Guidelines on wellbeing and mental health at school

For instance, a study published in the American Journal of Public Health found that community-based interventions significantly improved mental health outcomes by integrating services and promoting awareness. Additionally, educational institutions are utilizing data analytics to identify students at risk of mental health issues, enabling timely interventions. Research indicates that these models improve student outcomes, reduce stigma, and enhance overall school climate, demonstrating their effectiveness in integrating mental health within educational settings. Comprehensive mental health programs provide students with access to counseling and support services, which are essential for addressing their emotional and psychological needs. Research indicates that schools with strong mental health support systems see improved student outcomes, including better academic performance and reduced absenteeism. Furthermore, utilizing data to assess student mental health trends allows schools to allocate resources strategically, ensuring that Carter Center School-Based Mental Health Resources interventions are targeted and effective.

Educators can identify students with mental health issues by recognizing signs such as changes in behavior or performance, and by being aware of the indicators of different mental health conditions. The PSHE Association has published advice for teachers on teaching about mental health and wellbeing as part of the RSE and health education aspects of the curriculum. The education hub provides links to organisations that offer mental health support. Resources are available for staff, parents and carers to support attendance and mental wellbeing in schools and colleges.

This approach fosters the growth of well-rounded individuals who are better prepared for life beyond school. A child’s development is influenced by various environments, including the family, school, and community. Psychological support and trauma counseling can be provided for those directly affected or displaced by war 18,19, and peace education and conflict resolution programs can be provided 20,21. Conducting research and analyzing existing data to determine the specific impact of each risk factor on mental health is a prerequisite.

Lifeline: free and confidential support‎

Several manuals were developed to address more specific challenges facing schools and their communities, such as youth suicide (34), violence against children (26, 35, 36), and crisis interventions (37). In general, we found much in common across these UN global policy documents (see Figure 2 for a summary of key points). For example, the approach of Health-promoting Schools was first developed by WHO but has been redeveloped and co-branded with UNESCO (13, 16). As might be expected, several of these policy documents show evidence of progression over time. The search identified 730 records, from which 16 globally relevant manuals and guidelines were included in the final policy review.

European School Education Platform

While these approaches were not explicitly created for school contexts, they are also relevant for promoting mental health in schools. Using all the levers available to schools to promote mental health is required, including approaches that engage a school’s social mechanisms to promote connectedness and belonging (49). The first derives from the 1994 multi-tiered mental health model, which conceptualized a comprehensive suite of interventions that spanned from universally oriented health promotion and preventive interventions to more indicated interventions that support students with mental health issues at school (9). This suggests that national and local assessments (e.g., school and community surveys) that enable school-based actions to match local needs are required, including knowledge of risk factors for mental health problems, as articulated in the new Global Standards and Indicators for Health-promoting Schools and Systems (15). These documents clearly expect schools to have the capacity to provide mental health promotion according to the level of mental health needs of the school community.

• Senior mental health leads may benefit from joining a peer support network, which can provide resources, and share knowledge and good practice.
• The most comprehensive assessment strategy was articulated within the UNESCO FRESH model, which outlined different levels of assessments that ranged from the national level for assessing the existence, and the quality of national health education plans to the school level for assessing the extent that schools implemented skills-based education (30).
• Relatedly, many schools face challenges in engaging mental health providers, and few meet the recommended ratios of students to counselors, psychologists, and social workers.
• Finally, when schools prioritize mental health, they contribute to healthier communities overall .
• Profile existing needs, resources, and systems.

How can schools implement mental health awareness programs effectively?

Often, mental health education mandates fall on school mental health clinicians. This helps distinguish mental health education learning goals from the goals of social and emotional learning. Mental health literacy offers an evidence-based, four-component framework for mental health education that can be adapted to developmentally and culturally appropriate levels. First, mental health education policies need clear expectations. These results are not surprising since mental health education had not been part of K-12 or pre-service curricula and has no national guidance. Schools will continue reimagining mental health as a core component of educational success—not an optional add-on.