ESRC pdf

The COVID-19 pandemic has exacerbated an already growing mental health crisis, disproportionately affecting children and adolescents. With increasing levels of anxiety, stress, and depression among young people, schools have emerged as crucial spaces for intervention and support. As consistent and structured environments, schools are uniquely positioned to foster mental health resilience, providing early interventions that can reach the largest number of children. However, teachers—who play a pivotal role in shaping students’ mental health outcomes—often lack the necessary training, resources, and frameworks to navigate this responsibility effectively. My doctoral research explored how teachers’ perceptions of mental health and movement influenced their ability to implement Stormbreak, a whole-school intervention designed to enhance children's mental wellbeing in the UK. The findings revealed that teachers’ personal experiences and cultural narratives surrounding mental health significantly impact their engagement with such interventions. These insights underscored the urgent need for a whole-school approach to mental health, where teachers are not only trained as implementers but also supported as individuals navigating their own wellbeing. Through this fellowship, I will expand upon this work, contextualising the post-pandemic mental health crisis within the education system and developing innovative, evidence-based frameworks that empower teachers as mental health promoters. By integrating sociology, psychology, education, and public health, this research will contribute to sustainable, whole-school mental health strategies that can be implemented at scale. The fellowship will produce practical tools—including digital resources and teacher training materials—that enable educators to integrate mental health promotion into their daily practices. Beyond academia, this research will have significant policy and societal impact. By collaborating with policymakers, schools, and third-sector organisations such as The Cross-Party Group on a Fit and Healthy Childhood, I will ensure that findings are translated into actionable policies and practices that support both students and educators. Additionally, this work will inform the development of new national strategies for addressing children’s mental health post-pandemic.