Mind that gap: A national survey of school-based approaches for improving student well-being

Abstract

Introduction

Student well-being is an area of increasing interest for schools around the world. However, the extent to which school-based well-being and mental health interventions are currently being delivered by different schools has not previously been explored in many countries, including New Zealand.

Objectives

This survey of a nationally-representative sample of schools was undertaken to identify: what well-being and mental health interventions were being used by primary (elementary) and secondary (high) schools and what gaps exist between current practice and the evidence-base.

Methods

Forty staff from 37 (22 primary, 13 secondary and 2 composite) schools across New Zealand participated in semi-structured interviews. Data was analysed for key themes and subthemes using Braun and Clarke’s method.

Results

Seven key themes were identified: 1) staff awareness and enthusiasm about student well-being and mental health; 2) existence of specific interventions to support student well-being and mental health; 3) support for government-sponsored programmes; 4) limitations of existing programmes; 5) drivers of new interventions; 6) barriers to implementation; and 7) suggestions for future interventions and their implementation.

Conclusions

Despite enthusiasm from educators for interventions with which to improve student well-being, there is a gap between intention and activity. Students are receiving primarily non-evidence based interventions in a variable manner due to staff and cost-related barriers. We suggest ways for health and education providers in New Zealand and elsewhere to address these issues, as well as avenues for further research.

Disclosure of Interest

None Declared