Targeted youth mental health support must stand apart from wellbeing help – Esri
By Claudia Savage, Press Association
Schools should have support for children with mental health needs that is “clearly separate” from general wellbeing measures, according to the Economic and Social Research Institute (Esri).
Research published on Tuesday highlights the importance of school culture, relationships and belonging in fostering students’ emotional and social wellbeing.
Esri claims policy needs to distinguish between support for student wellbeing and targeted support for complex mental health needs and difficulties.
Citing global trends, the report says worsening mental health and wellbeing among children and young people is a “growing burden”, with international estimates indicating that the availability of quality mental health care is not keeping up with demand.
Policy should clearly separate universal wellbeing initiatives from targeted interventions for students with complex mental health needs
In 2023, 1.9 per cent of young people aged 15 to 19 reported experiencing emotional or psychiatric problems, such as depression or anxiety, as a long-term chronic condition compared with 5.5 per cent of those aged 20 to 24, according to the Central Statistics Office (CSO).
Dr Caoimhe Dempsey, one of the authors of the report, said schools are “on the front line of youth mental health and wellbeing”.
“Policy should clearly separate universal wellbeing initiatives from targeted interventions for students with complex mental health needs,” she said.
“Additionally, the education system must strengthen teacher mental health literacy and guarantee access to external supports.”
The report, titled Supporting Student Wellbeing in School Contexts: A Narrative Review, did highlight that significant strides have been achieved in Irish educational practice related to student wellbeing.
However, it did call for a greater emphasis on equity, inclusion and diversity, saying a strategic focus on the mental health and wellbeing of vulnerable and marginalised students (eg low socio-economic status; migrant background; exposed to abuse, violence or bullying; LGBT+; Traveller background) strengthens the role of schools in promoting equity and equality.
It was also claimed that mental health services should be embedded in school settings, where appropriate, which could support teachers in identifying students requiring additional supports and addressing complex needs.
On general wellbeing, schools should be provided with more comprehensive guidance on measuring and monitoring student welfare, it was said.
Anne Tansey, director of the National Educational Psychological Service in the Department of Education and Youth, said Esri’s publication is “both informative and timely, as we engage with our stakeholders in developing a new and updated wellbeing policy and implementation plan that will shape wellbeing in our schools in the years to come”.
