01800nam a22002057a 4500 20240112174613.0 240112b ||||| |||| 00| 0 eng d 0007-0998 O'Farrell, Pia Teachers' perceptions of the barriers to assessment of mental health in schools with implications for educational policy : A systematic review (Journal Article) UK : John Wiley and Sons Ltd , March 2023 262-282p. British Journal of Educational Psychology , Volume 93, Part 1, March 2023 ***______{For Hard Copy, Please visit Library.}________*** Abstract: Background Assessment of mental health in schools has garnered increased interest in recent years. Children spend a large proportion of their waking hours in schools. Teachers can act as gatekeepers by playing a key role in identifying children with mental health difficulties in the classroom and making the necessary onward referrals to external services. The prevalence of mental health difficulties, their impact on schooling (and beyond) and the importance of early intervention means that it is incumbent on schools to identify and support potentially affected children. Aims Previous reviews focused on mental health interventions in schools; however, this review focuses on the assessment of mental health in schools and on teachers' perceptions of this, as such a review is still lacking. Therefore, the study fills a gap in the existing literature while also providing new, highly relevant evidence that may inform policy making in this area. Assessment| Barriers| Mental Health| Teachers Wilson, Charlotte | Shiel, Gerry https://doi.org/10.1111/bjep.12553 PER 0 0 0 0 RIEBPL RIEBPL 2024-01-12 0 2024-01-12 00:00:00 2024-01-12 PER 45156 45155