{"title":"School staff perceptions of mental health among elementary students: A qualitative study in the Kingdom of Saudi Arabia","authors":"Roaa Aggad, M. Hennink, S. McNabb","doi":"10.1080/21683603.2021.1900002","DOIUrl":null,"url":null,"abstract":"ABSTRACT Mental health issues among school-age children are variable yet consistently prevalent worldwide; the implications can be debilitating and long-lasting. Due to their regular interactions with students, school staff members are well poised to identify issues and implement in-school mental health interventions. In this qualitative study, we examine how staff in public elementary schools in Jeddah, Saudi Arabia perceived, assessed, and responded to mental health challenges among their students. We conducted semi-structured interviews with school staff members (n = 16) including teachers (n = 8), counselors (n = 4), and principals (n = 4) from public elementary all-female schools. Using a thematic analysis, we outlined the school staff’s perceptions of the causes and identifiers of students’ mental health problems, their approach to managing students with mental health problems, and the perceived barriers to improving students’ mental health with suggested solutions. Public health implications and future recommendations were discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"496 - 509"},"PeriodicalIF":1.8000,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1900002","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2021.1900002","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT Mental health issues among school-age children are variable yet consistently prevalent worldwide; the implications can be debilitating and long-lasting. Due to their regular interactions with students, school staff members are well poised to identify issues and implement in-school mental health interventions. In this qualitative study, we examine how staff in public elementary schools in Jeddah, Saudi Arabia perceived, assessed, and responded to mental health challenges among their students. We conducted semi-structured interviews with school staff members (n = 16) including teachers (n = 8), counselors (n = 4), and principals (n = 4) from public elementary all-female schools. Using a thematic analysis, we outlined the school staff’s perceptions of the causes and identifiers of students’ mental health problems, their approach to managing students with mental health problems, and the perceived barriers to improving students’ mental health with suggested solutions. Public health implications and future recommendations were discussed.
期刊介绍：
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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