Early intervention to support mental health and well-being of school-aged children may be of significant benefit in preventing escalation of mental health problems in later life. While there are limitations to current understanding of the best ways for schools to support mental well-being, a whole school approach (WSA), involving all those who are part of the school system in creating and sustaining a supportive environment where health is prioritized, may be effective. This research explored stakeholder views of this approach, as part of a contract commissioned by the Welsh Government to conduct an evaluability assessment of a WSA. Semistructured focus groups and interviews were completed with stakeholders from the health and education sectors, as well as parents, to explore how a WSA may operate in a Welsh context and barriers and facilitators to potential implementation and outcomes. Findings suggest that existing pressures on schools may impact implementation of a WSA, with school staff already time poor and many staff experiencing their own mental well-being challenges. Implementation may be supported by clear guidance at local and national levels, funding for staff time and training and stakeholder involvement at all stages. Long-term monitoring and evaluation are also needed to understand system changes.

中文翻译：

---

利益相关者对在威尔士实施全校心理健康和情绪健康方法的定性探索。

早期干预以支持学龄儿童的心理健康和福祉可能对防止日后心理健康问题升级具有重大意义。虽然目前对学校支持心理健康的最佳方式的理解存在局限性，但全校方法 (WSA) 让所有属于学校系统的人参与创造和维持健康优先的支持性环境，可能有效。这项研究探讨了利益相关者对这种方法的看法，作为威尔士政府委托对 WSA 进行可评估性评估的合同的一部分。与来自卫生和教育部门的利益相关者以及家长进行了半结构化的焦点小组讨论和访谈，探索 WSA 如何在威尔士语境下运作，以及潜在实施和结果的障碍和促进因素。调查结果表明，学校现有的压力可能会影响 WSA 的实施，因为学校教职员工的时间已经很紧迫，而且许多教职员工正在经历自己的心理健康挑战。地方和国家层面的明确指导、员工时间和培训的资金以及所有阶段的利益相关者参与都可以支持实施。还需要长期监测和评估以了解系统变化。地方和国家层面的明确指导、员工时间和培训的资金以及所有阶段的利益相关者参与都可以支持实施。还需要长期监测和评估以了解系统变化。地方和国家层面的明确指导、员工时间和培训的资金以及所有阶段的利益相关者参与都可以支持实施。还需要长期监测和评估以了解系统变化。