The feasibility and acceptability of an approach to emotional wellbeing support for high school students.

ABSTRACT

BACKGROUND: Emotional wellbeing of young people has high global and national priority. UK high schools are under pressure to address this but lack evidence-based guidelines. METHOD: Students (N=23) (aged 11-16 years) and staff (N=27) from three urban UK high schools participated in qualitative interviews to explore the feasibility and acceptability of an approach to emotional wellbeing support. Key components were self-referral, guided self-help, and delivery by school pastoral and support staff. FINDINGS: Confidentiality, emotional support, effectiveness and delivery modes were important to students. Organisational values influenced feasibility. CONCLUSIONS: Understanding a school's moral and operational framework can enhance the development of suitable emotional wellbeing support.