Exploring teachers’ perceptions of supporting children’s emotional health and wellbeing: a post-COVID-19 perspective

References

• Askell-Williams, H., & Cefai, C. (2014). Australian and Maltese teachers’ perspectives about their capabilities for mental health promotion in school settings. Teaching & Teacher Education, 40, 61–72. https://doi.org/10.1016/j.tate.2014.02.003
   Web of Science ®Google Scholar
• Atfield, G., Baldauf, B., Owen, D., Davey, C., & Monk, L. (2023). Educational psychology services: Workforce insights and school perspectives on impact. DfE, Government Social Research.
   Google Scholar
• Bazzano, A. N., Martin, J., Hicks, E., Faughnan, M., Murphy, L., & Virgili, G. (2017). Human-centred design in global health: A scoping review of applications and contexts. PLoS One, 12(11), e0186744. https://doi.org/10.1371/journal.pone.0186744
   PubMed Web of Science ®Google Scholar
• Bousted, M. (2020). Ofsted: A problem in search of a solution. The Forum, 62(3), 433–443. https://doi.org/10.15730/forum.2020.62.3.433
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers? International Journal of Qualitative Studies on Health and Well-Being, 9(1), 26152. https://doi.org/10.3402/qhw.v9.26152
   PubMed Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
   Web of Science ®Google Scholar
• British Educational Research Association. (2018). Ethical guidelines for educational research. BERA.
   Google Scholar
• Burton, S. (2008). Empowering learning support assistants to enhance the emotional wellbeing of children in school. Educational & Child Psychology, 25(2), 40–56. https://doi.org/10.53841/bpsecp.2008.25.2.40
   Google Scholar
• Chaabane, S., Sathyanarayanan, D., Karima, C., Ravinder, M., & Cheema, S. (2021). The impact of COVID-19 school closure on child and adolescent health: A rapid systematic review. Children, 8(5), 415. https://doi.org/10.3390/children8050415
   PubMedGoogle Scholar
• Clarke, T., & Hoskin, S. (2022). Teaching children and adolescents about mental wellbeing: An exploratory multi-site case study in England. Educational Psychology in Practice, 38(3), 317–340. https://doi.org/10.1080/02667363.2022.2100321
   Web of Science ®Google Scholar
• Connelly, G., Lockhart, E., Wilson, P., Furnivall, J., Bryce, G., Barbour, R., & Phin, L. (2008). Teachers’ responses to the emotional needs of children and young people. Results from the Scottish needs assessment programme. Emotional & Behavioural Difficulties, 13(1), 7–19. https://doi.org/10.1080/13632750701814633
   Google Scholar
• Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346. https://doi.org/10.1080/00461520.1991.9653137
   Web of Science ®Google Scholar
• Department for Education. (2016). Counselling in schools. Retrieved November 26, 2023, from https://www.gov.uk/government/publications/counselling-in-schools
   Google Scholar
• Department for Education. (2018). Mental health and behaviour in schools: Departmental advice for school staff. Retrieved January 10, 2024, from https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools–2
   Google Scholar
• Department for Education. (2021a). Catch-up premium. Retrieved February 24, 2024, from https://www.gov.uk/government/publications/catch-up-premium-coronavirus-covid-19/catch-up-premium
   Google Scholar
• Department For Education. (2021b). Senior mental health lead training. Retrieved November 26, 2023, from https://www.gov.uk/guidance/senior-mental-health-lead-training
   Google Scholar
• Department for Education. (2015, 2024). Promoting children and young People’s mental health and well-being: A whole school or college approach. Retrieved February 13, 2024, from https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing
   Google Scholar
• Department for Education and Ford. (2020). £8m programme to boost pupil and Teacher well- being. Retrieved November 26, 2023, from https://www.gov.uk/government/news/8m-programme-to-boost-pupil-and-teacher-wellbeing
   Google Scholar
• Department for Education (DfE). (2015, November 26). Promoting children and young people’s mental health and wellbeing: Guidance on the 8 principles of a whole school or college approach to promoting mental health and wellbeing. https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing
   Google Scholar
• ELSA Network. (2017). About ELSA. Retrieved November 26, 2023, from https://www.elsanetwork.org/about/
   Google Scholar
• Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-child psychological well-being. Pediatrics, 146(4), e2020007294. https://doi.org/10.1542/peds.2020-007294
   PubMed Web of Science ®Google Scholar
• Giacomin, J. (2014). What is human centred design? Design Journal, 17(4), 606–623. https://doi.org/10.2752/175630614X14056185480186
   Web of Science ®Google Scholar
