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Qualitatively Evaluating School Health and Mental Health Literacy Programmes: Using a Reflexive Approach

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Title: Qualitatively Evaluating School Health and Mental Health Literacy Programmes: Using a Reflexive Approach
Language: English
Authors: Rachel Wilcock (ORCID 0000-0002-0768-7816), Sarah Ward
Source: Health Education Journal. 2026 85(2):177-186.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Program Evaluation, Mental Health Programs, Multiple Literacies, Foreign Countries, Well Being, Team Sports, Community Organizations, Clubs, Qualitative Research, Health Programs, Research Methodology, Elementary Schools, Secondary Schools, School Activities, Health Education, Partnerships in Education, Educational Researchers
Geographic Terms: United Kingdom (England)
DOI: 10.1177/00178969251395531
ISSN: 0017-8969
1748-8176
Abstract: Background: Schools are important settings for the promotion of health and well-being. Many health-related education programmes in schools in England, including those delivered in-house by school staff or by external providers, have been evaluated to demonstrate their impact and effectiveness. However, narrative and reflexive accounts of researchers' experiences coordinating and conducting evaluations of such programmes are limited. Methods: Drawing on reflexive research journals, we offer our reflections of qualitative data collection in primary and secondary schools in north-west England for the purpose of evaluating school-based health and mental health literacy programmes. Findings: This article explores two themes: (1) researcher identity and building relationships, and (2) the practicalities of qualitative data collection in schools in respect of time and space. Our account provides insight into the practical considerations researchers must remain mindful of when planning and generating qualitative data collection on general health and mental health and well-being issues in schools. Conclusion: Findings show that research in schools often requires considerable unseen time and effort on the researcher's behalf. They suggest the need for more reflective and discursive writing on research processes to complement observations, findings and conclusions. Greater understanding of the realities of data collection in schools will likely improve the approaches adopted by researchers, especially those early in their careers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499825
Database: ERIC
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  Data: Qualitatively Evaluating School Health and Mental Health Literacy Programmes: Using a Reflexive Approach
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  Data: <searchLink fieldCode="AR" term="%22Rachel+Wilcock%22">Rachel Wilcock</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0768-7816">0000-0002-0768-7816</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Ward%22">Sarah Ward</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Health+Education+Journal%22"><i>Health Education Journal</i></searchLink>. 2026 85(2):177-186.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health+Programs%22">Mental Health Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Sports%22">Team Sports</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Organizations%22">Community Organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Clubs%22">Clubs</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Programs%22">Health Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Activities%22">School Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Researchers%22">Educational Researchers</searchLink>
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  Data: 10.1177/00178969251395531
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  Data: 0017-8969<br />1748-8176
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  Data: Background: Schools are important settings for the promotion of health and well-being. Many health-related education programmes in schools in England, including those delivered in-house by school staff or by external providers, have been evaluated to demonstrate their impact and effectiveness. However, narrative and reflexive accounts of researchers' experiences coordinating and conducting evaluations of such programmes are limited. Methods: Drawing on reflexive research journals, we offer our reflections of qualitative data collection in primary and secondary schools in north-west England for the purpose of evaluating school-based health and mental health literacy programmes. Findings: This article explores two themes: (1) researcher identity and building relationships, and (2) the practicalities of qualitative data collection in schools in respect of time and space. Our account provides insight into the practical considerations researchers must remain mindful of when planning and generating qualitative data collection on general health and mental health and well-being issues in schools. Conclusion: Findings show that research in schools often requires considerable unseen time and effort on the researcher's behalf. They suggest the need for more reflective and discursive writing on research processes to complement observations, findings and conclusions. Greater understanding of the realities of data collection in schools will likely improve the approaches adopted by researchers, especially those early in their careers.
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  Data: 2026
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      – SubjectFull: Multiple Literacies
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