Mental health perceptions and school-based treatments in the United States, United Kingdom, and China

ABSTRACT

Mental health influences several major life outcomes. School-based treatment for mental health issues is the most effective intervention to support individuals with these problems. However, treatment availability and perceptions of mental health vary widely by country and their effects on the delivery and effectiveness of school-based mental health treatments were previously unidentified. This pilot study involved the use of electronic self-report surveys of individuals who attended school in the United States, United Kingdom (UK), and China to explore the relationships of country with treatment availability, perceptions of mental health, and likelihood to seek treatment. Most survey items were adapted from empirically based measures and those on treatments were developed originally. Data were analyzed through correlational, analysis of variance (ANOVA), and multiple regression analyses. Findings display significant differences in treatments, with more individual academic guidance and separate classrooms in the United States and UK and educational programs and universal screening in China. Perceptions of mental health also varied significantly, with mental health stigma, treatment value, and agreement with religious causes highest in China and agreement with biological causes highest in the United States. The universal influence of perceptions on likelihood to seek treatment was also found. With further research replicating results found in this study, implications may be suggested for research and practice, including recommendations that countries learn from advancements of others and use findings in increasing likelihood to pursue treatment when necessary.

KEYWORDS:

• school-based interventions
• mental health services
• adolescents
• international comparative analysis
• perceptions

Additional information

Notes on contributors

Rachel Salinger

Rachel Salinger, MA, is studying for her PhD in education with a specialization in school psychology at the University of Delaware. Rachel works as a graduate research assistant for an internal educational evaluation group on the EPSCoR grant. Her research focuses primarily on enhancing the educational experiences and achievement of students with disabilities or mental health difficulties.