Contemporary Issues in Mental Health and Wellbeing in Education

EDUC71501 Contemporary Issues in Mental Health and Wellbeing in Education 15 Semester 1 Postgraduate Taught Level 7 Margarita Panayiotou Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This unit delves into critical, current challenges that impact mental health and wellbeing. We will explore secular trends in mental health prevalence, examining factors like increased risk exposure, new digital influences from social media and gaming, and evolving resilience. The unit also addresses the impact of loneliness, the complexities of neurodiversity, and the mental health implications of global crises such as pandemics and climate change. Furthermore, we will critically assess the role of schools in shaping mental health, including issues such as academic pressure and potential harms of interventions.    This unit delves into critical, current challenges that impact mental health and wellbeing. We will explore secular trends in mental health prevalence, examining factors like increased risk exposure, new digital influences from social media and gaming, and evolving resilience. The unit also addresses the impact of loneliness, the complexities of neurodiversity, and the mental health implications of global crises such as pandemics and climate change. Furthermore, we will critically assess the role of schools in shaping mental health, including issues such as academic pressure and potential harms of interventions.    The unit aims to develop students’ knowledge of contemporary issues within mental health and wellbeing in education, and their skills in critical analysis, reflexivity, and practical application of current theory, evidence, and policy.   <ul><li>Describe current trends in mental health and wellbeing (MHWB), and explain how contemporary issues (e.g. digital lives, global crises) have influenced these trends.</li><li>Explain the range of current policy responses to contemporary MHWB issues, describing their key features, goals, and intended outcomes. </li></ul> <ul><li>Critically evaluate explanatory theoretical frameworks and empirical evidence pertaining to contemporary MHWB issues.</li><li>Appraise current policy responses relating to contemporary MHWB issues. </li></ul> <ul><li>Demonstrate original and imaginative thinking to develop policy strategies to address contemporary MHWB issues</li><li>Effectively communicate complex information and research findings about contemporary MHWB issues concisely to non-academic audiences</li></ul> <ul><li>Reflect on and apply key personal and professional values (e.g., inclusivity, student voice, equity) in designing and proposing solutions to contemporary MHWB issues.</li><li>Use a range of digital tools and skills (e.g. accessing online databases, evaluation of data sources) to gather, synthesize, and present findings about contemporary MHWB issues.</li></ul> Week 1 and 2: Understanding secular trends in mental health and wellbeingWeeks 3 and 4: Digital lives: social media, gaming and technologyWeek 5: The landscape of loneliness and social connectionWeek 6: Global crises and their mental health footprintWeek 7: Schools as sites for interventions and potential harmWeek 8: Academic pressure, discipline, and exclusionWeek 9: On the wellbeing and mental health of staff in educational settings   The unit will adopt nine interactive lectures (9 x 2.5 hour lecture = 22.5 hours). These will include active student participation, facilitated through small group work (e.g. critical evaluation of current policies) and whole class discussion (facilitated through Q&A, Menti and Padlet, as appropriate). Tasks and interactive exercises will be designed to support intended learning outcomes and prepare students in thinking about and planning for their assignment. Pre- and post-session material will be provided to students to guide their independent study, prepare for the sessions, and consolidate learning. This will include recommended reading, multi-media resources (e.g. videos from experts), and other independent learning tasks and opportunities.       2 Written assignment (inc essay) 100% Via the VLE, within 10 working days of submission  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. Humphrey, N. (2027). Everything we know is wrong: rethinking child and adolescent mental health. Bristol: Policy Press.2. Bonell, C. (2025). Toxic education: How schools are damaging young people’s health and wellbeing and how we can fix them. Bristol: Policy Press.3. Pierce, M. et al (2025). Understanding young people’s declining mental health.  London: YFF.4. Harrison, M.S.W., Collier, M.A. & Adelsheim,S. (eds.) (2025). Social media and youth mental health. Washington, DC: APA.5. Jayman et al. (2024). The BERA guide to mental health and wellbeing in schools: Exploring frontline support in educational research and practice. London: BERA6. Etchells, P. (2019).  Lost in a good game. Why we play video games and what they can do for us. London: Icon Books.   Lectures 22.5 127.5