Donovan Robert J, Drane Catherine F, Anwar-McHenry Julia
School of Human Sciences, University of Western Australia, Perth, WA 6009, Australia.
Future of Work Institute, Curtin University, Perth, WA 6845, Australia.
Children (Basel). 2023 Mar 14;10(3):548. doi: 10.3390/children10030548.
Schools can have a significant role in affecting the mental health and wellbeing of both students and staff, with considerable implications for society as a whole. Hence, there is a need for school-based interventions to both assist those experiencing mental health problems and to implement activities and policies that facilitate the enhancement and maintenance of good mental health. Unlike most school mental health interventions that are focussed on, and specific to, the school setting, the Act-Belong-Commit Mentally Healthy Schools Framework is based on the principles of the Act-Belong-Commit community-wide general population mental health promotion campaign, which has been adapted to the school setting via the World Health Organisation's Health Promoting Schools Framework. The Mentally Healthy Schools Framework is a whole-school approach to enhancing both student and staff mental health. This paper reports the findings of a preliminary impact survey administered to students after the adoption of the Framework in a number of primary and secondary schools in Western Australia. Students from two schools that had only recently adopted the Framework completed a "Baseline" questionnaire, and students from three schools that had been implementing the Framework for at least 17 months completed a "Follow-up" questionnaire. The results suggest that the Mentally Healthy Schools Framework, adapted from a community-wide campaign, can have a positive impact on students in terms of increasing openness about mental health, increasing awareness of behaviours conducive to good mental health, and increasing engagement in behaviours to improve their mental health. Such positive impacts have clear implications not only for prevention of mental disorders, but for academic achievement, employment, and overall contribution to society.
学校在影响学生和教职员工的心理健康与幸福方面可发挥重要作用，对整个社会也有重大影响。因此，需要开展以学校为基础的干预措施，既要帮助那些有心理健康问题的人，也要实施有助于增进和维持良好心理健康的活动及政策。与大多数专注于学校环境且特定于学校环境的心理健康干预措施不同，“行动—归属—奉献”心理健康学校框架基于“行动—归属—奉献”社区范围的普通人群心理健康促进活动的原则，并已通过世界卫生组织的健康促进学校框架进行了调整以适用于学校环境。心理健康学校框架是一种提升学生和教职员工心理健康的全校性方法。本文报告了在西澳大利亚州的一些中小学采用该框架后对学生进行的初步影响调查结果。两所最近才采用该框架的学校的学生完成了一份“基线”问卷，而三所已经实施该框架至少17个月的学校的学生完成了一份“后续”问卷。结果表明，源自社区范围活动的心理健康学校框架在增加对心理健康的开放性、提高对有助于良好心理健康行为的认识以及增加参与改善心理健康行为方面，可对学生产生积极影响。这种积极影响不仅对预防精神障碍有明确意义，而且对学业成绩、就业以及对社会的总体贡献也有明确意义。
