Jonathan Glazzard, Anthea Rose and Paul Ogilvie
A peer-mentoring scheme was implemented in a secondary school using a physical activity (PA) intervention to improve mental health outcomes of students who were at risk of…
Abstract
Purpose
A peer-mentoring scheme was implemented in a secondary school using a physical activity (PA) intervention to improve mental health outcomes of students who were at risk of developing mental ill health. These students are referred to as mentees. The evaluation was a qualitative design using focus groups and semi-structured interviews. The participants reported an increase in PA in both peer mentors and mentees. By the end of the project many of the mentees recognised that they had increased their levels of PA, they were more aware of the benefits of PA and the relationship between PA and their mental health. In addition, mentees reported feeling more confident and were more confident in forming social relationships. Peer mentors reported developing many leadership skills during the project. These included improved communication, confidence, empathy for others, relationship building and improved self-awareness. The paper aims to discuss these issues.
Design/methodology/approach
Qualitative data were primarily collected from nine case study schools. Each visit included interviews with peer mentors, mentees and the Wellbeing Champion.
Findings
Mentees developed improved social confidence and were generally more positive after completing the intervention. Mentors developed leadership skills and greater empathy for their peers.
Originality/value
There is limited research on school-based PA interventions using peer mentoring to improve students’ mental health.
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Jonathan Glazzard and Anthea Rose
The study was based around the following three research questions: What factors affect teacher well-being and mental health? How does teacher well-being and mental health impact…
Abstract
Purpose
The study was based around the following three research questions: What factors affect teacher well-being and mental health? How does teacher well-being and mental health impact on the progress of students? What resilience strategies are used by highly effective teachers with poor mental health to ensure that their students thrive? The paper aims to discuss this issue.
Design/methodology/approach
The research study was qualitative in nature and involved ten primary schools in England. Teachers and head teachers were interviewed. Each school visit also included a pupil discussion group with children from Years 3. In total, the research team interviewed 35 education professionals and 64 pupils.
Findings
Teachers reported a number of work-related stress triggers including busy times of the year, such as assessment periods, the pressure of extra curricula activities, the unexpected, keeping up with the pace of change and changes in school leadership. Children were attuned to their teacher’s mood and could usually pick up when they were feeling stressed, even if teachers tried to hide it.
Originality/value
No studies have used pupil voice to explore pupil perspectives of the impact of teacher mental health on their learning and progress. This is the first study of its kind.
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Rachel M. Lofthouse, Anthea Rose and Ruth Whiteside
The research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of…
Abstract
Purpose
The research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of coaching in education.
Design/methodology/approach
Three examples of coaching in education were selected, involving 51 schools in England. The three examples were re-analysed using activity systems. This drew on existing evaluation evidence, gathered through interviews, questionnaires, focus groups and recordings of coaching.
Findings
In each example, the object of the coaching was to address a specific challenge to secure the desired quality of education. Using activity systems it is possible to demonstrate that coaching has a range of functions (both intended and consequential). The individual examples illustrate the potential of coaching to support change in complex and diverse education settings.
Research limitations/implications
The use of existing data from evaluations means that direct comparisons between examples are not made. While data were collected throughout the duration of each coaching programme no follow-up data was available.
Practical implications
The analysis of the examples of coaching using activity systems provides evidence of the efficacy of specific coaching provision in achieving individually defined objectives related to sustaining and improving specific educational practices.
Originality/value
The research offers insights into how coaching in education might be better tuned to the specific needs of contexts and the challenges experienced by the individuals working in them. In addition, it demonstrates the value of activity systems as an analytical tool to make sense of coaching efficacy.
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Jonathan Glazzard and Anthea Rose
The detrimental effects of increased workloads and high-stakes accountability that impact on teachers’ job satisfaction and wellbeing have been well documented in the…
Abstract
The detrimental effects of increased workloads and high-stakes accountability that impact on teachers’ job satisfaction and wellbeing have been well documented in the international literature (Holloway et al., 2017; Perryman et al., 2011). This chapter will explore the factors which influence staff mental health and wellbeing in schools. The authors unpack issues of burnout, job satisfaction and teacher attrition. The authors consider the concept of teacher resilience by situating resilience within a socio-ecological framework. Specifically, the authors draw on Greenfield’s (2015) model of teacher resilience. The authors draw on our own research to explore the relationship between staff wellbeing and student wellbeing (Glazzard & Rose, 2020). In addition, the authors consider the specific issues related to the wellbeing of school leaders.
