An ecological model of mental health promotion for school communities: adolescent views about mental health promotion in secondary schools in the UK

Abstract

This research gained the views of adolescents about mental health promotion in secondary schools in England, the UK. A flexible design, using self-contained focus group methodology explored views of 26 adolescents. A funnel approach structured five focus groups, each consisting of between three and eight adolescents. Semi-structured questions were asked in an informal, child-centred environment (Morgan, Gibbs, Maxwell, & Britten, 2002, Hearing children's voices: Methodological issues in conducting focus groups with children aged 7–11 years’, Qualitative Research,2, 5–20). A constructivist grounded theory analysis enabled categories and theory to emerge. Theoretical concepts were mapped onto an ecosystems model (Bronfenbrenner, 1979, The ecology of human development: Experiments by nature and design, Cambridge, MA: Harvard University Press) resulting in an ecological framework for mental health promotion in school communities working at three levels: Macro, Meso and Micro. The research concludes that for schools to promote mental health, society and school communities need to provide active listening cultures and an inclusive ethos to embrace mental health promotion. A need arises for adults to have knowledge and understanding of child and adolescent development, identity and the importance of relationships.