A whole-school approach to supporting children and young people’s mental health

Pages256-265
Published date05 December 2019
DOIhttps://doi.org/10.1108/JPMH-10-2018-0074
Date05 December 2019
AuthorJonathan Glazzard
Subject MatterHealth & social care
A whole-school approach to supporting
children and young peoples mental health
Jonathan Glazzard
Abstract
Purpose Supporting the mental health of children and young people is a global priority. The issue is not
specific to England. However, evidence suggests that one in ten children and young people in England has a
mental health need. This represents approximately three students in every classroom. The purpose of this
paper is to highlight the role of schools in supporting children and young peoples mental health. Whilst the
paper acknowledges that teachers are not trained health professionals, it is argued that a whole-school
approach to mental health can support individuals in schools to remain mentally healthy. The elements of a
whole-school approach are identified and discussed and some of thechallenges in relation to implementation
are considered. Critical to the development of a whole-school approach is the commitment from the school
leadership team to promoting student and staff wellbeing.
Design/methodology/approach This is a policy paper not an empirical study.
Findings This paper has outlined the policy context in the UK in relation to children and young peoples
mental health. It has addressed the risk and protective factors which can cause or mitigate against mental ill
health and it has outlined the elements of a whole-school approach to mental health.
Originality/value This paper explores the contribution that schools can make to supporting students
mental health. There is limited research which addresses mental health in young people from a non-
therapeutic angle.
Keywords Schools, Mental health
Paper type Research paper
Introduction
This paper focusses on children and young peoples mental health and the role of schools in
enabling individuals within them to be mentally healthy. It focusses specifically within the UK
context, although it is acknowledged that mental health is also a global priority. It is also
important to highlight that perspectives on mental health vary within and between societies,
groups and individuals. For example, mental health is still stigmatised in some countries and
cultural and faith values also influence perspectives on mental health.
Improving peoples mental health has been identied as one of the most critical public health
priorities (Kieling et al., 2011; Knifton and Quinn, 2013). Data from the UK Child and Adolescent
Mental Health Survey published in 2004 estimated that 10 per cent of children and young people
aged 516 had a clinically diagnosable mental health problem. In 20172018 18,870 children
under the age of 11 were referred for specialist mental health support. This represents a rise of
5,183 (or by a third) since 20142015 (BBC, 2018). Research suggests that half of all
psychological disorders begin before the age of 14 years (Kessler et al., 2007), thus highlighting
the need for early intervention. However, in England waiting lists to access external support from
Child and Adolescent Mental Health Services are lengthy resulting in children and young people
not receiving timely intervention. In addition, strict referral criteria to access external support
mean that many young people are unable to access specialist support. Thus, many do not
receive early intervention and treatment for mental ill health.
Mental health problems can reduce the likelihood of successfully completing education, securing
employment and engaging productively as a member of society, thus detrimentally impacting on
Received 27 October 2018
Revised 20 January 2019
21 February 2019
Accepted 30 March 2019
Jonathan Glazzard is based at
the Carnegie School of
Education, Leeds Beckett
University, Leeds, UK.
PAGE256
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JOURNAL OF PUBLIC MENTAL HEALTH
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VOL. 18 NO. 4 2019, pp. 256-265, © Emerald Publishing Limited, ISSN 1746-5729 DOI 10.1108/JPMH-10-2018-0074

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