Sainsbury Katherine, Cleverley Kristin, Salman Soha, Algu Leah, Uliaszek Amanda, Jibb Lindsay, Halladay Jillian
University of Toronto, Toronto, Canada.
Centre for Addiction and Mental Health, Toronto, Canada.
Eur Child Adolesc Psychiatry. 2025 Jul 9. doi: 10.1007/s00787-025-02813-7.
Students with severe mental health issues may require inpatient psychiatric care, requiring them to leave school temporarily. For a myriad of reasons, reintegration back into the classroom after mental health hospitalization is often difficult and can put students at heightened risk for readmission and exacerbation of psychiatric symptoms. Unfortunately, there is a lack of understanding of students' experiences with this hospital-to-school transition. This scoping review aimed to identify factors that students perceived to be facilitators and barriers to school reintegration. This scoping review followed the methodological framework outlined by Arksey and O'Malley and Levac et al. Ten documents were included in the final review. Study characteristics, key demographics, and students' perceived facilitators and barriers to school reintegration after psychiatric hospitalization were extracted, and the latter were examined using deductive content analysis. We employed the ecological systems theory as a framework for this analysis. This scoping review identified four factors that students perceived as both facilitators and barriers in their transition back to school: psychiatric symptomology, connection to peers, connection to school adults, and academic planning and accommodations, and two factors students perceived to be distinct facilitators: caregivers as advocates and school mental health supports. Findings are limited by a lack of peer-reviewed research in this area. Further research that includes students at all stages of education is needed, especially those attending postsecondary institutions.
患有严重心理健康问题的学生可能需要住院接受精神科护理，这就要求他们暂时离校。由于种种原因，心理健康住院治疗后重新回到课堂往往很困难，而且会使学生再次入院和精神症状加重的风险增加。不幸的是，人们对学生在这种从医院到学校过渡过程中的经历缺乏了解。本范围综述旨在确定学生认为有助于和阻碍重新融入学校的因素。本范围综述遵循了阿克西和奥马利以及莱瓦克等人概述的方法框架。最终综述纳入了十份文献。提取了研究特征、关键人口统计学数据以及学生在精神科住院治疗后认为有助于和阻碍重新融入学校的因素，并使用演绎性内容分析法对后者进行了研究。我们采用生态系统理论作为该分析的框架。本范围综述确定了学生认为在重返学校过渡过程中既是促进因素又是阻碍因素的四个因素：精神症状、与同龄人的联系、与学校成年人的联系以及学业规划和便利措施，以及学生认为是明显促进因素的两个因素：作为倡导者的照顾者和学校心理健康支持。由于该领域缺乏同行评审研究，研究结果受到限制。需要开展进一步的研究，纳入处于教育各阶段的学生，尤其是那些就读于高等院校的学生。
