Can Educational Psychologists improve school support for pupils with depression? An application of the theory of planned behaviour

Research indicates that 10% of children and young people have experienced a clinically significant mental health difficulty. School staff are seen as central stakeholders in efforts to support the mental health of children and young people, however, a number of reviews have questioned the efficacy in which they are fulfilling this role.

The systematic review explored the views of school staff towards supporting pupil's mental health. Four common barriers to support were identified:

• lack of knowledge
• lack of confidence
• shortfalls in children's mental health services
• conflict between mental health support and teachers' traditional pedagogical role

The review highlighted a research gap regarding school staffs' behaviour towards pupils with mental health difficulties and the mechanisms that underpin this behaviour.

In addition, the review highlighted the need for greater research into the views of school support staff, as well as more clearly defined concepts of mental health difficulties.

The empirical paper sought to address the omissions identified, by exploring the behaviour of school staff towards pupils with mental health difficulties using an application of the Theory of Planned Behaviour focusing solely on pupils with depression.

Data was collected concerning the attitudes, subjective norms, perceived behavioural control, behavioural intention and behaviour of 115 school staff. Support was found for the use of the Theory of Planned Behaviour as a tool by which to explore school staffs' support of pupils with depression.

School staffs' subjective norms predicted their behavioural intent to support pupils with depression. In turn, school staff's behavioural intentions and perceived behavioural control were found to predict their behaviour.

Furthermore, an INSET informed by the Theory of Planned Behaviour was found to significantly improve school staffs' attitudes and perceived behavioural control towards supporting pupils with depression.