Research Proposal Into Mental Health In Education

Mental health is a major problem in society and education; whether in primary, secondary or higher education, and affects many students each year. The National Health Service (NHS) states that “one-in-ten children experience mental illness during their lifetime” (NHS, n.d.). Mental health carries a lot of stigma in various educational settings, and that is why I have chosen to address this area in this research proposal. DfE (2018) created a non-statutory document in November 2018 called ‘Mental health and behaviour in schools’ which includes how schools and their staff can help cater to students with mental health issues (DfE,2018). However as mental health issues are on the increase, this document should be made statutory for all people to read and understand who work with or alongside children and young adults. Due to the rising cases of mental illnesses being recognised, there is more research being carried out by the government, as well as in schools about students who are suffering and how teachers are supporting these children. I will be exploring if teaching staff are comfortable to support students who are suffering from a mental illness. The research aims for this research proposal are to find out if; teachers have been offered training to deal with students who are suffering from mental health issues, are teachers being offered support themselves for their own mental health and do they feel able enough to aid children who have a mental illness.   

What is mental health? 

World Health Organisation (2014) stated “Mental health is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her of his community” (World Health Organization, 2014) . Similarly, the NHS describes mental illnesses as “Where children experience a range of emotional and behavioural problems that are outside the normal range for their age” (NHS, n.d.). Mental health is often overlooked within educational sittings due to teachers not being educated enough on the matter, schools not having the correct facilities and children not having the support from staff as well as parents. There are many factors that affect a child’s mental health such as; poverty, academic pressures, lack of family time, social media and reductions in CAMHS – child and adolescent mental health services (Aitkenhead, 2016).  

The difference between mental health and mental illness. 

Everyone has mental health; on a continuum it can either be positive or negative. Friedli (2004) identified that “Mental health influences how we think and feel about ourselves and others and how we interpret events. It affects our capacity to learn, to communicate, and to form, sustain and end relationships. It also influences our ability to cope with change, transition and life events” (Friedli, 2004). Whereas a mental illness is described as “a specific diagnosed condition, like an anxiety disorder” (Mental Health First Aid England, 2018). There are numerous things that can affect a child’s mental health positively and negatively; starting a new school, making friends, exam results and social media pressures are a few to name. Similarly for adults the factors that can affect their mental health are; pressures to achieve at work, maintaining and staying on top of workload, societal pressures to remain fit and healthy. Mental health and mental illness are often mistakenly blurred together to mean the same thing, which is not the case. Mental health is a state which all humans have; a person can either have a good mental health or a poor mental health. However not everyone has a mental illness unless they are professionally diagnosed.  

Why is there stigma attached to mental health in education? 

Atkinson et al (2019) reported “Mental health is not talked about enough and it is especially important that young people understand what it is, and how to improve their mental health and well-being” however the phrase mental health is often attached with stigma (Atkinson, et al., 2019). Time to Change (2015) pointed out that “stigma has profound impact on the lives of children and young people; it affects friendships and school life, and it makes some want to give up on life” (Time to Change, 2015). Similarly, Andrade et al (2014) explains that the increase of stigma can reduce the amount of young people coming forward to express the mental issues that may be going through (Andrade, et al., 2014).  

Many could argue that the tabloid and media orchestrate a huge role in this, as people make assumptions about mental health; this increases the stigma (Barber, 2012). As well as social media, another contribution to stigma alongside mental health is the absence of knowledge and discussion from school staff. This finding is consistent with that of Bostock et al (2011) who writes “The Teachers asserted that they were not mental health experts and not familiar with clinical terminology for mental health” (Bostock, et al., 2011). They prefer non-psychiatric language that is more linked to the educational setting and their role as a teacher on the other hand Weare (2000) argues that “Every teacher in their working day plays a wide range of roles, including public speaker, actor, learning facilitator, curriculum planner, classroom manager, counsellor, mediator, social worker, friend and surrogate parent” although teachers have to undertake various roles in a classroom, they should still be more susceptible and opening in using emotional language with their students (Weare, 2000).   

What is currently in place for schools now? 

Al-Ghabban (2018) correctly points out that “the school environment has the potential to either enhance or damage the mental well-being of both staff and pupils” (Al-Ghabban, 2018). Educating staff spend eight hours each day, five times a week with their class pupils, and therefore need to make their classroom experience positive. Yet a positive classroom experience can be difficult for a student who has a poor mental health or is suffering from a mental illness, Finney (2009) highlights the importance of having allocated training for all staff are in contact with children, so they can gain a better understanding of mental illnesses (Finney, 2009). Currently the UK Government have a non-statutory report ‘Mental health and behaviour in schools’ DfE (2018) which all teaching and support staff in schools have to read, however this report does not aid with any physical training in how to assist children with mental illnesses (DfE, 2018). 

