BEYOND THE WALLS OF JACARANDA PLACE: EMPOWERING EDUCATION STAFF IN SUPPORTING YOUNG PEOPLE WITH MENTAL HEALTH DIFFICULTIES

Abstract

Background: Approximately one-half of Australian young people do not initially seek help regarding their mental health (MH) issues through MH services, rather feeling more comfortable reaching out to known and trusted people, including teachers. Previous research indicates that most teachers, while agreeing that schools have a role in addressing the MH needs of children, feel they are lacking the skills necessary to support these needs. Given that young people have the greatest need for MH interventions, schools are an ideal and opportunistic setting in which to provide supports. Objectives: To understand if providing online education on adolescent MH, with optional group reflective practice sessions, builds the capability of school-based staff to better support students with complex MH needs. Methods: Six 'masterclass' sessions were collaboratively developed between Jacaranda Place and Education Queensland (EQ). Each masterclass was 1-hour long and comprised a 20-minute didactic on a topic of the EQ's choice followed by interactive workshop groups. Six group reflective practice sessions were offered. This study evaluated the programme in terms of improvements to school-based staff well-being levels and MH literacy among school-based staff; specifically: perceived knowledge and awareness of mental illness; confidence in helping students; and, increased helping behaviours. Findings: Participants included fifty-six senior school professionals from across Queensland, Australia. Participants significantly improved from baseline to post on perceived knowledge, confidence, and awareness. Most participants reported feeling at least moderately responsible for their students' mental health, and at least moderately supported although there was no statistical difference between pre and post scores on either of these measures of well-being. Similarly, self-reported helping behaviours did not statistically improve between baseline and post, with most participants reporting they helped at least occasionally at both time points. Eleven participants completed at least one session of GRP, with the average number being 3.45. Over 80% of participants scored in the 'definitely positive view of the groups' range. Conclusion: Collaboration is integral to develop programmes across disciplines. Given the complexities of supporting MH care, further projects to assist in supporting non-health colleagues is necessary to allow them to best support young people and their families.