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Abstract

Poor mental health and diagnosed mental health disorders are rising amongst young people aged 11 to 16 in England (NHS Digital, 2018; 2020). This has resulted in an increased focus in society on good mental health, with schools and teachers left with a crucial role in promoting school-based prevention and intervention techniques to support and improve young people’s mental health. However, teachers are arguably unprepared and unequipped to support young people’s mental health needs.
This study explores whether secondary school teachers were equipped to support the mental health needs of young people aged 11 to 16 in England. A review of literature was completed to define mental health and identify the role of the school and teachers in supporting young people’s mental health. An empirical study was then carried out with teachers from secondary schools across England through a questionnaire to explore their perceptions of how equipped they believed themselves and their schools to be in supporting young people’s mental health needs. This included what mental health services were provided by their school and the improvements and developments that needed to be made to better support the mental health needs of young people.
Using thematic analysis, this study found a variety of themes which depicted that the secondary schools provided a range of services and used a whole school approach to promote awareness and support positive mental health through the curriculum and by reducing stigma. These themes resulted in teachers feeling equipped overall to support young people’s mental health needs, though many sought extra training as what was provided was insufficient. This study also explored teachers’ ideas for improvements and developments, with themes including funding, training and CAMHS to assist in the increase in demand and better the chances of young people receiving mental health support.

Course: Childhood and Youth Studies - BA (Hons) - C1989F

Date Deposited: 2022-04-08

URI/permalink: https://library.port.ac.uk/dissert/dis13874.html