Effectiveness of a pilot school-based intervention on improving scottish students’ mental health: a mixed methods evaluation

Punukollu, M., Burns, C. and Marques, M. (2020) Effectiveness of a pilot school-based intervention on improving scottish students’ mental health: a mixed methods evaluation. International Journal of Adolescence and Youth, 25(1), pp. 505-518. (doi: 10.1080/02673843.2019.1674167)

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Abstract

Mental health difficulties are prevalent among children and young people and there is strong evidence-base for the effectiveness of school-based programmes in promoting mental health and resilience; however, there is a need for further trial and evaluation of such programmes in different contexts. The present study aims to evaluate a pilot mental health programme, SafeSpot, trialled in a secondary school, assessing the impact of the programme on students’ mental health as well as teachers’ opinions and experiences. A mixed-methods design was employed. Results revealed significantly lower self-reported emotional distress post-intervention compared to pre-intervention. Teachers’ overall experiences were positive, supporting the delivery of mental health content in schools and sharing perceived limitations and recommended adaptations to programme content. Preliminary findings are promising and further research into the programme is recommended. Mixed methods research is a useful tool for the evaluation of school-based interventions, and should be considered by researchers undertaking such projects.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Punukollu, Dr Mallika
Authors: Punukollu, M., Burns, C., and Marques, M.
College/School:College of Medical Veterinary and Life Sciences > Institute of Health and Wellbeing > Mental Health and Wellbeing
Journal Name:International Journal of Adolescence and Youth
Publisher:Taylor and Francis
ISSN:0267-3843
ISSN (Online):2164-4527
Published Online:11 October 2019
Copyright Holders:Copyright © 2020 The Authors
First Published:First published in International Journal of Adolescence and Youth 25(1):505-518
Publisher Policy:Reproduced under a Creative Commons License

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