Index

Citation

(2024), "Index", Jayman, M., Glazzard, J., Rose, A. and Quickfall, A. (Ed.) The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice (The BERA Guides), Emerald Publishing Limited, Leeds, pp. 203-209. https://doi.org/10.1108/978-1-83797-242-520241012

Publisher

:

Emerald Publishing Limited

Copyright © 2024 Michelle Jayman, Jonathan Glazzard, Anthea Rose, and Aimee Quickfall

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INDEX

Adolescence

, 5

Adolescents

, 121

mental health and wellbeing

, 118–120

Adverse Childhood Experiences (ACEs)

, 9

Alternative provision (AP)

, 136–137

Anna Freud Centre (AFC)

, 158

Attention deficit hyperactivity disorder

, 141

Attrition

, 46–49

Autism

, 138, 141

Autonomy

, 32

Belonging, pupil voice and

, 74–75

Book of beasties legacy

, 104–108, 110–111

Burgeoning research

, 118, 139

Burnout

, 46–49

Care-experienced children (CEC)

, 13, 38

Carers, working in partnership with

, 37–38

Child and Adolescent Mental Health Services (CAMHS)

, 7, 38, 104, 146, 159, 164, 187

Childhood/children

, 5, 88, 156

with 22q and families

, 142–144

technology role in supporting children mental health

, 88–90

working in partnership with

, 33–34

Children and Families Act, The (2014)

, 137

Co-SPACE project

, 11

Code of Practice for Special Educational Needs and Disabilities, The

, 33

Cognitive behavioural therapy (CBT)

, 90, 120, 185

Communities of philosophical inquiry for supporting pupil voice

, 71–73

Compassion-focussed therapy

, 161

Competence

, 32

Co-production

adolescent mental health and wellbeing

, 118–120

democratising research agenda

, 122–123

digital pathways for mental health and wellbeing support

, 121–123

exploring digital interventions for youth mental wellbeing through co-production

, 123–130

with youth in schools and research

, 130

COVID-19

pandemic

, 28, 174–175

surveillance report

, 11

Curriculum

, 33

Decision-making processes

, 37

Department for Education (DfE)

, 51, 66, 68, 100, 136

Department of Health (DoH)

, 100, 136

Digital citizenship, role of schools in promoting

, 87–88

Digital era

, 118

Digital interventions for youth mental wellbeing through co-production

, 123

aims of research project

, 123–124

creating effective mental health and wellbeing digital content

, 128–129

evaluating resources

, 126–127

key findings

, 127

perceptions and experiences of support pathways

, 128

reflections on co-production from young person researcher

, 129–130

young people’s relationship with social media

, 127–128

young person co-researcher

, 124–126

Digital literacy, schools role in promoting

, 85–86

Digital mental health interventions (DMHIs)

, 122, 185–186

Digital pathways

, 185

for mental health and wellbeing support

, 121–123

Digital platforms

, 91

Digital resilience, schools in promoting

, 86–87

Digital society

, 85

Digital technology

, 119, 185

Digital tools

, 16

Digital world

, 121

Disclosures of voice hearing, role of trusted adults in school settings in

, 158–159

Distal stressors

, 38

Early intervention, specialists in detection, prevention and

, 9

Early Intervention Foundation (EIF)

, 119, 122

Education Health Care (EHC)

, 136

Education Mental Health Practitioner (EMHP)

, 40

Education Policy Institute (EPI)

, 6

Educational Healthcare Plans

, 159

Educational materials

, 90

Educational policies

, 30

Educational professionals

, 156

Educational staff

, 158, 161–162

working with disclosure around voice hearing

, 166

Educational work

, 141

Effective mental health

, 128–129

English Education Act (2002)

, 66

Environment, school ethos and

, 32–33

Government policy

, 159

Government strategy for mental health

, 31

Head teachers

, 54–55

Health

literacy

, 183

settings-based approach to

, 5–6

Health-promoting schools model (HPS model)

, 5, 175–180

Healthy Lifestyle video, The

, 128

Identification process

, 36

Inclusive practice

, 139

Inclusive whole school approach to wellbeing

, 145–146

Initial teacher training (ITT)

