Is an Intervention Fostering the Components of a 'Self-World Capacity' Acceptable and Feasible to Deliver in Primary Schools to Support Students' Mental Health and Well-Being?

Mental health problems for children and young people are on the increase, and schools are recognised as being at the forefront of providing support through early interventions in the primary years to offer mental health and well-being interventions as an effective preventative measure. Aim: This study investigated whether primary school mental health and well-being interventions fostering the components of ‘self-world capacity’ are acceptable and feasible to deliver in primary schools to support students’ mental health and well-being. Design and Measure: A narrative review led to a quasi-experimental design study with a mixed method data collection method. Main outcome measures: pre- and post-intervention, the Positive and Negative Affect Schedule to measure students' balance of positive and negative emotions, providing insights into individual emotional states. To measure students' pro-social behaviour and mental health difficulties, using the Strengths and Difficulties Questionnaire for students with teacher and parent informant reports, and a designed questionnaire ‘self-world capacity’ to measure acceptability and feasibility of the five components of the ‘self-world capacity' intervention, with qualitative data from student focus groups and teacher interviews. Participants: Year 5 primary school students, teachers and parents from three schools participated in the study. Results: The narrative review identified that UK school mental health and well-being interventions do not target the five components of the ‘self-world capacity’, yet an evaluation of the ‘self-world capacity’ intervention encompassing these components suggests that it would be acceptable and feasible in a school intervention to support students’ mental health and well-being. Conclusion: Despite encouraging outcomes, this research highlights the need for further research to better understand intervention effectiveness, implementation barriers, and cost-effectiveness, facilitating the development of impactful interventions that are acceptable and feasible, and supporting young people’s mental health.