Schools play a crucial role in children’s mental health development, as they form a significant part of a child’s microsystem inBronfenbrenner’s ecological systems theory.
Teachers, who interact daily with students, are uniquely positioned to identify early signs of mental health issues and provide initial support.
Schools can implement mental health education, offer counseling services, and create a supportive environment that promotes emotional well-being.
By collaborating with families and external services, schools can facilitate a comprehensive approach to student mental health.
This aligns with Bronfenbrenner’s theory, which emphasizes the importance of interactions between different systems in a child’s life for their overall development.
Key Points
Rationale
This systematic review aimed to examine teachers’ perceptions of barriers to assessment of mental health in schools. The rationale for conducting this review stems from several key factors:
Given these factors, a systematic review of teachers’ perceived barriers to mental health assessment in schools was deemed timely and valuable for advancing knowledge in this area and informing policy and practice.
Method
Thissystematic reviewadhered to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines (Moher et al., 2009).
Databases searched:
Additionally, two specific journals were hand-searched due to their relevance:
Search strategy and terms:
The search strategy used a combination of terms related to:
The full search string is provided in Table 1 of the paper.
Inclusion and exclusion criteria:
Inclusion criteria:
Exclusion criteria:
Statistical measures:
This review primarily synthesized qualitative findings. No meta-analysis or other statistical analyses were conducted.
Results
The systematic review identified 19 studies that met the inclusion criteria. The findings were organized according to Bronfenbrenner’s ecological systems theory:
Macrosystem:
Individual level:
Mesosystem:
Microsystem:
Exosystem:
Insight
This systematic review provides valuable insights into the complex barriers teachers face when assessing students’ mental health needs in school settings. Key findings include:
They highlight the interconnected nature of these barriers and the need for coordinated efforts to address them.
Further research is needed to:
Strengths
The study had several methodological strengths:
Limitations
The review has several limitations that should be considered:
These limitations suggest a need for caution in generalizing the findings and highlight areas for future research to address.
Implications
The findings of this review have significant implications for educational policy, teacher training, and school mental health practices:
Implementing these recommendations could significantly improve early identification and support for students with mental health needs, potentially leading to better academic outcomes and long-term well-being.
References
Primary reference
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.British Journal of Educational Psychology,93(1), 262-282.https://doi.org/10.1111/bjep.12553
Other references
Carr, A. (2015).The handbook of child and adolescent clinical psychology: A contextual approach.Routledge.
Cefai, C., Bartolo, P. A., Cavioni, V., & Downes, P. (2018). Strengthening social and emotional education as a core curricular area across the EU: A review of the international evidence.
Cook, B. G., & Ruhaak, A. E. (2014). Causality and emotional or behavioral disorders: An introduction. In P. Garner, J. Kauffman, & J. Elliott (Eds.),The sage handbook of emotional behavioural difficulties(pp. 97–108). Sage Publications.
Harvest, H. (2018).How can EPs best support secondary school staff to work effectively with children and young people who experience social, emotional and mental health difficulties?(Doctoral dissertation, UCL (University College London)).
Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). What is special about special education for students with emotional or behavioral disorders?.The Journal of Special Education,37(3), 148-156.https://doi.org/10.1177/00224669030370030401
Levitt, J. M., Saka, N., Romanelli, L. H., & Hoagwood, K. (2007). Early identification of mental health problems in schools: The status of instrumentation.Journal of School Psychology,45(2), 163-191.https://doi.org/10.1016/j.jsp.2006.11.005
Loades, M. E., & Mastroyannopoulou, K. (2010). Teachers’ recognition of children’s mental health problems.Child and Adolescent Mental Health,15(3), 150-156.https://doi.org/10.1111/j.1475-3588.2009.00551.x
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Moilanen, K., Shaw, D. S., & Maxwell, K. L. (2010). Developmental cascades: Externalizing, internalizing and academic competence from middle childhood to early adolescence.Development and Psychopathology, 22, 637–655.https://doi.org/10.1017/S0954579410000337
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Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
