One in eight children aged 5–19 years in the UK suffer from a psychiatric disorder, while fewer than 35% are identified and only 25% of children access mental health services. Whilst government policy states that primary schools are well-placed to spot the early warning signs of mental health issues in children, the implementation of early identification methods in schools remains under-researched. This study aims to increase understanding of the acceptability and feasibility of different early identification methods in this setting. Four primary schools in the East of England in the UK participated in a qualitative exploration of views about different methods that might enhance the early identification of mental health difficulties (MHDs). Twenty-seven staff and 20 parents took part in semi-structured interviews to explore current and future strategies for identifying pupils at risk of experiencing MHDs. We presented participants with four examples of identification methods selected from a systematic review of the literature: a curriculum-based approach delivered to pupils, staff training, universal screening, and selective screening. We used NVivo to thematically code and analyse the data, examining which models were perceived as acceptable and feasible as well as participants’ explanations for their beliefs. Three main themes were identified; benefits and facilitators; barriers and harms, and the need for a tailored approach to implementation. Parents and staff perceived staff training as the most acceptable and feasible approach to systematic identification, followed by a curriculum-based approach. Universal and selective screening garnered mixed responses. Findings suggest that a systematic and tailored approach to early identification would be most acceptable and feasible, taking into consideration school context. Teacher training should be a core component in all schools.

在英国，八分之一的5-19岁儿童患有精神病，而只有不到35％的儿童被确定为精神疾病，只有25％的儿童可以获得精神卫生服务。尽管政府政策规定，小学位置优越，可以发现儿童心理健康问题的早期预警信号，但对学校中早期识别方法的实施仍处于研究不足的状态。这项研究旨在增进对这种情况下不同早期识别方法的可接受性和可行性的理解。英国英格兰东部的四所小学参与了关于不同方法的观点的定性探索，这些方法可能会增强对精神健康困难（MHD）的早期识别。二十七名教职员工和二十名父母参加了半结构化访谈，以探讨当前和未来的策略，以识别有患MHD风险的学生。我们为参加者提供了从系统的文献综述中选择的四个识别方法的示例：一种基于课程的方法提供给学生，教职员工培训，通用筛选和选择性筛选。我们使用NVivo对代码进行主题编码和分析，检查哪些模型被认为是可接受和可行的，以及参与者对其信念的解释。确定了三个主要主题；利益和促进者；障碍和危害，以及需要量身定制的实施方法。父母和员工将员工培训视为系统识别最可接受，最可行的方法，其次是基于课程的方法。通用筛选和选择性筛选获得了混合反应。研究结果表明，考虑到学校环境，采用系统和量身定制的早期识别方法将是最可接受和可行的。教师培训应该是所有学校的核心组成部分。