Mental Health and Wellbeing in Education: Theories, Policies and Perspectives

EDUC71401 Mental Health and Wellbeing in Education: Theories, Policies and Perspectives 15 Semester 1 Postgraduate Taught Level 7 Neil Humphrey Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 The unit provides students with a comprehensive overview of key theories, policies and perspectives on mental health and wellbeing in education. We will explore contemporary theoretical frameworks; national and international policy and practice in different sectors/phases of education; and multi-disciplinary (e.g. educational, psychological, sociological, epidemiological, public health, health economic) influences.  The importance of lived and professional experience perspectives will be emphasized throughout the unit. The unit provides students with a comprehensive overview of key theories, policies and perspectives on mental health and wellbeing in education. We will explore contemporary theoretical frameworks; national and international policy and practice in different sectors/phases of education; and multi-disciplinary (e.g. educational, psychological, sociological, epidemiological, public health, health economic) influences.  The importance of lived and professional experience perspectives will be emphasized throughout the unit. The unit aims to develop students’ knowledge and understanding of key theories, policies and perspectives on mental health and wellbeing (MHWB) in education. This includes exploration of contemporary theoretical frameworks; national and international policies; and psychological, sociological, epidemiological, and health economic perspectives.  <ul><li>Explain the diverse theoretical frameworks of, and multi-disciplinary influences on, how we conceptualize MHWB and its determinants.</li><li>Describe the key features of policies concerning MHWB in education and their application across different phases and sectors. </li></ul> <ul><li>Appraise the strengths and limitations of different theoretical frameworks of MHWB and their application in education.</li><li>Critically evaluate policy and practice relating to MHWB within educational settings.</li></ul>  <ul><li>Communicate complex MHWB-related concepts clearly and concisely.</li><li>Conduct systematic and effective literature searches to identify relevant research evidence in the field   </li></ul> <ul><li>Use digital tools to summarise, visualise and convey key MHWB policy features to a professional audience.</li><li>Analyse and reflect upon the influence of different lived and professional experiences, and ethical, cultural and systemic factors, in shaping our understanding of MHWB.</li></ul> Weeks 1 and 2: Conceptualising MHWB across disciplines, borders, and lived and professional experience perspectives.Week 3 and 4: Theories and frameworks 1: medical model, social model, complete state model, network model, hedonic and eudaimonic wellbeing. Week 5 and 6: Theories and frameworks 2: adversity, risk and resilience processes underpinning mental health and wellbeing. Weeks 7, 8 and 9: MHWB policy and practice in different sectors/phases of education.  Unit content will be delivered through 9 x 2.5 hour lectures/workshops (22.5 hours total, whole class). Lectures/workshops will encourage active student participation through whole-class discussions (e.g. contrasting interdisciplinary perspectives, including cultural and systemic factors, to understand the complexity of MHWB in education) and smaller group work (e.g. critique of national and international policies, legislation, and guidelines). Asynchronous and synchronous digital learning tools will be used, including Kahoot! Menti and Padlets to share ideas. Asynchronous online learning via engagement with VLE materials (e.g., multimedia learning resources, self-assessment activities) will build on/extend learning from the lectures.Finally, students will be expected to engage in both directed (e.g., pre- and/or post-session reading) and independent (e.g., searching the academic literature and identifying relevant sources) reading, and assignment preparation.   2 Written assignment (inc essay) 67% 7 Oral assessment/presentation 33% Via the VLE, using standard marking rubric, within standard period following submission deadline. MSc Mental Health & Wellbeing MSc Mental Health & Wellbeing PGDT Taught Component Mandatory MSc Mental Health&WellbeingPT MSc Mental Health&Wellbeing PT PGDT Taught Component Mandatory N 1. Morrison, L., McCartan, C., CiarAin, S., & Mulholland, C. (2026). Models of mental health. London: Bloomsbury.  2. Pilgrim, D. (2022). Key concepts in mental health (Sixth edition). London: Sage.  3. Laver- Bradbury, C., Thompson, M., Gale, C., & Hooper, C. (2021). Child and adolescent mental health: Theory and practice. London: Taylor and Francis 4. Heenan, D. & Betts, J. (2025). The short guide to mental health. Bristol: Policy Press. Lectures 22.5 127.5