‘Permission to be different’ – An interpretative phenomenological analysis of mental health in the primary classroom: A practitioner perspective

Abstract This qualitative small‐scale study aimed to better understand practitioner perspectives and experiences relating to barriers, guidance and support systems associated with children and young people's mental health within the primary classroom. The research aims were explored through three role‐defined focus groups: senior leaders, teachers and support staff comprising a total of seven participants with representation from mainstream and specialist primary schools. The resulting transcripts were analysed using interpretative phenomenological analysis. Findings suggest the need for an effective support framework encompassing hierarchical accountability and multifaceted professional support alongside a developmentally adapted extension of the Early Years Foundation Stage curriculum. Fundamentally, the ‘permission to be different’ should be embedded within a school's ethos, practice and guidance, allowing greater autonomy when adapting approaches to meet the needs of children and young people. Understanding how mental health sits within the primary classroom from practitioner perspectives is vital given the direct impact on children and young people's learning, development and relationships, and its potential longevity. Equally, having a range of practitioner perspectives is crucial for effective early identification and the deployment of timely and appropriate support through enabling learning environments where children and young people can thrive both academically and emotionally to holistically achieve their potential.