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Contribution title Understanding barriers and facilitators for a school-based art and wellbeing programme to prevent anxiety and depression
Contribution code D3.123
Authors
  1. Liz Jestico University of Bristol Presenter
  2. Nikki McAuslan Butterfly Creative Therapy
  3. Helen Bould University of Bristol
  4. Hannah Brana-Martin University of Bristol
  5. Lucy Condon Bristol Biomedical Research Centre and Clinical Research Facility
  6. Emma Davies St Cyres School
  7. Judi Kidger University of Bristol
  8. Eva Roberts Bristol Biomedical Research Centre and Clinical Research Facility
  9. Sophie Turnbull University of Bristol
  10. Naomi Warne University of Bristol
Form of presentation Poster
Topic
  • T35 - School based intervention
Abstract Aims: This study forms part of the 'Create for Confidence' project which is co-developing an art and wellbeing programme for young people aged 11-12 years old in UK secondary schools to prevent anxiety and depression. The current study aimed to understand barriers and facilitators for the programme in schools.

Methods: We conducted 15 different focus groups with 22 young people, 14 parents, 17 teachers, 18 school leaders, and 13 creative therapists and mental health professionals. Having developed a topic guide with questions to structure the discussion, we embedded creative activities within each group to promote conversation around potential barriers and facilitators. We used reflexive thematic analysis to create themes based on discussions and creative outputs.

Findings: Participants strongly believed in the value of an art and wellbeing programme, but noted barriers that may block its implementation. They highlighted variations in time, funding and space to facilitate the programme, which led to acknowledgement that the programme should be designed with flexibility to allow each school to find contextual solutions. Obtaining ‘buy-in’ from students, staff and communities was also anticipated to be a barrier. Creating a programme that was engaging for students and provided a safe space to be creative and discuss their wellbeing without fear of judgement was seen to be essential to the programme’s success.

Conclusion: Key barriers included practical constraints and garnering support at all levels of the school community. Fostering student engagement and nurturing a safe space were seen as facilitators for an art and wellbeing programme.