An exploratory study to determine how English primary schools support the mental health and wellbeing of their pupils.

Background
Emotional, psychological and social wellbeing assists children to 'flourish', be able to learn and lead meaningful lives. Whole-school mental wellbeing interventions are recommended, with research supporting their effectiveness in improving academic performance. However, evidence from the UK and within primary education is scarce. This study intends to address the gap in knowledge and test a proposed model of best practice.

Aim: To explore how English primary schools support and manage the mental health and wellbeing of their pupils.

Research design & methodology: Using mixed methods, the study collects data in three phases: i) an online survey of English primary school headteachers to elicit broad understanding of current interventions, perceived effectiveness and external influences; ii) detailed data collection from key stakeholders in primary schools using self-completion questionnaires and iii) a long-term study using focus groups and interviews to collect detailed views from children. Each stage will inform the design and sampling strategies of the next phase.

Data analysis: Qualitative data will be thematically analysed and relevant statistical techniques used for quantitative data. Credibility will be sought through obtaining data from a variety of sources, minimising the impact of the researcher and being transparent during the research process. Findings will be integrated to answer the research question.

Study implications: To address the identified knowledge gap about the extent and success of current interventions and their long-term effectiveness during pupils' transition to secondary school, and development of a model of best practice with anticipated relevance for policymakers, researchers, educators and students.