REPORT

Good health is a valuable asset that improves an individual’s quality of life. It is an asset not only at the individual level but also for whole societies (Woynarowska, 2017). Health-related issues are complex and multi-faceted. This complexity is illustrated by the definition of health created by the World Health Organization (WHO) in 1946^[1]. The WHO experts defined health as “a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity” (WHO, 2020, p. 1). This multidimensional approach to health is also reflected in the biopsychosocial model, often used in social sciences. The biopsychosocial model highlights a broad range of factors that are significant for an individual’s health, emphasizing the interconnected nature of biological, psychological, and social aspects of human functioning (Gromulska, 2010). Therefore, when exploring health issues, no aspect of human functioning, including mental wellbeing closely related to mental health, should be overlooked or downplayed.

Adolescence is a sensitive period from a mental health perspective. Around half of all lifetime diagnoses of mental health disorders start in adolescence  (Mental Health Foundation, 2016). The youth have to navigate through developmental tasks associated with the transition from childhood to adolescence, and later from adolescence to young adulthood. Also, adolescence is a time of intense changes at the biological level, which may affect mental and social development (Brzezińska, Appelt i Ziółkowska, 2021). Stressors, such as difficult family dynamics and peer pressure, can negatively shape young people’s mental health. Nervous system in adolescence is not fully matured yet, and the negative consequences of experiencing stress and trauma pose a threat to their further development (Borkowska, 2018; Sztobryn-Bochomulska, 2023). Therefore, parents, teachers, and other adults who are responsible for adolescents’ health and safety have to be mindful of young people’s developmental needs and attentive to any symptoms of mental health problems.

When children and teens face mental health crises, parents, and other adults, especially teachers, need to offer them help and support. It is important to note that the teacher’s role is not to diagnose or treat the student but to guide them on where to seek help from specialists. When a student experiences mental health problems, specialized psychological and/or psychiatric assistance are often required.

Teachers play an important role in students’ support networks. They are often the first to notice when the student’s behavior has changed significantly, which may be a sign of experiencing some mental problems. To be effective in supporting students and ensuring their safety, teachers need appropriate tools, knowledge, and strategies. Moreover, teachers themselves require adequate support because assisting students in a mental health crisis can be emotionally demanding. Therefore, it is crucial to address the issue of teachers’ preparedness to manage situations when a student shows symptoms of depression or suicidal ideation.

The goal of the Heads Up – Mental health of young people at school project was to understand perspectives, needs, and challenges teachers have in supporting students with depression or after a suicide attempt. The project was coordinated by the Institute of Mother and Child Foundation in Warsaw, Poland, and implemented in Poland, Czech Republic and Slovakia by the following institutions: the Faculty of Education of the University of Warsaw, Palacký University in Olomouc, Pavol Jozef Šafárik University in Košice. The project was funded by Erasmus+ and carried out from September 1, 2022 to August 31, 2024. The study received a positive opinion from the Bioethical Commission at the Mother and Child Institute in Warsaw (opinion No. 2/2023 dated January 26, 2023). Quantitative and qualitative research was conducted as part of the project, and the results of the studies are presented in this report.

The report has four chapters. The first chapter presents information about the project, its theoretical background, project goals, type of research, and project outcomes. Moreover, in chapter one, the authors outline examples of programs and initiatives undertaken in Poland, Slovakia, and the Czech Republic in the field of students’ mental health.

In chapter two, the authors outline the methodological assumptions of the quantitative study and describe the structure of the survey. The detailed study procedures implemented in each partner country are presented separately in the subsequent subchapters. The results of the quantitative study are presented jointly, as data from three countries were combined into one database. The results are presented in a manner that reflects the structure of the survey, and correspond to the main thematic areas covered in the questionnaire.

Chapter three is devoted to qualitative study, its methodology, and results. It starts with a presentation of the methodological assumptions, study inclusion criteria, interview protocol, and methods of analysis. Detailed information about research procedures and participants are presented separately for each country. Also, the qualitative results from Poland, Czechia, Slovakia and are presented separately in subsequent subchapters.

Chapter four consists of a summary of the most important results of quantitative and qualitative studies conducted during the Heads Up project. The report ends with a conclusion and a list of bibliography, a list of tables, a list of figures and an annex with the questionnaire and protocol for the qualitative study.

The authors would like to express their gratefulness towards all the teachers who decided to spent their valuable time to participate in both quantitative and qualitative parts of the project, providing invaluable insights. Without them, the Heads Up project would have never reached its conclusion and would have never produced a list of immensely important results, such as materials concerning mental health adressed to both teachers and youth. The authors of the project and this report would like to express sincere thanks to the school principals who agreed to conduct research among teachers working in their schools, and to school coordinators, many of whom were psychologists or school pedagogues. We also extend our gratitude to the Provincial Education Supervisors for their efforts in disseminating information about the project.

1. The WHO Constitution was adopted at the International Health Conference held in New York from 19 June to 22 July 1946, but did not enter into force until 7 April 1948 (WHO, no date). Retrieved 12.05.2024 from https://www.who.int/about/history/