The success of school-based mental health interventions is often inconsistent, in part due to lack of input from teachers and students in the programme design. Therefore, the involvement and engagement of teachers in the co-production of an intervention, especially within data analysis, can create more innovative and effective solutions. This paper presents a teacher-led qualitative data analysis using a new approach within the field, participation theme elicitation. This approach will be used to gather information relevant to the initial development of a school-based mental health intervention. Teachers identified the following themes: (1) physical activity as a stress reliever, (2) programme facilitation, (3) exam pressure and (4) solutions to improve negative mental health. Results from the teacher-led analysis are broadly similar to previous research in the field. Our findings demonstrate that teachers can have a valuable input into research findings which should help address the development of a school-based mental health intervention. In summary, the findings suggest that the use of participatory theme elicitation is a valid and effective method to address the gaps and limitations of participatory qualitative data analysis.

基于学校的心理健康干预措施的成功常常是不一致的，部分原因是在计划设计中缺乏师生的投入。因此，教师在干预措施的联合制作中的参与和参与，尤其是在数据分析中的参与和参与，可以创造出更具创新性和更有效的解决方案。本文提出了一种由教师主导的定性数据分析方法，该方法使用了参与主题启发这一领域内的新方法。该方法将用于收集与基于学校的心理健康干预措施的初步开发有关的信息。教师确定了以下主题：（1）进行体育锻炼以缓解压力；（2）促进计划；（3）考试压力；（4）解决不良心理健康的解决方案。由教师主导的分析结果与该领域以前的研究大致相似。我们的研究结果表明，教师可以对研究结果进行有价值的输入，这应该有助于解决基于学校的心理健康干预措施的发展。总之，研究结果表明，参与式主题启发法是解决参与式定性数据分析的空白和局限性的有效方法。