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Jonathan Glazzard and Anthea Rose
In this chapter, the authors argue that technology can be advantageous to children and young people’s mental health. The authors argue that social media platforms can foster…
Abstract
In this chapter, the authors argue that technology can be advantageous to children and young people’s mental health. The authors argue that social media platforms can foster social connection, social support and access to important information to support mental health. The authors also highlight the risks, particularly the research which links technology to mental ill-health. The authors argue that the digital curriculum in schools should develop young people’s knowledge of digital literacy, digital citizenship and digital resilience. Finally, the authors explore the potential role that technological applications (apps) can play in supporting children and young people’s mental health. The authors argue that although research is in its infancy, some studies have produced promising results.
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This chapter introduces the topic of mental health and wellbeing in schools and the overarching theoretical framework for the book. The evolving role of schools from nurturing…
Abstract
This chapter introduces the topic of mental health and wellbeing in schools and the overarching theoretical framework for the book. The evolving role of schools from nurturing environments to frontline support for pupils’ mental health and wellbeing is scrutinised in the context of demand, capacity and constraints in a post-pandemic world. Alongside this is a critical consideration of schools’ and education staff’s role, responsibilities and boundaries. The disparate mental health needs of pupils within the school population are discussed, as well as key risk and protective factors to help facilitate timely identification and appropriate support pathways for vulnerable pupils. Key topics and case studies which comprise the remainder of the book are introduced to navigate the reader, and this concludes the chapter.
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The Mental Health of Children and Young People in England survey (National Health Service Digital, 2020) found that 1 in 6 children aged 5–16 have a probable mental health…
Abstract
The Mental Health of Children and Young People in England survey (National Health Service Digital, 2020) found that 1 in 6 children aged 5–16 have a probable mental health disorder. This represents 16% of children in that age group and is an increase from 1 in 9 in 2017 (Public Health England, 2021). Evidence suggests that some children and young people, particularly those who are economically disadvantaged, females and those with pre-existing mental health needs appear to have experienced greater negative impacts on their mental health and wellbeing during the COVID-19 pandemic (Public Health England, 2021) and schools and colleges therefore play an important role in continuing to support children and young people’s mental health. Evidence from the national charity, Education Support (2022), also indicates that the mental health of staff working in education has deteriorated, leading to adverse effects on job satisfaction, burnout and retention. This chapter explores the latest evidence relating to Children and Young People’s (CYP) mental health and the whole school approach to mental health, including the mental health of staff who work in the education sector. It makes a case for implementing a mental health curriculum in schools. It addresses the concept of mental health literacy and approaches for working in partnership with children and young people. It makes an argument for universal screening and outlines approaches for working in partnership with parents, carers and other agencies. Theoretical perspectives are considered and applied to school contexts.
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Maria Gudbrandsen and Ann Howden
Pupils identified with SEND represent a significant proportion of the school community, comprising four children (on average) in every classroom. Yet, evidence suggests a wide…
Abstract
Pupils identified with SEND represent a significant proportion of the school community, comprising four children (on average) in every classroom. Yet, evidence suggests a wide variation in provision and common instances of pupils’ learning and mental health needs being missed or not being identified accurately. Criticism has also been directed at the dominant attention afforded to academic targets at the expense of mental health needs. This chapter explores the experiences of pupils with SEND, specifically youth with 22q11.2 deletion syndrome (22q11.2DS). Our case study charts a participatory action research (PAR) project designed to identify the unique issues facing pupils with 22q11.2DS and gaps in mental health and wellbeing support. A PAR approach recognises children and their families as the experts in issues affecting them and aims to capture their authentic ‘voice’. While educators are aware that pupils with SEND have been disproportionately affected by the pandemic, there remains an urgent need to strengthen support in schools with appropriate training and resources for staff, which this case study underlines.