Barriers and Facilitators to Sustaining School-Based Mental Health and Wellbeing Interventions: A Systematic Review
-
Published:2022-03-17
Issue:6
Volume:19
Page:3587
-
ISSN:1660-4601
-
Container-title:International Journal of Environmental Research and Public Health
-
language:en
-
Short-container-title:IJERPH
Author:
March Anna12ORCID, Stapley Emily1, Hayes Daniel1, Town Rosa12ORCID, Deighton Jessica1
Affiliation:
1. Evidence Based Practice Unit (EBPU), University College London and Anna Freud National Centre for Children and Families (AFNCCF), London N1 9JH, UK 2. Research Department of Clinical, Educational and Health Psychology, Faculty of Brain Sciences, University College London, London WC1E 6BT, UK
Abstract
Despite an increasing focus on schools to deliver support and education around mental health and wellbeing, interventions are often not sustained beyond initial funding and research. In this review, the barriers and facilitators to sustaining mental health and wellbeing interventions in schools are explored. A systematic review was conducted using keywords based on the terms: ‘sustainability’, ‘school’, ‘intervention’, ‘mental health’, and ’emotional wellbeing’. Six online databases (PsycINFO, Embase, MEDLINE, British Education Index, ERIC, and Web of Science) and relevant websites were searched resulting in 6160 unique references. After screening, 10 articles were included in the review and extracted data were qualitatively synthesized using thematic analysis. Data synthesis led to the identification of four sustainability factors at the school level (school leadership, staff engagement, intervention characteristics, and resources) and one at the wider system level (external support). These factors were separated into 15 themes and discussed as barriers and facilitators to sustainability (for example, school culture and staff turnover). Most articles included no definition of sustainability, and nearly all barriers and facilitators were discussed at the school level. The findings suggest that more longitudinal and theory-driven research is required to develop a clearer picture of the sustainability process.
Funder
Department for Education
Subject
Health, Toxicology and Mutagenesis,Public Health, Environmental and Occupational Health
Reference59 articles.
1. Sadler, K., Vizard, T., Ford, T., Goodman, A., Goodman, R., and McManus, S. (2018). Mental Health of Children and Young People in England, 2017: Summary of Key Findings, NHS Digital. 2. Sadler, K., Vizard, T., Ford, T., Marchesell, F., Pearce, N., Mandalia, D., Davis, J., Brodie, E., Forbes, N., and Goodman, A. (2018). Mental Health of Children and Young People in England, 2017, NHS Digital. 3. Predicting mental health improvement and deterioration in a large community sample of 11- to 13-year-olds;Wolpert;Eur. Child Adolesc. Psychiatry,2020 4. The effects of child abuse and neglect on cognitive functioning in adulthood;Gould;J. Psychiatr. Res.,2012 5. Mental health of young people: A global public-health challenge;Patel;Lancet,2007
Cited by
26 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
|
|