A mixed-methods exploration of what can be learnt about the whole-school approach to mental health, from the perspectives of parents of pupils presenting with extended school non-attendance

Evans, Elizabeth Anne (2023). A mixed-methods exploration of what can be learnt about the whole-school approach to mental health, from the perspectives of parents of pupils presenting with extended school non-attendance. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Extended school non-attendance is a pervasive and increasing concern in the current field of education. Within the school-aged population, the mental health of children and young people is a key priority, with potential convergence of mental health challenges and difficulties in attending school. Recent studies have begun to illuminate parental perspectives as significant, with evidence implying that the importance of parent voice should be elevated. Schools currently advocate for a whole-school approach to support and promote positive mental health. The present study offers an opportunity to gain insight into how parents perceive the eight guiding principles of the whole-school approach to mental health, to be operating. The current study applies a critical realist lens, using mixed-methods and multiple explorative case-studies to gain insight. Data was gathered using the Revised Child and Adolescent Depression Scale questionnaires (Chorpita et al., 2000) to identify perceived pupil mental health needs. A card sort and semi-structured interviews explored parental experience of how supportive each principle of the whole-school approach was perceived. An Ideal school/Non-Ideal School drawing activity (Moran, 2001) was administered to discover parents’ views of aspirational supportive school provision. Quantitative data was analysed across cases using heatmap analysis and descriptive statistics. Qualitative data was cross-case analysed using critical realist thematic analysis (Wiltshire & Ronkainen, 2021). Findings offer knowledge relating to parents’ perceptions of pupils presenting with extended school non-attendance mental health needs, and theoretical implications for development of each principle of the whole school approach. The importance of Principle Two – ‘Ethos and Environment’ was illuminated to be significant. Polyvagal therapeutic principles of compassionate connection, psychological and emotional safety, and reciprocal communication were deemed as supportive in the school environment, that could be theorised to underpin a whole-school approach framework to support children and young people’s mental health, and in turn school attendance.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):