• Hooper, T., Woods, K., Fallon, K., Chilton, H., Dennis, R., Sedgwick, A., Suchy, J., Wilson, J., & Woods, J. (2024). Investigating primary and secondary school staff views on the level of need for educational psychology services in England: “What does good look like?”. Educational Psychology in Practice, 40(2), 220–236. https://doi.org/10.1080/02667363.2024.2319080
   Web of Science ®Google Scholar
• Hopkins, E., Hendry, H., Garrod, F., McClare, S., Pettit, D., Smith, L., Burrell, H., & Temple, J. (2016). Teachers’ views of the impact of school evaluation and external inspection processes. Improving Schools, 19(1), 52–61. https://doi.org/10.1177/1365480215627894
   Web of Science ®Google Scholar
• Huang, H. C., & Ougrin, D. (2021). Impact of the COVID-19 pandemic on child and adolescent mental health services. British Journal of Psychiatry Open, 7(5), e145. https://doi.org/10.1192/bjo.2021.976
   Google Scholar
• Jayanetti, C. (2021). Lack of psychologists hits pupils with special education need. Retrieved February 13, 2024, from https://www.theguardian.com/education/2021/aug/29/lack-of-psychologists-hits-pupils-with-special-educational-needs
   Google Scholar
• Jerrim, J. (2021). National tests and the wellbeing of primary school pupils: New evidence from the UK. Assessment in Education Principles, Policy & Practice, 28(5–6), 507–544. https://doi.org/10.1080/0969594X.2021.1929829
   Google Scholar
• Krause, N., Blackwell, L., & Claridge, S. (2020). An exploration of the impact of the emotional literacy support assistant (ELSA) programme on wellbeing from the perspective of pupils. Educational Psychology in Practice, 36(1), 17–31. https://doi.org/10.1080/02667363.2019.1657801
   Web of Science ®Google Scholar
• Lyonette, C., Atfield, G., Baldauf, B., & Owen, D. (2019). Research on the educational psychologist workforce: Research report. DfE, Crown Copyright.
   Google Scholar
• Maclean, L., & Law, J. M. (2022). Supporting primary school students’ mental health needs: Teachers’ perceptions of roles, barriers, and abilities. Psychology in the Schools, 59(11), 2359–2377. https://doi.org/10.1002/pits.22648
   Web of Science ®Google Scholar
• Martiny, S. E., Thorsteinsen, K., Parks-Stamm, E. J., Olsen, M., & Kvalø, M. (2022). Children’s well-being during the COVID-19 pandemic: Relationships with attitudes, family structure, and mothers’ well-being. The European Journal of Developmental Psychology, 19(5), 711–731. https://doi.org/10.1080/17405629.2021.1948398
   Web of Science ®Google Scholar
• Matthews, B., & Ross, L. (2010). Research methods. Pearson Longman.
   Google Scholar
• Mazzer, K. R., & Rickwood, D. J. (2015). Teachers’ role breadth and perceived efficacy in supporting student mental health. Advances in School Mental Health Promotion, 8(1), 29–41. https://doi.org/10.1080/1754730X.2014.978119
   Web of Science ®Google Scholar
• Meherali, S., Punjani, N., Louie-Poon, S., Abdul Rahim, K., Das, J. K., Salam, R. A., & Lassi, Z. S. (2021). Mental health of children and adolescents amidst COVID-19 and past pandemics: A rapid systematic review. International Journal of Environmental Research and Public Health, 18(7), 3432. https://doi.org/10.3390/ijerph18073432
   PubMed Web of Science ®Google Scholar
• Moon, J., Williford, A., & Mendenhall, A. (2017). Educators’ perceptions of youth mental health: Implications for training and the promotion of mental health services in schools. Children & Youth Services Review, 73, 384–391. https://doi.org/10.1016/j.childyouth.2017.01.006
   Web of Science ®Google Scholar
• Morgül, E., Kallitsoglou, A., & Essau, C. A. E. (2020). Psychological effects of the COVID-19 lockdown on children and families in the UK. Revista de Psicología Clínica con Niños y Adolescentes, 7(3), 42–48. https://doi.org/10.21134/rpcna.2020.mon.2049
   Web of Science ®Google Scholar
• NHS Digital. (2017). Mental health of children and young people in England, 2017. Retrieved November 23, 2023, from https://dera.ioe.ac.uk/id/eprint/32622/1/MHCYP%202017%20Summary.pdf
   Google Scholar
• NHS Digital. (2020). Mental health of children and young people in England 2020: Wave 1 follow up to the 2017 survey. Retrieved February 10, 2024, from https://files.digital.nhs.uk/CB/C41981/mhcyp_2020_rep.pdf
   Google Scholar
• NHS Digital. (2021a). Mental health of children and young people in England 2021- wave 2 follow up to the 2017 survey. Retrieved February 10, 2024, from https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2021-follow-up-to-the-2017-survey
   Google Scholar
• NHS Digital. (2021b). Mental health services monthly statistics final March provisional April 2021. https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-services-monthly-statistics/final-march-2021
   Google Scholar
• Oates, J., Carpenter, D., Fisher, M., Goodson, S., Hannah, B., Kwiatowski, R., & Wainwright, T. (2021). British psychological society code of human research ethics. British Psychological Society.
