• How effective have whole school/college approaches to improving student mental health and wellbeing been? What factors underpin the most effective whole school/college approaches? How can they effectively measure the impact of these approaches?
Background
Every child and young person, regardless of their background, must be able to achieve and thrive, particularly at school, to develop the knowledge and skills they need for life. Thriving centres on both feeling good (having a high subjective wellbeing and a positive sense of belonging), and doing well (having a positive sense of accomplishment, autonomy, and physical and mental health). Other areas of research interest regarding this pillar of the Opportunity Mission span; attainment; SEND; attendance; school belonging and engagement; and enrichment activities and childcare for school- aged children. (For brevity, please read all references to children as encompassing both children and young people where appropriate.)
Full details can be found at: https://www.gov.uk/government/publications/department-for-education-areas-of-research-interest
Next steps
Get in touch with research.engagement@education.gov.uk
Topics
Related UKRI funded projects
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The influence of mental health on educational attainment in adolescence
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Addresses the influence of mental health on educational attainment and factors mediating the association.
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Focuses on enhancing mental health competence in young people, which is related to the broader question of improving student mental health and wellbeing.
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Exploring whole-system intervention to improve mental health and wellbeing through schools.
The integration of health and education policy and practice, with a specific focus on the role of schools in mental health education and preventative intervention, is of major topical concern. There is strong support in ...
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Why might this be relevant?
Explores whole-system intervention to improve mental health through schools, aligning with the question on whole school approaches to student mental health.