Whose responsibility is it anyway? Pupil mental health in a Scottish secondary school
School is one of the places children and young people spend the most amount of time. Therefore, there is a potential for the school to become a resource, not only for learning, but for supporting health and wellbeing. This pilot study explores the experience of secondary teachers in one school in Scotland in supporting pupils, and their confidence in doing so.
Overview
Schools are often considered key players in supporting young people’s mental health and wellbeing. However, internationally, there is evidence that school staff do not feel adequately equipped with the appropriate training in mental health to promote and support this in classrooms.
Our aim was to explore the potential gap between the responsibilities that are assigned to Scottish secondary teachers and the responsibilities that they assume. In doing so, we explore how equipped secondary school teachers feel in responding to the many and varied issues which their pupils present.
Methods
A mixed method approach using surveys, qualitative interviews and focus groups was delivered to staff at a Scottish secondary school.
Findings
- The majority of participants agreed that health and wellbeing was at the heart of everything they do as a school, with it being seen as an integral part to being a caring teacher.
- However, all participants also highlighted a lack of confidence in their ability to deal with pupils’ mental health issues. This lack of confidence was informed by lack of appropriate professional training, and inadequate resources to support pupils during class time.
- Suggestions for improvements included more specialists to work in schools to develop skills and awareness, improved collaboration across agencies and improved funding to enable the hiring of pupil support staff.
Research team