Ensuring teachers are confident in the classroom 

Bloom (2017) observed that “schools are urgently trying to ensure that all staff have received at least basic training in identifying signs of mental illness in pupils”, since then the introduction of the ‘Mental health and behaviour in schools’ report was introduced the following year (Bloom, 2017). There have been more introductions of services and increased knowledge for mental health awareness in children and young adults, but teaching staff are often left out of receiving support. Rothi et al (2008) observed that “Teachers reported being distressed and frustrated by their own inability to support their pupils’ needs”, Weare (2000) encourages that teachers should display self-confidence and stability to reflect upon their students (Rothi, et al., 2008) (Weare, 2000). This is further supported by Hornby & Atkinson (2003) who highlight “Mental health promotions should be the business of all teachers, who need to be conscious of their own emotional needs as well as being supportive of those of others” (Hornby & Atkinson, 2003). Al-Ghabban (2018) recognises “‘poor working conditions, poor leadership, role confusion, role conflicts, and work overload’ can all be ‘compassion inhibitors’ (West & Chowla, 2017)” (Al-Ghabban, 2018). 

Considering the above literature, it is therefore important to research this area as educating staff are currently feeling the increased pressure in schools as mental illnesses are being more recognised.  

Research questions 

Taber (2013) uses the term ‘paradigm’ to refer to “approaches to educational enquiry” (Taber, 2013). Likewise, Koshy (2010) stated “a set of assumptions and beliefs which guide your approach to research and interpreting findings” (Koshy, 2010). Paradigms can either be positivist or interpretivist. There are three approaches, that come under a paradigmatic view; ontology, epistemology and methodology (Guba, 1990). For Blaikie (2000), ontology means “claims and assumptions that are made about the nature of social reality” (Blaikie, 2000). An ontological view covers being a realist, critical realist or relativist. I have identified my ontological view as relativist. In recent years, there has been an increasing interest in mental health in education, I feel adopting an interpretivist paradigm will aid in answering my question on whether teachers feel adequately equipped to deal with students that suffer from mental illnesses.  

To assist me in finding out my knowledge and helping me analyse my data, I need to be able to identify my methodology. Wainright (1997) identifies methodology as the strategic approach, rather than your techniques and data analysis (Wainright, 1997). The methodology I have chosen will be a mixture of quantitative and qualitative research as well using action research. Koshy (2010) identifies action research as “a method used for improving educational practice. It involves action, evaluation and reflection and, based on gathered evidence, changes in practice are implemented” (Koshy, 2010). Using an action research approach can help with future practice within schools, as well as assist my understanding on how teachers are currently coping with students who are suffering from a mental illness, and what can be done to improve the practice. Kemmis & Taggart (1988) explain how action research can help within education through; planning, acting, observing and reflecting (Kemmis & McTaggart, 1988). The research methods I will be including are; 

Questionnaires 

The use of interviews comes under a qualitative, as well as quantative approach. Taber (2013) explains that “questionnaires are a rapid way of collecting information from larger groups of people” (Taber, 2013). A major advantage of questionnaires is that they are quick and easy to complete. The questionnaire designed will be a closed questionnaire, this will feature ten closed questions aimed at the teachers, and the answers will consist of ‘strongly agree, neither agree or disagree, strongly disagree’. Using this type of questionnaire, I will be able to analyse the responses made, furthermore the schools can use the results to gauge how confident their teachers feel and what protocols may need to be put in place for the future. 

Conclusion  

The aim of the present research is to examine if teachers feel physically and mentally comfortable enough to deal with students who suffer from mental illnesses. To ensure my success with my research, I must consider the ethical issues that may arise. Stutchbury (2013) described ethics as “acting with honesty and integrity, acting within the law”, furthermore she explains that the research carried out – which includes findings and results – should be honest and open (Stutchbury, 2013). During my research process I will have to include ethical guidelines set out by the British Educational Research Association (2018), I will be using the School Research Ethics Panel (SREP) route which entails asking approval from the school to carry out research (BERA, 2018) (University of Huddersfield, 2019).  In order to safeguard the participants that I will be using; I will assure that the results are kept confidential, and I will ensure I receive consent from all that are partaking within the research.