This paper examines ideas about mental health, wellbeing and school education to illustrate important issues in the relationship between mental health and education. The Covid crisis has amplified the pre-existing mental health problems of children and young people in England and recognition of the opportunities in schools to address these. The paper gives an overview of child and adolescent mental health services and how they position the role of schools. It examines prominent concepts of mental health and their relationship to wellbeing, setting this in a discussion of ‘mentally healthy’ schools, mental health in special educational needs and whole-school approaches. This analysis shows how the relationship between mental health and wellbeing has not been adequately worked out, using this as the basis for arguing for the dual-factor mental health model which separates mental illness/disorder from wellbeing as two related dimensions. The paper then translates the dual-factor model into a two-dimensional framework that represents the distinctive but related aims of school education (wellbeing promotion) and mental health services (preventing, coping, helping mental health difficulties). This framework involves a complex conception of wellbeing, with schools playing an important role in promoting wellbeing (beyond emotional wellbeing), tiered models and establishing school-wide social emotional learning. It is about a whole-school curriculum approach that involves considering what is to be learned and how it is taught. It contributes to a more nuanced concept of wellbeing that has a place for meaningful learning and challenge.

中文翻译：

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对教育中“心理健康和福祉”的批判性考虑：从福祉角度思考学校目标

本文探讨了有关心理健康、福祉和学校教育的观点，以说明心理健康与教育之间关系中的重要问题。Covid 危机加剧了英格兰儿童和年轻人先前存在的心理健康问题，并认识到学校有机会解决这些问题。该文件概述了儿童和青少年心理健康服务以及它们如何定位学校的作用。它研究了心理健康的重要概念及其与幸福的关系，将其置于“心理健康”学校、特殊教育需求中的心理健康和全校方法的讨论中。这项分析表明，心理健康和幸福感之间的关系尚未得到充分解决，以此作为论证双因素心理健康模型的基础，该模型将精神疾病/障碍与幸福分开作为两个相关维度。然后，本文将双因素模型转化为一个二维框架，该框架代表了学校教育（促进幸福感）和心理健康服务（预防、应对、帮助心理健康困难）的独特但相关的目标。这个框架涉及一个复杂的幸福概念，学校在促进幸福（超越情感幸福）、分层模型和建立全校社会情感学习方面发挥着重要作用。它是一种全校课程方法，涉及考虑要学习什么以及如何教授它。