Barriers, facilitators, and moderators: educator perspectives on the implementation of nature-based programs for mental health and well-being in UK secondary schools

Thesis

Background: Stress and anxiety have risen among young people in the UK, alongside increased rates of mental health disorders. Adolescent mental health struggles represent an unmet need in the UK, impacting individuals and society at large. Decreased interaction with nature is thought to contribute to declining adolescent mental health, and secondary schools are seen as an opportunity to introduce nature-based programs (NbPs) to promote student mental health and well-being (MHWB). Current research, however, has overlooked the practical considerations of implementing NbPs in secondary schools.

Aim: This dissertation seeks to identify the factors that improve or impede NbP implementation and understand the interactions between these barriers and facilitators. Methods. Perspectives from secondary school educators involved in facilitating NbPs were collected through semi-structured interviews. The interviews were recorded and transcribed, then analyzed using a thematic, deductive-inductive approach.

Results: Educators described barriers and facilitators to NbP implementation. These factors existed at the individual level of students and educators, as well as the institutional level of Department for Education (DfE) policies. Factors at the institutional level influenced the occurrence of factors at the individual level. The characteristics of NbPs moderated the types of barriers and facilitators impacting NbP implementation.

Conclusions: Policies regarding the implementation of NbPs must consider the varied characteristics of NbPs and secondary schools. The DfE can improve NbP policy by focusing on institutional factors: increasing NbP funding, allowing for curriculum flexibility, dedicating time for educator planning, and standardizing NbP evaluation frameworks.

Authors: Letendre, M

• DOI: 10.5287/ora-zbvvxprp9
• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Subjects: Mental health policy; Mental health; Nature