Evidencing the relational and situated aspects of complex social systems affecting health: introducing an integrated mixed methods approach to understand school mental health
Rattachement africain : gb, ie. Niveau de preuve : code pays fourni par la source.
Le résumé fourni par la source
Existing strategies for assessing adolescent mental health overlook the complex social and emotional contexts that young people navigate. Traditional methods focus on individuals, with less consideration of social and environmental factors. This paper presents a novel approach to understand relational and situated aspects of social systems and their influence on adolescent wellbeing. We developed and applied an integrated mixed methods approach that combined interviews, systems workshops, surveys, social network analysis, and agent based modelling to examine stress, loneliness and mental health stigma in Scottish secondary schools. Mixed methods integration used system mapping software, follow the thread method, and the extended Pillar Integration Process. We integrated data from 13 interviews, 3 student-staff workshops (n=63), and 334 survey participants to determine level of support for five high level themes; pillar integration uncovered three additional themes. This revealed important differences in how wellbeing constructs varied across contexts: stress showed substantial variation between situations, loneliness was comparatively stable across contexts, and stigma showed little evidence of situational variability. The approach identified distinct stress and loneliness profiles, demonstrating that young people experience and respond to school environments in markedly different ways. Integration focussed on how response profiles were patterned by friendship group, gender, and school year. A relational and situated approach to mental health can provide new insights for health promotion in schools. We present a methodological toolkit to assist researchers, intervention developers and school staff to understand influences on mental health and identify points of change tailored to specific social and spatial settings.
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Le contrôle bibliographique ouvert
DOI retrouvé dans Crossref DOI retrouvé ; titre concordant.
- Titre Crossref
- Evidencing the relational and situated aspects of complex social systems affecting health: introducing an integrated mixed methods approach to understand school mental health
- Date Crossref
- 01/12/2026
- Éditeur
- Elsevier BV
- Type
- journal-article
Ce recoupement confirme des métadonnées liées au DOI. Il ne confirme ni la méthode ni les conclusions de l’étude, et il ne compte pas comme une seconde source scientifique indépendante.
Où se fait cette recherche
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University of Glasgow pays non établi dans la noticeUniversité ou école supérieure
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University of Limerick Department of Psychology pays non établi dans la noticeUniversité ou école supérieure
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University of Warwick Warwick Medical School pays non établi dans la noticeUniversité ou école supérieure
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University of St Andrews pays non établi dans la noticeUniversité ou école supérieure
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Mental Health Foundation pays non établi dans la noticeOrganisation à but non lucratif
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School of Health and Wellbeing pays non établi dans la noticeUniversité ou école supérieure
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School of Geography and Sustainable Development pays non établi dans la noticeUniversité ou école supérieure
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School of Psychology and Neuroscience pays non établi dans la noticeUniversité ou école supérieure
University of Glasgow, Department of Psychology — University of Limerick et Warwick Medical School — University of Warwick, avec 5 autres affiliations.
Une affiliation ne permet pas de déduire la nationalité d’un auteur.