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Table 3 Final research priorities for Schools and Other Education Settings

From: Defining research priorities for youth public mental health: reflections on a coproduction approach to transdisciplinary working

Building positive relationships that support good mental health and well-being

•What role do schools play in developing relationship education?

Whole school system approaches to support young people’s mental health and well-being

•How can we change culture around well-being and attainment (e.g. policies, curriculum)?

•How could the school curriculum be modified to support young people’s mental health?

•How can changes to the physical or structural education environment affect mental health and well-being (e.g. class size, timetable structure, built environment, physical activity, time outdoors)?

•How can we develop mental health literacy among young people to increase awareness and reduce stigma around mental health and well-being?

•How do we measure change in whole school/education setting environments?

Social media and mental health

•How can education settings support the digital literacy of students and staff?

Supporting young people at times of transition

•How can we support young people to develop the skills and resilience to adapt to changes in their lives (e.g. moving from primary to secondary to tertiary education, starting work, or moving in and out of different education settings)?

•What additional support should education settings provide to support young people through transitions?

Improving links to mental health services and support

•What processes and policies are needed to allow interagency working linked to education settings that provides consistent and appropriate support for young people?

•How should young people in education settings be involved in decision-making around mental health services and support?

Development and training for those who support young people’s mental health and well-being

•What are the development needs of education staff (e.g. teachers, support staff, mental health specialists in education settings) in order to provide appropriate support to young people?

•What training is effective for staff in education settings?

•How can training on mental health and well-being be successfully implemented in education settings?

Staff mental health and well-being

•What do staff in education settings need to support their own mental health and well-being?

•How can we effectively implement strategies or interventions that support staff well-being?

Engaging with families

•How can education settings effectively engage with families, particularly parents/carers, to support them in understanding young people mental health issues?

•How can families work with education to provide a consistent support system for young people both in and out of the education setting?