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The aim of this paper is to report the process, findings and implications of a three‐year evaluation of integrated health centres (IHCs) established in three secondary schools in Cornwall by the School‐Based Integrated Health Centres (SBIHC) partnership.

When the partners had completed the capital works, an evaluation strategy was designed for 2009‐2012 to identify the extent to which each of the IHCs was meeting the aims set for the IHCs, and each IHC and school was contributing to the aims of the SBIHC project. Formative and summative evaluation used annual case studies to apply data progressively regarding: the use, users and operations of each IHC; students’ perceptions of the user‐friendliness of the IHCs; indicators of the general health and well‐being of students and their sexual and mental health; students’ exposure to crime, substance abuse and poverty; and students’ academic achievement, attendances and exclusions. This process culminated in this paper which reports and discusses findings, suggests implications for practice, theory and research and proposes future directions for the partnership.

All three schools engaged students closely in the design and decoration of their IHCs. Student ownership was extended into the selection of Coordinators and into centre management and governance. Budehaven Community School appointed a National Health Service (NHS)‐trained Coordinator for their IHC, The Haven, a mental health worker funded for one year by the NHS. After 2009‐2010, his responsibilities were shared by the NHS‐trained Receptionist and the Manager, an Assistant Headteacher. During Year 3, Budehaven added a “co‐location” building, Kevren. About 37 professionals are now located in or visit The Haven and Kevren. Student footfall doubled to about 4,000 in the second year and increased by another 25 per cent in the third year. The wide range of general, mental and sexual health services were highly valued by the students. The Crayon, the IHC in Hayle Community School, achieved a similar footfall over three years. It started with a Receptionist and the Pupil Welfare Officer. The Manager, a Deputy Headteacher, and the Headteacher moving most student support services into the IHC at the end of Year 1. From then on the Crayon had three full‐time professionals. By the end of Year 3, the Crayon had reached the limits of its facilities. A solely positive association was found between IHC usage and measured improvements to mental health and academic progress. The IHC in Penair School, Bywva, developed a wide range of general, sexual and mental health services, attracted a similarly strong footfall, and also reached capacity in Year 3. Penair refined their IHC's line management by an Assistant Headteacher and coordination by a Lead.

This paper offers a new conceptual model of the SBIHC model of health care centred on the reciprocity and integrity of relationships between students and professionals.

The purpose of this paper evaluates the capacity of the Cornwall Foundation Trust (CFT) of the National Health Service (NHS) to implement the UK Government’s children and young people’s mental health strategy through its school-based integrated health centre (SBIHC) delivery model.

This evaluation uses six case studies of SBIHCs to indicate the general effectiveness of this delivery model and its capacity to implement the three core proposals of the Government’s strategy. The core proposals are: to encourage all schools and colleges to identify and train a designated senior lead (DSL) for mental health; to fund new mental health support teams (MHSTs); and to develop strategies to meet the proposed four-week waiting time for access to specialist NHS mental health services.

This evaluation found that the Duchy Health Charity and CFT piloted a new delivery model in three SBIHCs from 2009 that successfully integrated health and educational services to children and adolescents, including general health and well-being and sexual and mental health and, more recently, integrated welfare services.

The main research implication is that longitudinal case studies of organisational innovations can reveal the subtleties of educational management in context and potentially inform advances elsewhere consistent with national policy developments.

The main practical implication is that the SBIHCs at Penair Community School, Budehaven Community School, Hayle Community School, Looe Community Academy, Treviglas Community Academy and Wadebridge Community School should each be recognised as a “trailblazer site” in the implementation of the Government’s children and young people’s mental health strategy.

Mandatory secondary education is the last opportunity that the UK society has to embed knowledge, skills and attitudes needed for the life-long self-management of health. The CFT’s SBIHC model trialled since 2009 has successfully integrated health and educational services to children and adolescents, including general health and well-being and sexual and mental health and, more recently, integrated welfare services.

This evaluation research is unique. It reports that the CFT’s SBIHC model is the first and only organisational innovation at a system level in the UK that has successfully integrated health and education services to children and adolescents.

Students with emotional and behavioral challenges are significantly impacted by mental health issues. Teachers and other school staff need mental health knowledge to work more effectively with these students. Collaboration with mental health professionals and sharing of information is essential.

This study aims to construct a mental health service system for middle school students in the post-COVID-19 era with the framework of Six Sigma DMAIC (define, measure, analyze, improve and control) and analyze the influencing factors of the mental health service system to study the implementation strategies of quality-oriented mental health services in middle schools.

This study was conducted in Tianjin, China, from September to November 2022, and 350 middle school students from Tianjin Public Middle School were selected as subjects. A questionnaire survey was used to collect data. In this study, the Six Sigma DMAIC method, sensitivity analysis method, exploratory factor analysis and principal component analysis were used to analyze the mental health services provided to middle school students.

