Supporting the mental wellbeing of children and young people in the school environment: a qualitative study

Abstract

BackgroundOne in ten children and young people have a clinically diagnosed mental health disorder or emotional and behavioural problems. Children and young people with poor mental health are at increased risk of short-term and long-term poor social and economic outcomes. Improving the wellbeing of children is one of the key goals of the Well-being of Future Generations Act in Wales. The aim of this study was to understand children's views about what is important to mental wellbeing in the school setting. MethodsBetween Nov 29, 2017, and May 28, 2018, six focus groups, which included 62 pupils (33 girls and 29 boys) aged 5–18 years, were invited to discuss what matters to children to support their mental wellbeing. Five of the focus groups were held at schools identified by the Healthy Schools Coordinators across Wales, and one was held at the Children in Wales office for children who were excluded or not in mainstream schools. The schools were located in a mixture of urban and rural settings in south Wales. We did a thematic analysis of all the qualitative data gathered from the focus groups. FindingsThematic analysis identified fourteen themes: understanding the mental wellbeing needs of children who attend each school; fostering good working relationships with clear respect between pupils and staff; being able to raise issues without fear of judgement; dealing quickly and effectively with bullying; having enough free time in school for unstructured activities and lunch; feeling prepared for tests and exams; having a strong and effective pupil voice; staff enabling a calm classroom environment; prioritising pupil well-being; prioritising staff well-being; monitoring the reasons for staff turnover and acting on this; using support services to best effect to benefit well-being; celebrating diversity; and helping pupils cope at predictable transition periods. The most frequently raised themes were fostering good working relationships with clear respect between pupils and staff; having a strong and effective pupil voice; prioritising staff wellbeing; monitoring the reasons for staff turnover and acting on this; celebrating diversity; and helping pupils cope at predictable transition periods. InterpretationThe themes identified by the children were used as a basis for the new Wales Healthy School Scheme criteria. The outcomes of the thematic analysis directly influenced the criteria associated with mental wellbeing, giving children a clear voice in the process. FundingNone.