What are the main factors that are thought to impact upon the implementation of a whole school approach to student mental health and wellbeing in schools? A systematic review

Abstract

Increased availability of evidence-informed, school-based, prevention and intervention programmes in the area of mental health and wellbeing promotion has contributed to a shift in research priorities from efficacy to implementation and dissemination. A central issue for school psychology research in moving research to practice is to ensure high quality implementation of both the intervention programmes and the support system that sustains it. The purpose of this review is to identify, appraise and synthesise research evidence using an implementation science framework in order to identify key contextual and ecological factors (facilitators and barriers) that impact upon the implementation process of whole school approaches to mental health and wellbeing promotion. Nine studies that met inclusion criteria were synthesised and critically appraised. A total of eighty-seven facilitators and sixty-seven barriers were extracted across the nine studies. Limitations of findings and methodologies relative to the review questions are outlined and discussed.