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Abstract The role of education staff in supporting social, emotional, and mental health (SEMH) difficulties is critical, however access to specialist mental health input can be difficult. Digitally‐mediated service delivery was implemented during the COVID‐19 pandemic and may be integrated in a post‐COVID‐19 world to support education staff. Using a systems change evaluation framework, this study explored staff perceptions of a digitally‐mediated, multidisciplinary model for SEMH needs in primary school settings. Participants were education staff ( n = 6) from five participating schools in a rural county in the UK and the multidisciplinary team ( n = 7). Focus groups were conducted at baseline, 12 months, and 24 months during a 2‐year pilot project. Thematic analysis was used to analyse the data. Education staff and the multidisciplinary team perceived progress over time in relation to increased capacity (for early intervention) and improved coordination (between relevant children's services). Digitally‐mediated service delivery facilitated changes in practice that were empowering for education staff and supportive in meeting communication needs. This study provides preliminary support for acceptability of digitally‐mediated team communication as an enhanced model of SEMH service provision in primary school settings in the UK.
Jones et al. (Thu,) studied this question.