Abstract
The mental health of children and adolescents has been gaining increasing attention
within public health initiatives, psychological research and in clinical practice. Within the
United Kingdom concerns have been raised about the impact of the COVID-19 pandemic on
children’s mental health. In particular, the consequence of disruption to education and social
isolation during such key developmental years have been highlighted. However, beyond the
reach of the pandemic, there is another group of vulnerable young people who repeatedly
face these same stressors as a consequence of being excluded from school. This portfolio
contains two papers exploring these experiences.
Part one presents a systematic review and narrative synthesis of research exploring the
experience of secondary school students who have faced educational exclusion. The paper
captures students’ perspectives on what it is like to be removed from school and their
reflections on its psychosocial impacts. The findings suggest that appropriate assessment and
formulation of a child’s needs is essential, particularly when their behaviour at school
changes. It also suggests that sufficient funding is needed in educational settings to offer
individualised support to ensure learning and emotional needs are met and avoid
compounding existing social and educational disadvantage.
Part two presents a qualitative paper, exploring how adolescents, who identify as
female, understand and make sense of their mental health in the context of the COVID-19
pandemic. The final themes captured participants’ views on what contributes to poor mental
health, ways to improve or maintain good mental health as well as how adolescents try to
assess their mental health, and whether they need support, by comparing their experience to
others. The findings have important implications for school-based mental health initiatives,
wider campaigns aimed at improving mental health awareness and our understanding
adolescent help-seeking behaviours.