How do schools promote emotional well-being among their pupils? Findings from a national scoping survey of mental health provision in English schools
Version of Record online: 6 JUL 2012
© 2012 The Authors. Child and Adolescent Mental Health © 2012 Association for Child and Adolescent Mental Health.
Child and Adolescent Mental Health
Special Issue: Focus on child and adolescent mental health in schools
Volume 18, Issue 3, pages 151–157, September 2013
How to Cite
Vostanis, P., Humphrey, N., Fitzgerald, N., Deighton, J. and Wolpert, M. (2013), How do schools promote emotional well-being among their pupils? Findings from a national scoping survey of mental health provision in English schools. Child and Adolescent Mental Health, 18: 151–157. doi: 10.1111/j.1475-3588.2012.00677.x
- Issue online: 22 AUG 2013
- Version of Record online: 6 JUL 2012
- Manuscript Accepted: 16 MAY 2012
- Department for Education
- UCL research ethics committee. Grant Number: 1530/001
- Mental health;
- emotional well-being;
- scoping survey;
Schools play an important role in promoting child mental health, but little is known about the approaches they undertake.
A scoping survey in England, involving 599 primary and 137 secondary schools.
Although two thirds of school approaches focused on all pupils, these were predominantly reactive, rather than preventive interventions. They were also largely not evidence-based, were instead based on a plan while open to adaptation. Gaps were identified in teacher training and support.
The findings have implications on the use of preventive versus reactive approaches, staff training and consultation, use of evidence-based practice in schools and joint care pathways.