Addressing the 'elephant in the room'. The role of the primary school practitioner in supporting children's mental well-being. (2nd April 2016)

• Record Type: Journal Article
• Authors: Danby, Gillian; Hamilton, Paula
• Is Part Of: Pastoral care in education. Volume 34:Number 2(2016)
• Page Start: 90
• Page End: 103
• Publication Date: 2016-04-02
• Subjects: Healthy schools -- mental health -- mental health stigma -- pupil well-being; Teachers -- Pastoral counseling of -- Periodicals; Students -- Pastoral counseling of -- Periodicals; 371.4605
• DOI: 10.1080/02643944.2016.1167110
• Languages: English
• ISSNs: 0264-3944

Abstract

Abstract: The enthusiasm regarding the school as a place for mental health promotion is powered by a large body of research demonstrating the links between mental health and well-being, academic success and future life opportunities. Despite on-going commitment to mental well-being in the U.K., statistics suggest mental health issues are increasing among children and young people. This small-scale qualitative-exploratory study, undertaken in two primary schools in North Wales, reports on how school practitioners perceive, promote and support the mental health and well-being of pupils. The paper highlights a reluctance by practitioners to address mental health topics due to fear of stigma and a desire to protect children. Issues linked to funding, skills and training, together with over-stretched specialist agencies, are making it difficult for school practitioners to support pupils. There is a pressing need for appropriate training opportunities in order for practitioners to be knowledgeable and to feel confident to discuss mental health with children and young people. Schools have a significant role in supporting children's mental well-being and reducing the stigma attached to mental illness but only if this important topic is not regarded as an 'elephant in the room'.