Embedding mental health provision within schools – Evaluation of a North East England mental health support team

Q2 Medicine

Mental Health and Prevention Pub Date : 2025-07-03 DOI:10.1016/j.mhp.2025.200435

Anna Haste , Nicholas Gray , Hannah Poulter , Robert Crow , Lee Copping , Jeanet Ingwersen , Helen Limbrick , Hannah Tindall , Helen J. Moore

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Abstract

Objective

Increasing levels of children and young people are experiencing mental health problems which can impact on educational attainment and increase the likelihood of risky behaviours. The aim of the study was to evaluate a programme that provides mental health support into local education settings.

Methods

Qualitative interviews were conducted with school staff and a focus group was conducted with mental health support team staff to understand barriers and facilitators to the programme. Reflexive thematic analysis was used to analyse the data.

Results

Four themes were identified 1) Liaising with the school to meet the students’ needs, 2) Importance of familiarity and consistency within the team, 3) Applying a holistic approach to mental health and 4) Streamlining of referrals and the service.

Conclusion

Overall, the view was positive for the inclusion of a mental health support team within a school setting, not only with regards to tackling the current mental health levels within schools but also to change the culture within schools to incorporate mental health as a topic within the fabric of the school education system.

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将心理健康服务纳入学校——对英格兰东北部一个心理健康支持小组的评估

目标：越来越多的儿童和青年正在经历心理健康问题，这可能影响到他们的受教育程度，并增加发生危险行为的可能性。这项研究的目的是评估一项向地方教育机构提供心理健康支持的方案。方法对学校工作人员进行定性访谈，并对精神卫生支持小组工作人员进行焦点小组访谈，以了解该方案的障碍和促进因素。采用自反性主题分析对数据进行分析。结果确定了四个主题：(1)与学校联系以满足学生的需求；(2)团队内部熟悉和一致性的重要性；(3)采用整体方法来处理心理健康；(4)简化转介和服务。总体而言，在学校环境中纳入心理健康支持团队的观点是积极的，不仅涉及解决学校当前的心理健康水平，而且还涉及改变学校文化，将心理健康作为学校教育系统结构中的一个主题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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