Mental health literacy is a fundamental part of accessing help and support for mental health problems, as it considers how people make sense of mental health and support seeking. Good mental health literacy in both the individual and the people and systems around them can therefore be incredibly beneficial. Developing understanding of the mental health literacy of vulnerable populations can provide researchers and service providers with insight into how to improve the mental health literacy of these communities, and how to adapt services to meet their needs and promote engagement.

Part A of this portfolio presents an empirical paper that explored children with learning disabilities and their parents’ views of mental health literacy. Through use of a cross-sectional qualitative design using semi-structured interviews. A total of 10 children with a learning disability and their 11 parents participated in an individual interview (10 dyads in total). Themes were developed for parents, children, and across both parents and children, through a dyadic thematic analysis. Children’s strong understanding of certain components of mental health literacy was explored. Structures of support in mental health literacy development including the school and parents’ involvement were highlighted as important in progression. Children were also limited in their development of mental health literacy by external factors. Quotes are presented without pseudonyms in part A to allow connecting of family members.

Part two of this portfolio describes an empirical paper that explores the views of teaching and pastoral staff in SEN schools of the need for a mental health literacy resource and establishes what would be useful content and infrastructures to support resource development. A total of 20 participants participated in focus groups using a cross-sectional qualitative designed study design. Reflexive thematic analysis was used. It was identified that participants hoped for a resource that could meet the wide range of needs seen in children with learning disabilities. Participants also expressed that existing resources were insufficient to represent mental health literacy as a whole. In developing the hoped for resource it was highlighted that it would be important to draw on existing skills and knowledge in delivering the resource, and also that a wider infrastructure around a resource would be beneficial.  Quotes are presented with pseudonyms in part B.