The Implementation of a Whole School Approach to Mental Health and Well-Being Promotion in the Irish Primary School Context

Autor/inn/en	Higgins, Edel; Booker, Roger
Titel	The Implementation of a Whole School Approach to Mental Health and Well-Being Promotion in the Irish Primary School Context
Quelle	In: Health Education Journal, 81 (2022) 6, S.649-666 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Higgins, Edel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/00178969221105319
Schlagwörter	Mental Health; Well Being; Health Promotion; Elementary Schools; Program Effectiveness; Barriers; Foreign Countries; School Personnel; Attitudes; Educational Policy; Government Role; Interpersonal Relationship; Partnerships in Education; Educational Environment; Institutional Characteristics; Ireland + Suchen Sie Ihr Suchwort? Psychohygiene; Well-being; Wellness; Wohlbefinden; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Elementary school; Grundschule; Volksschule; Ausland; Schulpersonal; Attitude; Einstellung; Verhalten; Politics of education; Bildungspolitik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hochschulpartnerschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Irland
Abstract	Background: Schools are well recognised as critical contexts for the promotion of mental health and well-being and offer the potential to reach a large number of children at an early age, at a time when they are developing important attitudes and behaviours that may influence their future health. Ensuing from a number of large-scale epidemiological studies which have found that young Irish people are significantly struggling with their mental health and well-being, the Government of Ireland has committed to prioritising mental health promotion in schools through a multicomponent, preventive, whole school approach. Objectives: To obtain a detailed and integrated account of the implementation of a whole school approach to mental health and well-being promotion in the Irish primary school context. Method: A qualitative case study approach was undertaken employing in depth semi-structured interviews, document analysis and field notes. Thematic analysis was applied to all interview data and emerging themes were mapped on to the Theoretical Domains Framework (TDF) domains. Setting: Three Irish primary schools. Results: Facilitators and barriers that emerged from the data related primarily to the schools' economic and political context, organisational context, and internal and external partnerships and relationships. Conclusion: This study has demonstrated that the implementation process in 'real-world' practice settings, such as schools, is dynamic, complex and exists within a multi-level system and requires careful consideration of the numerous ecological factors that can influence implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01