School staff perceptions of mental health among elementary students: A qualitative study in the Kingdom of Saudi Arabia

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-04-27 DOI:10.1080/21683603.2021.1900002

Roaa Aggad, M. Hennink, S. McNabb

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引用次数: 1

Abstract

ABSTRACT Mental health issues among school-age children are variable yet consistently prevalent worldwide; the implications can be debilitating and long-lasting. Due to their regular interactions with students, school staff members are well poised to identify issues and implement in-school mental health interventions. In this qualitative study, we examine how staff in public elementary schools in Jeddah, Saudi Arabia perceived, assessed, and responded to mental health challenges among their students. We conducted semi-structured interviews with school staff members (n = 16) including teachers (n = 8), counselors (n = 4), and principals (n = 4) from public elementary all-female schools. Using a thematic analysis, we outlined the school staff’s perceptions of the causes and identifiers of students’ mental health problems, their approach to managing students with mental health problems, and the perceived barriers to improving students’ mental health with suggested solutions. Public health implications and future recommendations were discussed.

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学校工作人员对小学生心理健康的看法:沙特阿拉伯王国的一项定性研究

学龄儿童的心理健康问题各不相同，但在世界范围内普遍存在;其影响可能会使人衰弱，而且会持续很长时间。由于他们经常与学生互动，学校工作人员很容易发现问题并实施校内心理健康干预措施。在这项定性研究中，我们研究了沙特阿拉伯吉达公立小学的工作人员如何感知、评估和应对学生的心理健康挑战。我们对公立女子小学的学校工作人员(n = 16)进行了半结构化访谈，包括教师(n = 8)、辅导员(n = 4)和校长(n = 4)。通过专题分析，我们概述了学校工作人员对学生心理健康问题的原因和标识的看法，他们管理有心理健康问题的学生的方法，以及通过建议的解决方案改善学生心理健康的感知障碍。讨论了公共卫生影响和今后的建议。

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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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.