The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study
The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study
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DOI：
10.1002/berj.3853
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发表时间：
2023-02-06
影响因子：
2.3
通讯作者：
Lock, Karen
中科院分区：
文献类型：
--
作者：
Barker, Rhiannon;Hartwell, Greg;Lock, Karen
学校有潜力为各种背景的儿童和青年提供教育和庇护场所。2019冠状病毒病大流行后，儿童和青少年的心理健康问题增加，特别是与日益严重的不平等有关，这意味着确定学校可以帮助应对这一日益严重的心理健康危机的方法需要迫切关注。本文报道了在两所伦敦综合性学校进行的案例研究，探讨了学校文化的各个方面对学生心理健康的影响（包括积极和消极）。研究方法包括对学校工作人员和家长的深入访谈、对学生的焦点小组讨论和对相关资料的文献分析。实地工作于二零二一年春季进行，因为学校在全国封校后恢复面对面学习。我们的研究展示了学校如何尝试通过学校文化的各个方面来推动积极的心理健康成果，并使用系统框架来探索这一领域因果关系的复杂性。主要调查结果包括学校心理健康规定的相当大的差异，在确定学生心理健康需求的挑战和认识到如何教师的心理健康必须与学生一起考虑的重要性。总体而言，我们强调了我们的研究结果为教育部门指出的后封锁时代的特殊困境，并建议重新构建“成就差距”和个人发展之间的明显冲突，朝着这些目标更具互补性的教育方法迈进。
Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID-19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in-depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face-to-face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post-lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the apparent conflict between 'attainment gaps' and personal development, moving towards an educational approach with greater complementarity of these aims.