Zak, IK;
Rubens, I;
Abbott, N;
McGowan, J;
(2025)
A qualitative evaluation of a whole-school approach to improving resilience in childhood and adolescence.
Frontiers in Education
, 10
, Article 1544199. 10.3389/feduc.2025.1544199.
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Abstract
Background: Worldwide, 10–20% of youth suffer from mental health problems. Research shows that high levels of resilience may increase resistance against mental and physical distress. In this, a ‘whole-school’ resilience intervention (Anchor Approach) can support children and adolescents. The aim of this study was to understand the intervention effects according to staff, parents and mental health services. Perceptions are explored through intervention sustainability, acceptability, efficacy, feasibility and flexibility and adaptability. Methods: Seven qualitative focus groups were conducted in six schools adopting the Anchor Approach intervention, with participants consisting of parents (N = 4), school staff (N = 12), and Child and Adolescent Mental Health Services (CAMHS; N = 4). Thematic analysis was conducted on the data by two researchers. Results: Four themes were revealed: (1) “Timeliness,” (2) “Behavioural Impact of the Anchor Approach,” (3) “Engagement with the Anchor Approach,” (4) “Working together.” Participants felt the intervention was timely and changes toward emotion-focused care were found. Variations between schools in its usage resulted in differences in confidence, behavioral changes and care continuity. Dependent on environmental factors, concerns about feasibility were raised regarding implementation, resources and communication of support offered. Conclusion: The Anchor Approach was well utilized and accepted, positively impacting staff confidence, student behavior and staff-student interactions. High levels of acceptability and utilization (with variations) were identified across participants. Staff time and complexity of resources provided may impact intervention feasibility and sustainability.
| Type: | Article |
|---|---|
| Title: | A qualitative evaluation of a whole-school approach to improving resilience in childhood and adolescence |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3389/feduc.2025.1544199 |
| Publisher version: | https://doi.org/10.3389/feduc.2025.1544199 |
| Language: | English |
| Additional information: | Copyright © 2025 Zak, Rubens, Abbott and McGowan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
| Keywords: | school, school children, resilience, intervention, qualitative research |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences 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 - Psychology and Human Development UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Experimental Psychology |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10214597 |
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