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Exploring the discursive concept of mental health and wellbeing within England's Primary curriculum.

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Title: Exploring the discursive concept of mental health and wellbeing within England's Primary curriculum.
Authors: Cartmell, Katherine M. (AUTHOR)
Source: Psychology of Education Review. Autumn2025, Vol. 49 Issue 2, p20-29. 10p.
Subjects: Mental health, Well-being, Curriculum, Discourse analysis, Primary education, Education policy
Geographic Terms: England
Abstract: This paper offers a discourse-focused analysis of how mental health and wellbeing are constructed within England's primary education policy. Using mixed methods that combine quantitative content analysis with discursive psychology thematic analysis, it examined statutory National Curriculum frameworks for Key Stages 1–2 and the Early Years Foundation Stage, alongside government guidance documents for primary schools. Quantitative analysis revealed a striking absence of mental health terminology from statutory frameworks, with 'mental health' appearing zero times across the frameworks. However, a thematic discourse analysis of supplementary government guidance identified three main constructions: the medicalisation of mental health, individualisation of responsibility, and the complex connection between physical and mental health. These findings highlight a paradox where mental health is absent from statutory requirements yet extensively addressed through supplementary guidance, creating a 'hidden curriculum' that positions schools and educators as surveillance tools for identification and referral rather than as supportive communities. The analysis suggests that seemingly progressive mental health policies may embed problematic discourses that influence children's and teachers' efficacy in supporting mental health in classrooms. [ABSTRACT FROM AUTHOR]
Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: This paper offers a discourse-focused analysis of how mental health and wellbeing are constructed within England's primary education policy. Using mixed methods that combine quantitative content analysis with discursive psychology thematic analysis, it examined statutory National Curriculum frameworks for Key Stages 1–2 and the Early Years Foundation Stage, alongside government guidance documents for primary schools. Quantitative analysis revealed a striking absence of mental health terminology from statutory frameworks, with 'mental health' appearing zero times across the frameworks. However, a thematic discourse analysis of supplementary government guidance identified three main constructions: the medicalisation of mental health, individualisation of responsibility, and the complex connection between physical and mental health. These findings highlight a paradox where mental health is absent from statutory requirements yet extensively addressed through supplementary guidance, creating a 'hidden curriculum' that positions schools and educators as surveillance tools for identification and referral rather than as supportive communities. The analysis suggests that seemingly progressive mental health policies may embed problematic discourses that influence children's and teachers' efficacy in supporting mental health in classrooms. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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