Understanding School Nurses’ Role in Supporting Children's Mental Health From the Perspective of Children, Parents, Teachers, and School Nurses: A Mixed Methods Study in Scotland

Abstract

A mixed methods design drawing on Bioecological Systems Theory was used to explore primary school-aged children, parents, teachers, and school nurses’ experiences and understanding of school nurses’ mental health work. Phase One involved administration of a national cross-sectional online survey of nurses working in the school health service in Scotland (N = 83). Phase Two employed a Single Qualitative Case Study in one Scottish health board area. Online semi-structured interviews were conducted with school nurses, primary school-aged children (9–11 years), parents and teachers (N = 23). Creative, participatory methods were used in the interviews with children. The findings identified that despite a refocus of the school nurse role in Scotland to maximize their contribution, their role lacks visibility, and their mental health work is reactive rather than proactive and preventive. This research suggests that their role and remit should be included and clearly articulated in whole-school approaches to mental health.