, 11, 178

Institutional Betrayal

, 160

Intensification in education

, 7

International studies

, 4

Interventions

, 36

acceptability

, 102

teachers as intervention delivery agents

, 100–101

Job satisfaction

, 46–49

Leadership and management of mental health

, 31–32

Learning

, 33

LGBTQ+ youth

, 182

Mental health

, 84–85

crisis

, 28–29

curriculum

, 36, 90

digital pathways for

, 121–123

early identification of pupils at risk of poor wellbeing

, 182

embracing technology

, 185–187

leadership and management of

, 31–32

MHL

, 183–184

needs and monitoring impact

, 36–37

PAR approach to understanding and improving

, 141–142

promoting school connectedness

, 182–183

promotion and prevention strategies

, 184

from reactive to proactive stance on

, 181

relationship between SEND and

, 138–139

risk and protective factors for

, 11–15

supporting support

, 181–182

of teachers

, 51

whole school approach to

, 30–31

Mental Health Action Plan (2013–2030)

, 187

Mental health and wellbeing

, 5–6, 11, 14–15, 29, 142

in education

, 30

pupil voice and

, 68

Mental health literacy (MHL)

, 33, 183–184

Mental health support teams (MHSTs)

, 179–180

Methodological approaches

, 16

Meyer’s model of minority stress

, 38

Minority stress

, 38

Mobile apps

, 16

Models of participation

, 71

NASUWT Wellbeing at Work Survey

, 181

National Society for the Prevention of Cruelty to Children (NSPCC)

, 33

Neurodevelopmental disorders

, 141

NHS mental health services

, 163

Online support

schools

, 90–91

schools in promoting digital citizenship

, 87–88

schools in promoting digital literacy

, 85–86

schools in promoting digital resilience

, 86–87

social media and mental health

, 84–85

technology companies

, 91

technology in supporting children and young people’s mental health

, 88–90

Organisation for Economic Co-operation and Development (OECD)

, 48

Parents, working in partnership with

, 37–38

Participation frameworks

, 70–71

Participatory Action Research (PAR)

, 17, 69–70, 123

to understanding and improving mental health support children with 22q

, 141–142

Peer-mentoring schemes

, 34

Person-centred learning communities

, 70–71

Philosophical inquiry

, 16, 76

communities of philosophical inquiry for supporting pupil voice

, 71–73

experiences of philosophical inquiry in early years and primary settings

, 73–74

Philosophy with children

, 71

Positive school culture

, 32

Pre-pandemic

, 119

Preventive interventions within whole school approach

, 109–111

Primary schools

accessing teachers’ views on school-based services

, 103–104

book of beasties

, 104–107, 111

embedding preventive interventions within whole school approach

, 109–111

implementation matters

, 101–103

Naomi shares her experience as teacher delivery agent

, 107–109

teachers as intervention delivery agents

, 100–101

Public Health England

, 34

Pupil voice

, 66–67

communities of philosophical inquiry for supporting pupil voice

, 71–73

Connor’s experience

, 75–76

experiences of philosophical inquiry in early years and primary settings

, 73–74

provision attuned to pupils’ needs and preferences

, 69–70

pupil voice and belonging

, 74–75

Pupil voice and mental health and wellbeing

, 68

Pupils at risk of poor wellbeing, early identification of

, 182

Pupils with SEND in schools

case of 22q11.2 deletion syndrome

, 140–141

championing voice for

, 139–140

gaps in holistic provision for pupils with 22q

, 145

inclusive whole school approach to wellbeing

, 145–146

key recommendations for supporting holistic needs of

, 148

key themes elicited from interviews with children and young adults

, 143–144

listen to experts

, 146

listening to children with 22q and families

, 142–144

needs of SEND Pupils

, 137–138

PAR approach to understanding and improving mental health support children with 22q

, 141–142

relationship between mental health and SEND

, 138–139

Quality resources

, 110

Relatedness

, 32

Relationships and Sex Education (RSE)

