Patalay Praveetha, Giese Laura, Stanković Miloš, Curtin Catriona, Moltrecht Bettina, Gondek Dawid
University College London, 20 Bedford Way, London, WC1H0AL, UK.
University of Glasgow, Glasgow, UK.
Child Adolesc Ment Health. 2016 Sep;21(3):139-147. doi: 10.1111/camh.12160. Epub 2016 Apr 27.
Although schools are a key setting for the provision of mental health support for young people, little is known about the facilitators and barriers for providing such support. This study aimed to collect information from schools in 10 European countries regarding the priority given to mental health support for students, existence of a mental health-related school policy, links with relevant external agencies, schools' perceptions on whether they are providing sufficient mental health support and the barriers to provision of mental health support.
Data from 1346 schools were collected in France, Germany, Ireland, the Netherlands, Poland, Serbia, Spain, Sweden, United Kingdom and Ukraine through an online survey.
Around 3% of the surveyed schools indicated that mental health provision was not a priority, compared to 47% indicating that it was a high/essential priority. More than half the surveyed schools did not implement a school policy regarding mental health. Half the surveyed schools reported not providing sufficient support with the key barriers identified including limited staff capacity, funding, access to specialists and lack of national policy and less than a third of schools reported good or excellent links with local mental health services. However, the responses varied by country with 8-19% between-country variation across the study outcomes. Secondary schools reported significantly better links with agencies, were more likely to have a school policy and were less likely to indicate having sufficient existing support compared to primary schools. Privately funded schools reported that mental health support was a higher priority and identified less barriers to provision compared to publicly funded schools.
This study provides an up-to-date and cross-country insight into schools' perceptions regarding priority given to mental health support and the barriers they face in providing sufficient mental health and wellbeing support for their students. The cross-country comparisons allow for a better understanding of the relationships between policy, practice and implementation and provide a platform for shared experiences and learning.
尽管学校是为年轻人提供心理健康支持的关键场所，但对于提供此类支持的促进因素和障碍却知之甚少。本研究旨在收集来自10个欧洲国家学校的信息，内容涉及对学生心理健康支持的重视程度、是否存在与心理健康相关的学校政策、与相关外部机构的联系、学校对自身是否提供了足够心理健康支持的看法以及提供心理健康支持的障碍。
通过在线调查收集了法国、德国、爱尔兰、荷兰、波兰、塞尔维亚、西班牙、瑞典、英国和乌克兰1346所学校的数据。
约3%的受访学校表示心理健康服务并非优先事项，而47%的学校表示这是高度/至关重要的优先事项。超过一半的受访学校未实施关于心理健康的学校政策。一半的受访学校报告称未提供足够的支持，主要障碍包括工作人员能力有限、资金、获得专家服务的机会以及缺乏国家政策，不到三分之一的学校报告与当地心理健康服务机构有良好或出色的联系。然而，各国的回答存在差异，研究结果在不同国家之间的差异为8%-19%。与小学相比，中学报告与机构的联系明显更好，更有可能有学校政策，且不太可能表示现有支持充足。与公立学校相比，私立学校报告称心理健康支持是更高的优先事项，且认为提供支持的障碍较少。
本研究提供了最新的跨国见解，了解学校对心理健康支持优先程度的看法以及它们在为学生提供足够心理健康和幸福支持方面面临的障碍。跨国比较有助于更好地理解政策、实践和实施之间的关系，并为共享经验和学习提供一个平台。
