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<p>Schools are complex settings that can be leveraged to support the promotion of students’ mental health. The Mental Health in Primary Schools (MHiPS) initiative and the Mental Health and Wellbeing Coordinator (MHWC) role were developed in Victoria, Australia, in response to a reported need for improved capabilities in elementary schools (referred to as ‘primary schools’ henceforth) to support children aged 5–12&#xa0;years with mental health challenges. The MHWC role and the wider initiative aimed to address some of the common barriers to supporting children’s mental health, including lack of confidence in teaching staff, difficulties accessing and navigating community-based services, and the growing number of children with mental health challenges. The current study aimed to gather initial evidence for the feasibility and acceptability of the MHWC role in primary schools in Victoria, Australia, as a key component of the MHiPS initiative. Quantitative and qualitative results from surveys and a focus group with 10 pilot schools in metropolitan and rural/regional Victoria suggested the role was feasible and acceptable, and that study procedures were appropriate. However, clarification of the MHWC role scope and improving school leadership support could help support the role’s implementation. Further refinements to study procedures are also required. Initial findings warrant the expansion of the developmental feasibility pilot into a larger quasi-experimental trial.</p>

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Feasibility and Acceptability of Mental Health and Wellbeing Coordinators in Australian Primary Schools: A Mixed-Methods Study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月27日

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  • Catherine Johnson,
  • Georgia Dawson,
  • Rachel Smith,
  • Sarthak Gandhi,
  • Stephen Hearps,
  • Jon Quach,
  • Frank Oberklaid,
  • Simone Darling

摘要

Schools are complex settings that can be leveraged to support the promotion of students’ mental health. The Mental Health in Primary Schools (MHiPS) initiative and the Mental Health and Wellbeing Coordinator (MHWC) role were developed in Victoria, Australia, in response to a reported need for improved capabilities in elementary schools (referred to as ‘primary schools’ henceforth) to support children aged 5–12 years with mental health challenges. The MHWC role and the wider initiative aimed to address some of the common barriers to supporting children’s mental health, including lack of confidence in teaching staff, difficulties accessing and navigating community-based services, and the growing number of children with mental health challenges. The current study aimed to gather initial evidence for the feasibility and acceptability of the MHWC role in primary schools in Victoria, Australia, as a key component of the MHiPS initiative. Quantitative and qualitative results from surveys and a focus group with 10 pilot schools in metropolitan and rural/regional Victoria suggested the role was feasible and acceptable, and that study procedures were appropriate. However, clarification of the MHWC role scope and improving school leadership support could help support the role’s implementation. Further refinements to study procedures are also required. Initial findings warrant the expansion of the developmental feasibility pilot into a larger quasi-experimental trial.