Children spend more time in school than in any other formal setting and, with mental illness in children on the rise, there is more pressure on schools to intervene in student mental health than ever before. In the current study, two phases of semistructured interviews were conducted with school leaders and special educational needs coordinators (Phase 1, N = 23; Phase 2, N = 11), to investigate first-hand experiences in dealing with student mental illness. Thematic analysis, drawing on Grounded Theory, was used to identify themes. The results identified deprivation as one of the main causes of mental ill-health in students, with insufficient budgets, inappropriate mental health services, and overly long waiting times as barriers to intervention. Difficulties in identifying appropriate mental health interventions to use in school were also reported. The authors propose a simple four-point heuristic, for assessing the quality of school-based mental health interventions to be used by school staff, so that educators can more readily identify appropriate mental health support for their students.

中文翻译：

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学校心理干预的启发式评估（HAPI 学校）

儿童在学校的时间比在任何其他正式环境中都多，而且随着儿童精神疾病的增加，学校对学生心理健康进行干预的压力比以往任何时候都大。在当前的研究中，对学校领导和特殊教育需求协调员进行了两个阶段的半结构化访谈（阶段 1，  N  = 23；阶段 2，  N = 11)，调查处理学生精神疾病的第一手经验。主题分析，借鉴扎根理论，用于识别主题。结果表明，剥夺是学生心理健康不良的主要原因之一，预算不足、心理健康服务不当以及等待时间过长是干预的障碍。还报告了在确定在学校使用的适当心理健康干预措施方面的困难。作者提出了一个简单的四点启发式方法，用于评估学校工作人员使用的校本心理健康干预措施的质量，以便教育工作者可以更容易地为学生确定适当的心理健康支持。