JMIR Publications

ABSTRACT

Background:

Schools are taking an increasing role in pupil mental health. However, many school staff do not feel confident to identify and respond to pupil mental health difficulties and report wanting additional training in this area.

Objective:

We aimed to explore the feasibility of a brief, interactive, online training programme to empower school staff to support pupil mental health.

Methods:

We conducted a mixed-methods, non-randomised feasibility study of Kognito’s At-Risk for Elementary School Educators in six UK primary schools. Our outcomes of interest were (1) staff self-efficacy and preparedness to identify and respond to mental health difficulties, (2) identification of mental health difficulties and increased risk amongst pupils, (3) mental health support for identified pupils, and (4) intervention acceptability and practicality. We assessed outcomes using a series of questionnaires completed at baseline (T1), one week post-baseline (T2), and three months post-baseline (T3) as well as semi-structured qualitative interviews. We compared quantitative outcomes across timepoints using medians and interquartile ranges and analysed qualitative data using reflexive thematic analysis.

Results:

108 teachers and teaching assistants completed T1 questionnaires, 89 completed T2 questionnaires, and 70 completed T3 questionnaires (N=54 completed all three). Eight school staff completed interviews. School staff reported greater confidence and preparedness after completing the training. The proportion of pupils whom participants identified as having mental health difficulties or increased risk slightly declined over time (medianT1=10.0%, medianT2=10%, medianT3=7.4%), but there was a slight increase in accuracy compared with a validated screening measure. In-school mental health support outcomes for identified pupils improved after the training, with increases in formal documentation and communication of concerns as well as provision of in-class and in-school support. Referrals and access to external mental health services remained constant. Qualitative findings indicated that school staff perceived the training as useful, practical, and acceptable.

Conclusions:

Findings suggest that At-Risk for Elementary School Educators has potential to improve identification of and response to mental health difficulties in UK primary schools. Such training may help address the high prevalence of mental health difficulties in this age group by helping facilitate access to care and support.