, 30

Research

, 84, 89, 119

democratising research agenda

, 122–123

Resilience

, 50, 54

Schools

, 36–37, 57, 90–91, 138, 146

accessing teachers’ views on school-based services

, 103–104

belonging

, 68

connectedness

, 182–183

culture

, 35

ethos and environment

, 32–33

function

, 174

heads

, 178–179

insider perspective working in schools and listening to voice hearers

, 162–164

leaders

, 35, 56

in promoting digital citizenship

, 87–88

in promoting digital literacy

, 85–86

in promoting digital resilience

, 86–87

risk and protective factors for mental health

, 11–15

school as health-promoting setting

, 8

school-based mental health and wellbeing programmes

, 112

school-based SEL programmes

, 10–11

school-based social and emotional learning programmes

, 10–11

settings

, 177

settings-based approach to health

, 5–6

specialists in detection, prevention and early intervention

, 9

staff

, 105

trusted adults in school settings in disclosures of voice hearing

, 158–159

‘Scrolling break’

, 127

Secondary schools

, 119

Self-determination theory

, 32, 57

Settings-based approach to health

, 5–6

Settings-based approaches

, 5

‘Shame brain’

, 159–161

Signposting, crucial role of

, 164

Social, emotional and mental health (SEMH)

, 30, 136

Social and emotional learning interventions (SEL interventions)

, 100, 120

Social media

, 16, 84–85

young people’s relationship with

, 127–128

Social validity

, 102

Special Educational Needs and Disabilities (SEND)

, 11, 136–137

championing voice for pupils with

, 139–140

relationship between mental health and

, 138–139

Special Educational Needs and Disabilities Co-ordinators (SENDCos)

, 139

Staff development and wellbeing

, 34–36

Staff mental health

addressing teacher mental health and wellbeing

, 56–58

empirical study

, 51–55

research studies

, 51

teacher resilience

, 50–51

teacher wellbeing, job satisfaction, burnout and attrition

, 46–49

Staff wellbeing

, 57

State of the Nation, The

, 136–137

Static infographics

, 128

Stigma theory

, 157

Strengths and Difficulties Questionnaire (SDQ)

, 13, 119

Student voice

, 33–34

Super Skills for Life programme (SSL-A)

, 124

Tailored support for young people

, 159

Teachers

, 9, 48, 180

as intervention delivery agents

, 100–101

mental health and wellbeing

, 56–58

resilience

, 50–51

shortage

, 48

stress

, 34, 46–47

teacher-led psychosocial intervention

, 104–107

views on school-based services

, 103–104

wellbeing

, 46–49

Teaching

, 33

staff

, 156

Technology

companies

, 91

in supporting children and young people’s mental health

, 88–90

technology-embracing approach

, 188

Thematic analysis

, 127

Transition process

, 104

Trauma

, 159

trauma-informed approach

, 160

Trusted adults role in school settings in disclosures of voice hearing

, 158–159

22q, PAR approach to understanding and improving mental health support children with

, 141–142

22q and families, listening to children with

, 142–144

22q11.2 deletion syndrome, case of

, 140–141

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 48

Universal screening process

, 36

University College London (UCL)

, 158

Unusual sensory experiences (USEs)

, 156

Voice Collective

, 164

Voice hearers, insider perspective working in schools and listening to

, 162–164

Voice hearing

, 156, 159

compassion focussed principles

, 161

context and experience inform understanding

, 157–159

crucial role of signposting

, 164

disclosure matters

, 162

educational staff

, 161–162

educational staff working with disclosure around voice hearing

, 166

insider perspective working in schools and listening to voice hearers

, 162–164

relate, place and process

, 165

role of trusted adults in school settings in disclosures of voice hearing

, 158–159

shame brain’

, 159–161

Voices

, 66, 163

Vulnerable pupils

, 38–39

Wellbeing

, 29, 49

addressing teacher mental health and

, 56–58

adolescent mental health and

, 118–120

digital content

, 128–129

digital pathways for wellbeing support

, 121–123

inclusive whole school approach to

, 145–146

pupil voice and mental health and

, 68

staff development and

, 34–36

Whole School Approach (WSA)

, 15, 30, 104, 175

embedding preventive interventions within

, 109–111

to mental health

, 30–31

Wolverhampton HeadStart Programme

, 120

World Health Organization (WHO)

, 29, 122, 183

Young people

, 38, 85, 88, 156

relationship with social media

, 127–128

technology role in supporting young people’s mental health

, 88–90

voice

, 126–127

working in partnership with

, 33–34

Young person co-researcher

, 124–126

Young person researcher, reflections on co-production from

, 129–130

Youth mental wellbeing through co-production, exploring digital interventions for

, 123–130