‘I don’t know what the word means, but I’ve heard it.’ An exploration of children’s understanding of mental health

Aim: This study explored how ‘mental health’ is conceptualised by children aged 9-10 years, through analysis of their verbalised constructs. Recognising these perceptions is essential to enabling children, young people and professional practitioners to co-construct appropriate programmes focusing on mental health. In so doing, future learning will develop their knowledge and understanding of mental health whilst reducing associated misconceptions and eliminating stigma. Method: Focus groups were chosen as they are compatible with qualitative research from a critical realism stance and can be used to gain an in-depth understanding of social issues such as mental health (Wilkinson, 1998). Three focus groups were carried out which consisted of both open questions and semi-structured questions about a ‘playground’ vignette. Findings: Reflexive thematic analysis revealed a disconnected understanding of the term mental health and the thoughts, feelings and behaviours that contribute to the concept. Initial understandings tended to be pathogenic and discriminatory, whilst later themes centred on values, connectedness and safety. Limitations: This study did not gather information about the children’s family dynamics or personal experiences with mental health issues which could have influenced their responses. Some parents actively refused to allow their children to participate, with the school believing that these parents were not comfortable with their child talking about mental health. Conclusions: It is important to ensure that any programmes designed to promote good mental health are appropriately pitched and efficacious. To do this, children should be included in the design, implementation and evaluation of any mental health-based interventions and support.