Integrating mental health and wellbeing services in schools has the potential to improve students' socio-emotional wellbeing, engagement in learning and education outcomes. This scoping review aimed to establish and synthesize the current evidence base in relation to the junction of education and mental health and wellbeing practice. A systematic search and screening of peer-reviewed and gray research literature was conducted and resulted in the identification of 56 relevant sources. Extracted data was analyzed using descriptive and qualitative synthesis via content analysis. The largely exploratory and qualitative studies examined a range of influences on interdisciplinary collaborations. Enablers and barriers were interconnected and related to interprofessional relationships, the role of teachers and administrators in collaborations, territorialism, or the perceived practice divide between education and mental health, resourcing issues and the need for role clarity, appropriate training and structures and processes which support joint working. Insights gained may inform practice, policy, and research at the evolving intersection of education and mental health and wellbeing practice.
Bateson et al. (Tue,) studied this question.