“When I feel like I can make a difference, it’s amazing”: using IPA to explore primary school teachers’ experiences of children’s mental health in the United Kingdom

Abstract

ABSTRACT UK government statistics illustrate that children’s mental health problems are rising. Schools are positioned as central to identifying and responding to children’s mental health problems, and teachers are seen to play a crucial role in fostering positive relationships, developing supportive environments, and implementing targeted interventions. This exploratory research considered how primary teachers in the UK conceptualise mental health, specifically children’s mental health, how they view and make sense of their role in relation to this, and approach working with children based on these understandings. Using Interpretative Phenomenological Analysis (IPA), semi-structured interviews were conducted with four primary school teachers. Four master themes were identified: environmental factors; relational approach; the impact of, and on, teachers; mental health as a personal and individual experience. The implications for teachers, schools and EPs are considered, with recommendations including developing support for teachers, creating relational primary school communities, and considering the “real-world” action EPs could take.