. Schools in rural locations reported less student support and professionals involved than schools in urban locations.
Conclusion.
The current study provides up-to-date and cross-country insight into the approaches, priorities and provision available for mental health support in schools; highlighting what schools prioritise in providing mental health support and where coverage of provision is lacking.
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| first_indexed | 2024-04-10T04:46:25Z |
| format | Article |
| id | doaj.art-acb20f3869164c21a1a54f669be82054 |
| institution | Directory Open Access Journal |
| issn | 2054-4251 |
| language | English |
| last_indexed | 2024-04-10T04:46:25Z |
| publishDate | 2017-01-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Cambridge Prisms: Global Mental Health |
| spelling | doaj.art-acb20f3869164c21a1a54f669be820542023-03-09T12:35:34ZengCambridge University PressCambridge Prisms: Global Mental Health2054-42512017-01-01410.1017/gmh.2017.6Mental health provision in schools: approaches and interventions in 10 European countriesP. Patalay0D. Gondek1B. Moltrecht2L. Giese3C. Curtin4M. Stanković5N. Savka6University College London, London, UK University of Liverpool, Liverpool, UKUniversity College London, London, UKMaastricht University, Maastricht, The NetherlandsUniversity of Glasgow, Glasgow, UK Lund University, Lund, SwedenUniversity of Limerick, Limerick, IrelandUniversity of Niš, Niš, Serbia University of Sarajevo, Sarajevo, Bosnia & HerzegovinaUniversity of Warsaw, Warsaw, Poland Background. The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries. Methods. Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience in terms of access to the research group and presence of collaborators. Results. Schools reported having more universal provision than targeted provision and there was greater reported focus on children who already have difficulties compared with prevention of problems and promotion of student well-being. The most common interventions implemented related to social and emotional skills development and anti-bullying programmes. Learning and educational support professionals were present in many schools with fewer schools reporting involvement of a clinical specialist. Responses varied by country with 7.4–33.5% between-country variation across study outcomes. Secondary schools reported less support for parents and more for staff compared with primary schools, with private schools also indicating more staff support. Schools in rural locations reported less student support and professionals involved than schools in urban locations. Conclusion. The current study provides up-to-date and cross-country insight into the approaches, priorities and provision available for mental health support in schools; highlighting what schools prioritise in providing mental health support and where coverage of provision is lacking. https://www.cambridge.org/core/product/identifier/S2054425117000061/type/journal_articleEuropeinterventionmental healthpreventionpromotionschoolsupportwell-being |
| spellingShingle | P. Patalay D. Gondek B. Moltrecht L. Giese C. Curtin M. Stanković N. Savka Mental health provision in schools: approaches and interventions in 10 European countries Cambridge Prisms: Global Mental Health Europe intervention mental health prevention promotion school support well-being |
| title | Mental health provision in schools: approaches and interventions in 10 European countries |
| title_full | Mental health provision in schools: approaches and interventions in 10 European countries |
| title_fullStr | Mental health provision in schools: approaches and interventions in 10 European countries |
| title_full_unstemmed | Mental health provision in schools: approaches and interventions in 10 European countries |
| title_short | Mental health provision in schools: approaches and interventions in 10 European countries |
| title_sort | mental health provision in schools approaches and interventions in 10 european countries |
| topic | Europe intervention mental health prevention promotion school support well-being |
| url | https://www.cambridge.org/core/product/identifier/S2054425117000061/type/journal_article |
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