Based on the Six Sigma DMAIC framework, this study indicates that the contribution rate of the mental health service process factor is the largest in the post-COVID-19 era. The mental health cultivation factor ranks second in terms of its contribution. Mental health quality and policy factors are also important in the construction of middle school students’ mental health service system. In addition, the study highlights the importance of parental involvement and social support in student mental health services during the post-COVID-19 era.

To the best of the authors’ knowledge, a study on middle school students’ mental health in the post-Covid-19 era has not yet been conducted. This study developed a quality-oriented mental health system and analyzed the influencing factors of mental health for middle school students based on data analysis and the Six Sigma DMAIC method.

Adolescent health service provision is an area of growing concern in the UK, where a number of studies have indicated that young people in their teenage years find accessing formal health services difficult. The Bodyzone Project in Oxfordshire is an innovative programme aimed at bringing health services into schools to ensure greater accessibility. This paper reports on the first phase of a programme of evaluation of the Bodyzone Project, involving a cross‐sectional study. Methods used were both qualitative and quantitative to explore student knowledge, attitudes and behaviours with regards to health issues, health services and the Bodyzone service. The results of the study indicate that Bodyzone is a valued service for those who use it and by schools where it is based. However, there is also a clear indication of unmet health promotion and service need amongst students of those schools, which the current configuration of Bodyzone is not able to address fully.

The study aims to find out the university students' health information service needs in post-COVID-19 age and then consider how to do the health information services well and promote it in further work.

This study uses Kano model to design a questionnaire about university students' health information service needs from academic library and investigates 243 students from seven universities in China. The data generated were analyzed using a statistical tool and presented in tables.

The results show the students' different requirements level of health information services from academic library as must-be requirements, one-dimensional requirements, attractive quality attributes and indifferent quality in post-COVID-19 age.

The questionnaire design and the scale of respondents have limitation, such as only focus on Chinese university, have not characteristically research on different group of students. It could optimize to cover more worldwide university students and refer to different groups of students' needs in further research.

The paper expands and deepens the theory about university library health information service and provides a practical reference and proposes some suggestions for academic libraries on how to carry out health information services and give the social health institutions inspiration on how to promote the health services, especially in post-COVID-19 age.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

Purpose – This chapter discusses the promise of and challenges to providing effective and culturally responsive trauma-focused mental health services to immigrant and refugee youth and their families within school settings.

Design/methodology/approach – This chapter utilizes “practice-based evidence” to outline successes and address the barriers associated with the implementation of school-based, trauma-focused, evidence-based interventions in four immigrant or refugee-dense cities: Los Angeles, Chicago, Minneapolis, and Boston.

Findings – Making cultural adaptations to identified trauma interventions that were consistent with community priorities, cultural norms, and values resulted in more accessible programs and greater engagement in treatment services.

Practical implications – The strategies tested in these real-world settings contribute to the development of culturally competent trauma-informed services for immigrant and refugee youth and their families. Mental health providers and program developers will better understand the need for multilevel engagement strategies and for culturally driven modifications when employing evidence-based programs with immigrant and refugee youth.

Originality/value – This chapter adds to the scarce evidence about useful methods to engage immigrant and refugee youth and families in treatment and to increase the likelihood of positive outcomes.

International students commonly need to adjust to an unfamiliar environment while at the same time juggling with their education without traditional family support. Intercultural adjustment is often stressful for these students, thus contributing to a higher risk of a vulnerable mental and emotional state. The relocation to a foreign country presents a case of temporary migration during the time that they are away. This chapter looks at the challenges international students faced during relocation and adaptation. The study will also discuss how international students cope with mental health issues and the important role educational institutions have in mental health care. Interview data will be drawn on to present the perspectives of a group of international Singaporean university students in Melbourne, Australia, aged between 20 and 25 years old. However, the discussion about mental health issues cannot be assumed to be directly related to the challenges of relocation. Interview data will only represent the perspective of a group of international students and cannot be made generalisable to all international students. Similar to other studies, findings from this chapter reinforced the challenges international students face from their migration. While they acknowledged the importance of mental health care services, there are still barriers to seeking professional help. Future studies could look into how universities can continue to bridge this gap.

This chapter describes and analyzes a project offering university-based courses to local people with mental health problems. Converge is a partnership between York St John University and the National Health Service (NHS) that is built on a convergence of interests of the two organizations: real world experience for university students and good quality, non-stigmatizing courses for people with mental health problems. Three key principles of the project will be considered: to work with participants as students and to frame the provision as education, not therapy; to involve university students in the delivery of the courses and in the support of participants; and to work closely with the university and mental health providers in order to offer a resource that supports social integration and recovery.

It will be proposed that this partnership provides the conditions for the creation of a “healing campus”: an attempt to heal the “fracture” between people who experience mental health problems and their communities that began with their disappearance into large mental hospitals in the 18th and 19th centuries. The healing that this chapter examines is not merely of people who identify as having mental health problems but of a social and cultural fracture revealed in the stigma and shame that still surrounds mental ill health.