“You can’t have good wellbeing without having self-compassion”: An exploration of adolescents’ perspectives of self-compassion and school mental health and wellbeing support, and the role of schools in supporting adolescent mental health and wellbeing considering the role of self-compassion.

Abstract

Over recent years there has been an increase in the prevalence of mental health difficulties experienced by adolescents. However, research suggests there is limited capacity for mental health professionals to support adolescents. In England, schools have a responsibility to support young people’s mental health and wellbeing, with the government advocating for a whole school approach. Self-compassion has been found to be a protective factor for adolescent mental health and wellbeing. Recent research suggests self-compassion helps to decrease anxiety, depression, and stress, as well as increase life satisfaction, emotional regulation, and subjective wellbeing. However, there is limited literature supporting the use of self-compassion in schools to improve adolescent mental health and wellbeing. Therefore, the overall aim of this research was to explore the role self-compassion plays in adolescent mental health and wellbeing in secondary education settings. A secondary aim was to consider how self-compassion can be developed through embedding it into a whole school approach for mental health and wellbeing in secondary education. Phase one explored adolescents’ views and experiences of self-compassion, their current mental health and wellbeing support, and how this can be improved, including using self-compassion. This was done through semi structured interviews with seven adolescents attending mainstream secondary schools in England. Data were analysed using reflexive thematic analysis for interview data. Key findings indicated adolescents are typically more likely to be self-critical than self-compassionate when experiencing difficulties. All adolescents reported self-compassion would be beneficial for their mental health and wellbeing, and they would like to develop self-compassion. Phase two explored Senior Mental Health Leads’ views of self-compassion and mental health and wellbeing in their settings, including supporting adolescents when they are experiencing challenges, and using self-compassion in secondary settings. Semi-structured interviews, with vignettes developed from phase one data, were carried out with five Senior Mental Health Leads currently working in mainstream secondary settings in England. Data were analysed using reflexive thematic analysis. Key findings indicated a whole school approach is being used in secondary settings, however further development is needed. All Senior Mental Health Leads felt self-compassion would be beneficial for adolescent mental health and wellbeing and could be developed in secondary settings. Overall, this research highlights how self-compassion is seen as beneficial for adolescent mental health and wellbeing, and that self-compassion is something some adolescents would like to develop. Furthermore, this research highlights self-compassion could be incorporated into secondary education settings as part of a whole school approach to mental health and wellbeing. This has important implications for Educational Psychologists, schools, and policymakers as to how self-compassion can be incorporated into a whole school approach to support adolescent mental health and wellbeing.