Expanding access to psychoeducation in secondary schools

EDDIE BULLOCK, DEPARTMENT OF PSYCHIATRY, UNIVERSITY OF CAMBRIDGE, UK 

EMMA BRINING, DEPARTMENT OF ENGLISH, SIR JOHN LAWES, UK

Promoting mental health awareness and discussion among secondary school students through evidence-based insights

Growing mental health challenges among adolescents has placed strain on schools and mental health services (Tully et al., 2019). Recent studies indicate that nearly one in seven adolescents globally experience a mental health condition, yet stigma and lack of awareness remain barriers to seeking help (WHO, 2021). 

Addressing this issue requires proactive, evidence-based approaches that empower young people to understand and manage their mental wellbeing. This case study explores the implementation of mental health awareness assemblies delivered to secondary school students by The Mental Health Program, led by Eddie Bullock, a research assistant and PhD candidate at the University of Cambridge. The assemblies integrate evidence-based psychoeducation, personal narratives and interactive activities to reduce stigma, foster empathy and equip students with practical strategies for emotional self-regulation and stress management.

Psychoeducation is an evidence-based approach that combines psychological concepts with educational techniques to enhance people’s understanding of mental health. It involves providing accessible information about mental health conditions, emotional regulation and coping strategies, empowering people to better manage their wellbeing. Psychoeducation seeks to reduce stigma, improve mental health literacy and encourage help-seeking behaviours by addressing common misconceptions and fostering empathy. Typically delivered through interactive workshops, storytelling and multimodal resources, it is particularly effective in school settings for young people navigating mental health challenges (Onnela et al., 2021; Nazari et al., 2023).

There is a growing body of evidence highlighting the efficacy of psychoeducation for improving mental health literacy, reducing stigma and encouraging help-seeking behaviours, particularly among adolescents. A systematic review and meta-analysisA quantitative study design used to systematically assess the results of multiple studies in order to draw conclusions about that body of research by Nazari et al. (2023) found that web-based educational interventions significantly enhanced mental health literacy among young people. However, the same study noted that these interventions had a less pronounced effect on reducing stigma and promoting help-seeking intentions, indicating the need for more comprehensive approaches. Additionally, a systematic review by Velasco et al. (2020) identified stigma as a significant barrier to help-seeking in adolescents, underscoring the importance of interventions that address both education and stigma reduction. These findings highlight the critical role of psychoeducation in fostering a supportive environment that encourages adolescents to seek help for mental health concerns.

Rationale and context 

Adolescence is a critical period for neurological and emotional development, yet it is often marked by heightened vulnerability to mental health challenges (Onnela et al., 2021). Schools are uniquely positioned to provide early intervention through psychoeducation, addressing the knowledge gaps and stigma that prevent students from seeking help. This intervention aligns with the growing consensus that universal, preventative approaches in schools can attenuate the demand for more intensive mental health services (Tully et al., 2019). 

The Mental Health Program assemblies were designed to meet this need, combining academic insights with relatable storytelling. Eddie Bullock’s experiences of attention deficit hyperactivity disorder and dyslexia, and their late diagnosis, are woven into the sessions to create an authentic and engaging narrative. By contextualising these personal experiences within scientific frameworks, the assemblies encourage students to see mental health not as a deficit but as a domain of strength and growth.

Implementation 

The assemblies are structured to provide a balance of information and interaction. Each session begins with a short introduction to important psychological concepts, brain function and emotional regulation, highlighting the science behind stress and adolescence. This is followed by storytelling, where the presenter shares personal experiences to build rapport and encourage empathy. 

Major topics include:

• attachment styles and how they influence behaviour 

• understanding neurological changes during adolescence

• emotional self-regulation and stress-management techniques

• strategies for maintaining mental wellbeing

• the growing delivery of misinformation pertaining to mental health.

The sessions conclude with a message to inspire students to acknowledge the value in engaging in psychoeducation outside of school.

