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Mental health provision in schools: approaches and interventions in 10 European countries

Patalay, Praveetha ; Gondek, Dawid ; Moltrecht, Bettina ; Giese, Laura LU orcid ; Curtin, Catriona ; Stankovic, Milos and Savka, Nataliia (2017) In Global Mental Health 4.
Abstract
Background.
The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries.
Methods.
Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience... (More)
Background.
The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries.
Methods.
Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience in terms of access to the research group and presence of collaborators.
Results.
Schools reported having more universal provision than targeted provision and there was greater reported focus on children who already have difficulties compared with prevention of problems and promotion of student well-being. The most common interventions implemented related to social and emotional skills development and anti-bullying programmes. Learning and educational support professionals were present in many schools with fewer schools reporting involvement of a clinical specialist. Responses varied by country with 7.4–33.5% between-country variation across study outcomes. Secondary schools reported less support for parents and more for staff compared with primary schools, with private schools also indicating more staff support. Schools in rural locations reported less student support and professionals involved than schools in urban locations.
Conclusion.
The current study provides up-to-date and cross-country insight into the approaches, priorities and provision available for mental health support in schools; highlighting what schools prioritise in providing mental health support and where coverage of provision is lacking. (Less)
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author
; ; ; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Europe, intervention, mental health, prevention, promotion, school, support, well-being
in
Global Mental Health
volume
4
pages
12 pages
publisher
Cambridge University Press
ISSN
2054-4251
DOI
10.1017/gmh.2017.6
language
English
LU publication?
yes
id
8d29e524-3589-4a8f-94be-4aa86f678ce8
date added to LUP
2019-09-29 10:31:55
date last changed
2019-09-30 09:08:07
@article{8d29e524-3589-4a8f-94be-4aa86f678ce8,
  abstract     = {{Background.<br/>The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries.<br/>Methods.<br/>Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience in terms of access to the research group and presence of collaborators.<br/>Results.<br/>Schools reported having more universal provision than targeted provision and there was greater reported focus on children who already have difficulties compared with prevention of problems and promotion of student well-being. The most common interventions implemented related to social and emotional skills development and anti-bullying programmes. Learning and educational support professionals were present in many schools with fewer schools reporting involvement of a clinical specialist. Responses varied by country with 7.4–33.5% between-country variation across study outcomes. Secondary schools reported less support for parents and more for staff compared with primary schools, with private schools also indicating more staff support. Schools in rural locations reported less student support and professionals involved than schools in urban locations.<br/>Conclusion.<br/>The current study provides up-to-date and cross-country insight into the approaches, priorities and provision available for mental health support in schools; highlighting what schools prioritise in providing mental health support and where coverage of provision is lacking.}},
  author       = {{Patalay, Praveetha and Gondek, Dawid and Moltrecht, Bettina and Giese, Laura and Curtin, Catriona and Stankovic, Milos and Savka, Nataliia}},
  issn         = {{2054-4251}},
  keywords     = {{Europe; intervention; mental health; prevention; promotion; school; support; well-being}},
  language     = {{eng}},
  month        = {{05}},
  publisher    = {{Cambridge University Press}},
  series       = {{Global Mental Health}},
  title        = {{Mental health provision in schools: approaches and interventions in 10 European countries}},
  url          = {{http://dx.doi.org/10.1017/gmh.2017.6}},
  doi          = {{10.1017/gmh.2017.6}},
  volume       = {{4}},
  year         = {{2017}},
}