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Article
Publication date: 26 June 2019

Jonathan Glazzard

Supporting the mental health of children and young people is a global priority. The issue is not specific to England. However, evidence suggests that one in ten children and young…

3718

Abstract

Purpose

Supporting the mental health of children and young people is a global priority. The issue is not specific to England. However, evidence suggests that one in ten children and young people in England has a mental health need. This represents approximately three students in every classroom. The purpose of this paper is to highlight the role of schools in supporting children and young people’s mental health. Whilst the paper acknowledges that teachers are not trained health professionals, it is argued that a whole-school approach to mental health can support individuals in schools to remain mentally healthy. The elements of a whole-school approach are identified and discussed and some of the challenges in relation to implementation are considered. Critical to the development of a whole-school approach is the commitment from the school leadership team to promoting student and staff wellbeing.

Design/methodology/approach

This is a policy paper not an empirical study.

Findings

This paper has outlined the policy context in the UK in relation to children and young people’s mental health. It has addressed the risk and protective factors which can cause or mitigate against mental ill health and it has outlined the elements of a whole-school approach to mental health.

Originality/value

This paper explores the contribution that schools can make to supporting students’ mental health. There is limited research which addresses mental health in young people from a non-therapeutic angle.

Details

Journal of Public Mental Health, vol. 18 no. 4
Type: Research Article
ISSN: 1746-5729

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Article
Publication date: 4 December 2024

Scott Thomas and Jonathan Glazzard

The purpose of this paper is to use lived experience and research to bridge the gap between LGBTQ+ policy and practice in prisons. The authors hope that this paper will ignite…

6

Abstract

Purpose

The purpose of this paper is to use lived experience and research to bridge the gap between LGBTQ+ policy and practice in prisons. The authors hope that this paper will ignite debate and lead to the development of policy, training and awareness across the prison estate in the United Kingdom (UK).

Design/methodology/approach

This paper draws on the lived experiences of a serving prisoner, who has co-authored this paper. He identifies as gay. His examples of life behind bars depict the clear disconnect between policy and its application in practice. The authors have drawn on aspects of lived experience which best highlight gaps in policy and they have then used these to inform and justify the recommendations at the end of this paper.

Findings

This paper found that there is a clear disconnect between policy and practice in relation to supporting LGBTQ+ people in the prison estate. The findings highlight the haphazard approach to risk assessments and the manipulation of policy by both staff and prisoners.

Research limitations/implications

There is some research on the experiences of LGBTQ+ people in prisons in the UK, albeit limited. The authors recognise that drawing on the lived experiences of individuals calls into question the reliability of the findings and implications that they have proposed. However, these experiences do align with the existing research. There is an urgent need for further research into the experiences of LGBTQ+ people within prisons.

Practical implications

This paper is intended to ignite debate on the experiences and rights of LGBTQ+ prisoners. Implementing the recommendations that are outlined in this article will help to create a more consistent approach to the application of LGBTQ+ prisoners’ rights.

Social implications

LGBTQ+ people are more likely to experience poor mental health. Implementing the policy recommendations will help to create more inclusive cultures within prisons. In addition, the recommendations seek to foster the development of positive attitudes through developing educational resources which aim to challenge discrimination and prejudice. This furthers the advancement of social justice and inclusion, not just in prisons but also in the community. Prisoners returning to the community are more likely to enter it with healthy and inclusive values in relation to LGBTQ+.

Originality/value

This paper draws on the lived experiences of a serving long-term prisoner. Thus, it provides a valuable and unique insight into day-to-day life in the prison system. This insight is valuable to both policy makers and researchers who are seeking to develop a better, more informed understanding of life behind bars for LGBTQ+ prisoners.

Details

International Journal of Prison Health, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2977-0254

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Article
Publication date: 21 July 2021

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…

775

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.

Details

Journal of Public Mental Health, vol. 20 no. 2
Type: Research Article
ISSN: 1746-5729

Keywords

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Article
Publication date: 18 September 2019

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…

3982

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.

Details

Journal of Public Mental Health, vol. 19 no. 4
Type: Research Article
ISSN: 1746-5729

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Book part
Publication date: 21 August 2024

Jonathan Glazzard

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.

Details

The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice
Type: Book
ISBN: 978-1-83797-245-6

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Book part
Publication date: 21 August 2024

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.

Details

The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice
Type: Book
ISBN: 978-1-83797-245-6

Keywords

Available. Content available
Book part
Publication date: 21 August 2024

Abstract

Details

The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice
Type: Book
ISBN: 978-1-83797-245-6

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Book part
Publication date: 21 August 2024

Michelle Jayman

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.

Details

The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice
Type: Book
ISBN: 978-1-83797-245-6

Keywords

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Book part
Publication date: 21 August 2024

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.

Details

The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice
Type: Book
ISBN: 978-1-83797-245-6

Keywords

Available. Content available
Book part
Publication date: 21 August 2024

Abstract

Details

The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice
Type: Book
ISBN: 978-1-83797-245-6

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