Stakeholder Perspectives on Factors Influencing the Successful Implementation of Whole-School Approaches to Mental Health
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| Title: | Stakeholder Perspectives on Factors Influencing the Successful Implementation of Whole-School Approaches to Mental Health |
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| Language: | English |
| Authors: | Liam P. Spencer (ORCID |
| Source: | Health Education Journal. 2026 85(4):404-417. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Mental Health, Consciousness Raising, Knowledge Level, Allied Health Personnel, School Personnel, Parents, Students, Attitudes, Program Effectiveness, Holistic Approach, Foreign Countries, Skill Development, Social Influences, Participation, Emotional Response, Goal Orientation, Intention, Positive Reinforcement, Behavior |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1177/00178969261427923 |
| ISSN: | 0017-8969 1748-8176 |
| Abstract: | Background: Whole-school approaches (WSAs) to mental health aim to promote collaborative, system-wide action by school communities to reduce stigma, raise awareness and embed mental health as 'everyone's business'. Although investment in such approaches has increased in England, implementation remains challenging due to variation in interpretation and the complexity of engaging diverse stakeholders. Objectives: The NHS Trailblazer programme introduced Mental Health Support Teams in schools to enhance support for children and young people's mental health. This exploratory qualitative study examined stakeholder perspectives on the factors influencing the successful implementation of WSAs to mental health, using the Trailblazer programme as a real-world exemplar. Methods: Interviews with senior practitioners (n = 19) and 12 focus groups with mental health practitioners, school staff, parents/carers and children and young people (n = 29) were conducted across four educational settings in three areas of the North East of England. Data were analysed thematically using the Framework Approach and mapped post hoc onto the COM-B (Capability, Opportunity, Motivation) model of behaviour and Theoretical Domains Framework (TDF) to inform policy and practice. Results: Using the COM-B model as the organising framework (with TDF domains mapped within each component): 'Capability' encompassed knowledge, skills and behaviour regulation; 'Opportunity' captured environmental context and resources and social influences and 'Motivation' included social/professional role and identity, beliefs about consequences, optimism/pessimism, emotions, goals, intentions and reinforcing behaviour. Conclusions: While WSAs to promote mental health in schools show promise, their success depends on sustained investment, professional development and clarity around implementation roles and expectations. This study contributes to the literature by providing real-world insights into the implementation of such approaches, extending understanding of how national policies can translate into local school practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507467 |
| Database: | ERIC |
| Abstract: | Background: Whole-school approaches (WSAs) to mental health aim to promote collaborative, system-wide action by school communities to reduce stigma, raise awareness and embed mental health as 'everyone's business'. Although investment in such approaches has increased in England, implementation remains challenging due to variation in interpretation and the complexity of engaging diverse stakeholders. Objectives: The NHS Trailblazer programme introduced Mental Health Support Teams in schools to enhance support for children and young people's mental health. This exploratory qualitative study examined stakeholder perspectives on the factors influencing the successful implementation of WSAs to mental health, using the Trailblazer programme as a real-world exemplar. Methods: Interviews with senior practitioners (n = 19) and 12 focus groups with mental health practitioners, school staff, parents/carers and children and young people (n = 29) were conducted across four educational settings in three areas of the North East of England. Data were analysed thematically using the Framework Approach and mapped post hoc onto the COM-B (Capability, Opportunity, Motivation) model of behaviour and Theoretical Domains Framework (TDF) to inform policy and practice. Results: Using the COM-B model as the organising framework (with TDF domains mapped within each component): 'Capability' encompassed knowledge, skills and behaviour regulation; 'Opportunity' captured environmental context and resources and social influences and 'Motivation' included social/professional role and identity, beliefs about consequences, optimism/pessimism, emotions, goals, intentions and reinforcing behaviour. Conclusions: While WSAs to promote mental health in schools show promise, their success depends on sustained investment, professional development and clarity around implementation roles and expectations. This study contributes to the literature by providing real-world insights into the implementation of such approaches, extending understanding of how national policies can translate into local school practices. |
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| ISSN: | 0017-8969 1748-8176 |
| DOI: | 10.1177/00178969261427923 |
