Description

This book offers a critical and thought-provoking exploration of mental health in education at a time when concern, awareness and intervention have never been higher, yet outcomes often remain uncertain. It moves beyond individualised and crisis-led responses to consider mental wellbeing in educational contexts more holistically.

Grounded in research and real-world practice, the book draws on diverse perspectives from educators, policymakers, researchers and healthcare professionals to examine key debates shaping contemporary understandings of mental health in schools. Chapters explore leadership, policy, staff wellbeing, school-based mental health provision, relationships with external services, and the complexities of safeguarding and equity. Throughout, contributors interrogate prevailing assumptions, examine the reliability of diagnoses, and unpack complex questions, inviting reflective and ethically informed dialogue rather than offering quick fixes. Drawing primarily on UK examples whilst remaining relevant to international audiences facing similar pressures, the book provides a critical yet constructive framework that prioritizes prevention, belonging and sustainability over reactive interventions.

Written in an accessible style, this book will be of value to teachers, school leaders, education studies students at undergraduate and postgraduate level, policymakers, and others interested in how education systems can better support the mental health of students and staff.