Envisioning the ‘ideal school’ for mental health: an exploration of the mediators underpinning universal interventions, and empowering pupil voice to shape school systems

Abstract

In 2023, approximately one in five young people in the United Kingdom experienced a probable mental health disorder, demonstrating the urgent need for effective school-based support. Whole-school approaches to mental wellbeing offer a promising solution, with universal interventions and pupil voice identified as two core components. This thesis explores these elements, aiming to deepen understanding of their role in improving young people’s mental health. Chapter 1 sets the context for the research, outlining aspects such as reflexivity, epistemology, and dissemination. Chapter 2 presents a systematic literature review examining existing studies that tested mediators of universal school based mental health interventions, aiming to better understand how and why these interventions influence outcomes. Findings illustrate the complex and inconsistent nature of mediator research, demonstrating the need for more rigorous studies to clarify specific mechanisms and improve intervention effectiveness. Chapter 3 explored factors that pupils perceive as both positively and negatively influencing their mental health within their school setting. Sixteen Year 9 pupils from three secondary schools took part in a modified version of the ‘Drawing the Ideal School Task’ (Williams & Hanke, 2007), where they designed and discussed both ideal and non-ideal school environments in relation to their mental health. Reflexive thematic analysis identified four overarching themes: A space that nurtures both mind and body, School as a place for social exploration, Being more than just a name on a register, and Learning that lasts beyond the classroom. The study urges whole-school approaches to better connect the wider curriculum with pupils’ mental health and lived experiences.

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ORCID for Judith Bruce-Golding: orcid.org/0000-0002-4865-7373

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