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A number of sources over the last ten years have pointed to the increasing numbers of children experiencing mental health problems in the UK and estimates suggest that 20 per cent of children may suffer mental health problems at some stage (Audit Commission, 1999). The majority of these children never reach specialist services and their needs have to be addressed within mainstream services, such as schools. The current model of service delivery within Child and Adolescent Mental Health Services (CAMHS) suggests that schools/teachers have a major role to play in identifying mental health problems early, offering general advice to children, young people and their families, promoting mental health awareness, and in the prevention of mental health problems. However, school staff need appropriate training and support to fulfil this model of delivery.
The National Foundation for Educational Research (NFER)’s research on ‘CAMHS funding and priorities’ (Atkinson et al., 2007) highlighted the significant progress being made towards comprehensive CAMHS. Amongst other actions, local authorities were increasing the number of Primary Mental Health Workers (PMHWs) who work with universal services (for example, schools) to deal with low level mental health needs. PMHWs, as well as working in schools, sometimes work with other professionals to provide services and offer consultation to general practitioners (GPs), health visitors, school nurses, and specialists within education such as special educational needs coordinators (SENCOs) and learning support assistants (LSAs).
This evidence synthesis provides a timely review of the specific role of the PMHW in education, and will provide a succinct overview of evidence leading to policy and practice implications. The research forms part of the NFER’s strand of evidence syntheses.
The following research questions will be covered.
- What role do PMHWs undertake within education?
- What models/approaches do they adopt?
- What are the challenges for both the PMHWs and education staff?
- What are the benefits or positive outcomes?
- What good practice can be identified?
A draft final report will be produced in January 2009. This will be in the standard format for NFER evidence syntheses. Implications for policy and practice will be tailored to relevant audiences. In order to reach the key audiences of CAMHS and education, articles in a variety of journals will be completed as part of the dissemination plan.
In order to explore the above research questions, the project will involve three key lines of enquiry:
- systematic scanning and identifying of evidence from a range of relevant academic databases
- systematic scanning and collection of information and documents from appropriate websites and internet subject gateways
- the collection of current policy and practice documents from local authorities via the EMIE at NFER link network and email requests
The syntheses of evidence will be of interest to policy makers and practitioners in education and mental health, as well as to children’s services personnel.
August 2008 - January 2009
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NFER reference - PMH
Sponsor -
Contact - Emily Lamont
Date - 23 October 2008
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Education level - Primary, secondary
Methodology - Literature review
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