A qualitative investigation of how schools could encourage and promote positive expereiences of mental wellbeing: a secondary school student perspective

Abstract

Background: Mental health is one of the most important aspects of young people’s lives in contemporary society. Not only is mental ill-health the largest contributor to burden of disease among adolescents (Australian Institute of Health and Welfare, 2020), but young people themselves have identified the management of stress as one of their largest concerns (Mission Australia, 2022). Additionally, the prevalence of mental health disorders and the rate of psychological distress has steadily increased in recent decades, among the general population, and adolescents specifically (Australian Institute of Health and Welfare, 2020). With such large concern around the prevalence of mental health disorders, it is important to acknowledge that positive mental health is a protective factor against the onset of mental health disorders but is also associated with young people being more likely to experience positive relationships, competence, life satisfaction, and goal attainment (Vaingankar et al., 2022). Methods: A total of 11 students attending a public secondary school in years 7 to 12 within New South Wales participated in this study (55% female, 45% male, mean age 14.62 years). Each student participated in one semi-structured interview, that was approximately 30 minutes in duration. Findings: Non-academic activities that enable students to feel connected to one another and develop a strong sense of belonging to others, while also getting to engage in activities that align with their sense of identity appeared to positively impact mental wellbeing. Teacherstudent relationships also contributed to a sense of belonging and connectedness, although only when teachers appeared to be approachable and allowed their students to express any concerns with their studies. Although relationships, both with teachers and peers, were key to positive experiences of mood and mental wellbeing, students also expressed the desire to have a physical space for reflection and relaxation, as this place could be used as a method of escaping the academic notion of school, or non-academic stressors in the school environment (e.g., peer conflicts) by providing a place to engage in mentally health behaviours and experience positive emotions. Conclusions: Overall, the results indicate that a having a strong sense of belonging with peers, teachers, and the school environment have a significant impact in mental wellbeing. However, other aspects of the school environment can also enhance mental health and wellbeing. Students discussed several innovative ideas, leading to future scopes for research, and potential improvements to the ways in which schools can provide opportunities for mental health within the school day, in addition to merely providing support in times of need. Discovering untapped opportunities within schools can enhance positive mental wellbeing experiences for future secondary students.

Date of Award	2023
Original language	English
Awarding Institution	Western Sydney University
Supervisor	Rhiannon White (Supervisor)