Bungay, H;
Walshe, N;
Dadswell, A;
(2024)
Mobilising volunteers to deliver a school-based arts-in-nature practice to support children’s mental health and wellbeing: a modified e-Delphi Study with primary school staff.
Cogent Education
, 11
(1)
, Article 2298047. 10.1080/2331186X.2023.2298047.
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Abstract
Arts-in-nature practice has been shown to have positive impacts on children’s mental health and wellbeing; however, introducing new innovations in schools can be challenging and requires involvement of staff in the process. The ‘Branching Out’ project explored how arts-in-nature practice can be scaled up to achieve greater reach in primary schools by mobilising community volunteers. We implemented an exploratory, multi-level mixed methods approach, including a modified e-Delphi study which was used to achieve consensus around a new delivery model of arts-in-nature practice in primary schools. Whilst a pilot study tested the implementation of the proposed model in one region, the e-Delphi study explored how the proposed Branching Out model, including the use of volunteers and various options for delivery, would be perceived more widely by primary school staff across different contexts. The survey incorporated implementation measures designed to determine the acceptability, appropriateness, and feasibility of the proposed model. Completion of two rounds of the e-Delphi study captured the views of 42 primary school staff members in total. The findings confirmed the acceptability of the arts-in-nature practice and the use of volunteers, suggested appropriate staff champions and groups of children who would benefit, and determined the preferred options for delivery in terms of feasibility. Overall, consensus was reached regarding the proposed model of arts-in-nature practice in primary schools with high levels of agreement regarding its acceptability, appropriateness, and feasibility. The e-Delphi study provided valuable perspectives of primary school staff that led to the refinement of the Branching Out model for mobilising volunteers to deliver arts-in-nature practice to promote children’s mental health. Delphi studies have the potential to enable expert input into policy and practice and provide an opportunity for teachers to have a voice in the delivery and development of school-based interventions.
| Type: | Article |
|---|---|
| Title: | Mobilising volunteers to deliver a school-based arts-in-nature practice to support children’s mental health and wellbeing: a modified e-Delphi Study with primary school staff |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/2331186X.2023.2298047 |
| Publisher version: | http://dx.doi.org/10.1080/2331186x.2023.2298047 |
| Language: | English |
| Additional information: | � 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Delphi study; volunteers; primary school; mental wellbeing |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10186430 |
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