How does the school nurse contribute to the identification of mental health needs in secondary school pupils? A narrative inquiry

Cordery-Bruce, Lisa 2023. How does the school nurse contribute to the identification of mental health needs in secondary school pupils? A narrative inquiry. Cardiff University. Item availability restricted.

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Abstract

This narrative inquiry study explores the role of school nurses in identifying mental health needs of secondary school children in the school environment. The study aimed to identify effective strategies for identifying mental health needs in secondary school pupils and to explore the role of school nurses in this process. The research was conducted during the Covid-19 pandemic and in the aftermath of two suicides in the school, adding a unique perspective to the study and some profound and meaningful stories from the people who experienced, and were still experiencing at the time of data collection, significant and individual responses of loss and grief. This aspect of the findings, though unexpected meant that the study offered an original and unforeseen contribution to the existing body of evidence. The findings of this study indicate that a ‘Whole School Approach' is necessary to identify mental health needs in secondary school children, and relationships between the school nurse, the children and other members of the school community play a crucial role in this. However, the study found that in the school studied, the school nurse was not part of this approach because she was often unavailable. Reduced school nurse numbers and time pressures were blamed for this. The study provides an original contribution to the evidence, highlighting the importance of a school nurse’s presence in a school and the need for collaborative relationships between the school nurse, school staff and the pupils for the school nurse to be part of the ‘Whole School Approach’ to identifying mental health needs. The study used a narrative inquiry methodology to gather deeply personal stories from participants who had experiences of identifying mental health needs in the pupils, which were then themed by the Clandinin and Connolly (2000) ‘three dimensional space’ analytical model. John Dewey’s theories of experience and of schools as societies formed the overarching link between findings and theoretical perspective (Dewey 1900, Dewey 1938). The study concludes that relationships are crucial for a 'Whole School Approach' to identifying mental health needs of pupils in a secondary school setting, confirming elements of Dewey’s philosophy and fulfilling the aims of a narrative inquiry approach.

Item Type:	Thesis (Other)
Date Type:	Completion
Status:	Unpublished
Schools:	Healthcare Sciences
Date of First Compliant Deposit:	11 September 2023
Last Modified:	14 Sep 2023 14:48
URI:	https://orca.cardiff.ac.uk/id/eprint/162386

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