Using Appreciative Inquiry to explore approaches towards mental health in a Scottish secondary school.

Rationale: In Scotland, two-thirds of children have faced at least one adverse childhood experience. Research demonstrates a graded relationship between adversity and mental health outcomes. As adolescents spend a large amount of time in school, it is no surprise that schools are vital when supporting and delivering mental health interventions. Aim: The research aims were two-fold: to gather a clear understanding of mental health and wellbeing supports within a secondary school in Scotland; and to explore the use of Appreciative Inquiry as an approach for organisational change. Method: Semi-structured interviews were conducted, using an Appreciative Inquiry approach. A purposive sampling method was employed to select 55 secondary school stakeholders. Findings: Results highlighted several targeted supports in place within the secondary school, with the adoption of more consistent and visible universal systems needed. Key themes identified included: the importance of relationships, ensuring mental health literacy is core to the curriculum and encouraging an open conversation about mental health. The use of Appreciate Inquiry led to a clear action plan for the secondary school, building upon strengths already identified within the organisation. Limitations: One secondary school took part in this research, therefore, results cannot be generalised. Participants were school-based, future research should consider the role of external agencies. Conclusions: This research provides an insight into the current mechanisms in place within a secondary school in Scotland to support mental health and wellbeing. The use of Appreciative Inquiry was an effective approach for creating a plan intended to impact organisational change. [ABSTRACT FROM AUTHOR]

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