Methodology 

Qualitative and quantitative data was collected to evaluate the assemblies’ effects. Students were presented with a QR code to access additional psychoeducation resources, and engagement was measured by calculating the percentage of users who opened the resources that they were sent on a weekly basis. Teachers and school staff provided qualitative feedback on the assembly and were offered the opportunity to try additional eLearning videos by The Mental Health Program. Qualitative feedback was measured using open-ended surveys.

Findings 

Student impact 

On average, 13.6 per cent of students who were delivered an assembly signed up to additional psychoeducation resources afterwards. Of this cohort, 27.1 per cent engage in these resources every day. Open-ended responses and immediate feedback after the assembly frequently mentioned the ability to connect personal emotions to broader mental health concepts and a lack of discussion around such topics. 

For example, one Year 10 student noted: ‘The session made me realise I’m not alone and that stress is normal, but there are ways to manage it.’ Another student commented: ‘Hearing Eddie talk about how the brain grows helped me understand how my biology can change my behaviour.’

Staff observations 

Of the schools that received an assembly this term, 100 per cent asked for additional eLearning videos by The Mental Health Program. Teachers reported a noticeable difference in student engagement with this topic compared to traditional assemblies. Additionally, some schools integrated the session content into their form time and personal, social, health and economic education curriculum to reinforce the lessons learned. 

Some pertinent qualitative feedback from staff at a school in East Anglia included ‘It is a subject not often talked about and we would certainly embrace more’, ‘I personally found this very motivating’ and ‘one of the best assemblies I’ve seen’.

Challenges 

While the assemblies were well received, challenges included the need for more tailored content to address diverse school contexts and student needs. Some teachers suggested follow-up workshops or smaller group sessions to delve deeper into specific topics. Additionally, schools expressed interest in resources to support the ongoing integration of psychoeducation into their curricula.

Another limitation of the proposed psychoeducation method is its reliance on in-person delivery, which can be challenging to accommodate within the constraints of busy school timetables. This limitation highlights the potential value of developing eLearning psychoeducation tools, which could be seamlessly integrated into the school day and made accessible to a larger number of students. Additionally, teachers have emphasised the inherent scalability of teacher-training initiatives, noting the opportunity to leverage their existing skillsets. By equipping educators with the necessary resources and training, schools could effectively embed psychoeducation into the curriculum, ensuring its sustainability and long-term effects. Teachers should adopt a school-centred approach to disseminating scientific material pertaining to mental health, while ensuring that consideration of the socioeconomic demographic of the school would enable a personalised approach to psychoeducation, facilitating pupil engagement.

Discussion 

The success of these assemblies underscores scientifically informed psychoeducation’s potential to reduce stigma and build resilience among adolescents. By combining relatable storytelling with evidence-based insights, the intervention effectively engaged students and fostered a culture of empathy and understanding. The findings align with previous research suggesting that psychoeducation can play a pivotal role in promoting mental health literacy and reducing stigma in school settings (Onnela et al., 2021). 

It is important to acknowledge that the case study also highlights the importance of sustained engagement. To maximise the effects, schools need access to follow-up resources and training for staff. Collaborative partnerships between mental health organisations and schools can facilitate this process, ensuring that psychoeducation becomes an integral part of school life.

Future directions 

The initiative’s long-term goal is to secure government funding to expand access to psychoeducation across all secondary schools. To achieve this, further data collection is needed to demonstrate the cost-effectiveness and scalability of the approach. Plans include developing a standardised training programme for teachers and creating digital resources to complement the assemblies. 

Additionally, the programme seeks to pilot extended interventions, such as online psychoeducation tools, student-led mental health campaigns and peer-support networks, to deepen engagement and foster a sense of ownership among young people.

Conclusion 

The Mental Health Program’s assemblies represent a promising model for addressing the rising demand for mental health support in schools. By equipping students with knowledge, skills and empathy, the initiative contributes to a preventative approach to mental health care. With continued refinement and investment, psychoeducation can play a transformative role in supporting young people’s wellbeing and reducing the burden on mental health services.