Exploring the link between educational leadership and mental health in schools. A narrative synthesis

This article offers a narrative synthesis of recent empirical research focusing on the intersection between educational leadership and mental health initiatives within schools, a field that remains underexplored despite its growing relevance. Drawing on four studies published between 2018 and 2024, the narrative synthesis examines the role of educational leadership in supporting mental health initiatives in schools for both students and teachers. The selected studies employ qualitative and mixed-methods designs and span diverse educational contexts in the United States, the United Kingdom, Canada, and Northern Ireland. Findings indicate an area with significant potential for growth in the preparation of school leaders to address mental health issues or call attention to limited systemic collaboration among educational stakeholders. However, the studies also highlight promising practices, including participatory leadership approaches and knowledge brokerage roles that can enhance mental health support within schools. Methodological limitations related to sample size, generalizability, and study heterogeneity are acknowledged. By identifying key challenges and opportunities, this narrative synthesis advances understanding of educational leadership’s role in effectively addressing mental health challenges at the institutional level. It underscores the need for improved pre-service training, stronger interprofessional collaboration, and further empirical research to inform policy and practice in this emerging area.