   Google Scholar
• O’Farrell, P., Wilson, C., & Shiel, G. (2023). Teachers’ perceptions of the barriers to assessment of mental health in schools with implications for educational policy: A systematic review. The British Journal of Educational Psychology, 93(1), 262–282. https://doi.org/10.1111/bjep.12553
   PubMed Web of Science ®Google Scholar
• O’Reilly, M., Svirydzenka, N., Adams, S., & Dogra, N. (2018). Review of mental health promotion interventions in schools. Social Psychiatry & Psychiatric Epidemiology, 53(7), 647–662. https://doi.org/10.1007/s00127-018-1530-1
   PubMed Web of Science ®Google Scholar
• Orgilés, M., Morales, A., Delvecchio, E., Mazzeschi, C., & Espada, J. P. (2020). Immediate psychological effects of the COVID-19 quarantine in youth from Italy and Spain. Frontiers in Psychology, 11, 579038. https://doi.org/10.3389/fpsyg.2020.579038
   PubMed Web of Science ®Google Scholar
• Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1. https://doi.org/10.1037/a0022714
   Web of Science ®Google Scholar
• Rogers, M. A., Theule, J., Ryan, B. A., Adams, G. R., & Keating, L. (2009). Parental involvement and children’s school achievement: Evidence for mediating processes. Canadian Journal of School Psychology, 24(1), 34–57. https://doi.org/10.1177/0829573508328445
   Google Scholar
• Sach, E. (2012). Teachers and testing: An investigation into teachers’ perceptions of formative assessment. Educational Studies, 38(3), 261–276. https://doi.org/10.1080/03055698.2011.598684
   Web of Science ®Google Scholar
• Shah, K., Mann, S., Singh, R., Bangar, R., & Kulkarni, R. (2020). Impact of COVID-19 on the mental health of children and adolescents. Cureus, 12(8), e10051. https://doi.org/10.7759/cureus.10051. PMID: 32999774; PMCID: PMC7520396.
   PubMed Web of Science ®Google Scholar
• Shelemy, L., Harvey, K., & Waite, P. (2019). Supporting students’ mental health in schools: What do teachers want and need? Emotional and Behavioural difficulties, 24(1), 100–116. https://doi.org/10.1080/13632752.2019.1582742
   Web of Science ®Google Scholar
• Spratt, J., Shucksmith, J., Philip, K., & Watson, C. (2006). ‘Part of who we are as a school should include responsibility for well-being’: Links between the school environment, mental health, and behaviour. Pastoral Care in Education, 24(3), 14–21. https://doi.org/10.1111/j.1468-0122.2006.00374.x
   Google Scholar
• Wong, B., Cripps, D., White, H., Young, L., Kovshoff, H., Pinkard, H., & Woodcock, C. (2020). Primary school children’s perspectives and experiences of emotional literacy support assistant (ELSA) support. Educational Psychology in Practice, 36(3), 313–327. https://doi.org/10.1080/02667363.2020.1781064
   Web of Science ®Google Scholar
• Wong, R. S. M., Ho, F. K. W., Wong, W. H. S., Tung, K. T. S., Chow, C. B., Rao, N., & Ip, P. (2018). Parental involvement in primary school education: Its relationship with children’s academic performance and psychosocial competence through engaging children with school. Journal of Child & Family Studies, 27, 1544–1555.
   Web of Science ®Google Scholar