Secondary school students' perceptions and experiences of school mental health climate
Notice bibliographique
Résumé
As 10-20% of Canadian youth will experience a mental illness at some point, many efforts have been made in recent years to prioritize adolescent mental health across Canada, including British Columbia. Given the unique advantages schools have in reaching a large number of adolescents, the school has been identified as an essential setting in which to address and support students’ mental health. The school climate is an important component of a student’s school experience and much is known about the relationship between school climate and student mental health. On the other hand, the climate particularly towards mental health in Lower Mainland secondary schools has largely been unexplored. As a school climate towards mental health may have significant implications on students’ mental health, including their help-seeking behaviour, it is important to determine how schools are addressing and supporting students’ mental health from the student perspective. Using Interpretative Phenomenological Analysis (IPA) as the methodological framework, the purpose of the present study was to explore and understand students’ perceptions and experiences of the current climate towards mental health in Lower Mainland secondary schools. Seven Grade 11 and 12 students from secondary schools across the Lower Mainland of British Columbia participated in semi-structured interviews about their perceptions and experiences surrounding how mental health is addressed and supported at school. Following the step-by-step data analysis procedure outlined within IPA, five broad and 14 subthemes were identified. While participants generally reported being supported at school when it comes to academic support and the availability of individuals to talk to about mental health challenges, they also acknowledged certain limitations about mental health support at school. Conversations surrounding mental health reportedly rarely occur; however, participants discussed the language used by students when it is talked about and the importance of relationships when disclosing mental health problems. Furthermore, students’ perceived mental health literacy and the stigma associated with mental health problems varies across schools. Findings are discussed within the context of the existing literature. Finally, future directions for research and for school-based practices as reported by participants, and implications for the practice of school psychologists are also discussed.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,006 | 0,004 |
| Communication savante | 0,005 | 0,001 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».