How schools support pupils whose parents have mental health challenges

Background Parental mental health is a notable public health issue, with an estimated 23% of children having at least one parent who has experienced a mental health problem. Schools are increasingly recognised both as settings where associated challenges manifest for children and young people and as potential sources of support. However, there is currently little research exploring how school staff perceive and discharge their responsibilities in supporting pupils affected by parental mental health challenges, alongside a lack of clear policy guidance in this area.Purpose This study explored how pastoral staff in English primary and secondary schools experienced working with pupils whose parents experienced mental health challenges, their perceptions of their responsibilities for providing support, and the challenges and potential enablers of good practice.Method Individual online semi-structured interviews were undertaken with 19 school-based pastoral staff following participation in a one-and-a-half-day programme of awareness-raising and peer learning focused on supporting pupils affected by parental mental health challenges. Data were analysed using template analysis.Findings Pastoral staff were acutely aware of the impacts of parents’ mental health challenges on pupils in their schools and actively engaged in identifying these. However, they faced challenges in establishing trust with families and accessing appropriate resources and interventions to support them. Difficulties in referring complex cases to specialised services led schools to become de facto providers of mental health and social support for distressed families, despite a lack of appropriate training or supervision in managing complex family needs. This had implications for how pupils and families were supported, as well as imposing considerable burdens on schools.Conclusion The research highlights a need for joined-up working and referral pathways to specialist services, for clearer safeguarding guidance to ensure effective support for children and families, and for policy to acknowledge schools’ roles in supporting family mental health.