New research highlights key drivers for effective mental health education in secondary schools

Researchers from the BrainWaves project, in partnership with the University of Oxford’s Department of Education, have published a significant process evaluation in the British Educational Research Journal (BERJ), offering new insights into how secondary schools can effectively implement mental health education.

Based on a two-year longitudinal study involving 24 schools, the paper identifies critical factors that bridge the gap between academic evidence and sustainable classroom practice.

As the burden of mental health care increasingly shifts toward educational institutions, the study addresses a critical gap: while schools are expected to provide support, many teachers report feeling underprepared and lacking the confidence to deliver wellbeing content.

Empowering Teachers Through “Low-Floor/High-Ceiling” Resources

The research, co-led by Dr Ian Thompson and Thomas Godfrey-Fausett of the University of Oxford’s Department of Education, found that teacher confidence is the primary determinant of successful delivery of mental health education, outweighing curriculum content alone.

To address this, the study advocates for a “low-floor/high-ceiling” approach to resource design. This model provides high-quality, ready-to-use materials that allow non-specialist teachers to engage immediately (low-floor) while offering optional, rigorous training and deeper scientific resources for those wishing to expand their expertise (high-ceiling). Such materials have been created by BrainWaves for Secondary Schools, who can register to access the BrainWaves curriculum here.

Dr Ian Thompson said: “Our findings show that providing accessible, well-resourced, and scientifically rigorous teaching materials on mental health represents a promising mechanism for engaging and supporting teachers in improving the wellbeing of young people.”

The Power of Positive Psychology and Language

A key finding of the study is the impact of theoretical framing on student and staff engagement. The research indicates that language grounded in positive psychology, focusing on proactive skills, strengths, and personal agency, is significantly more accessible and credible than medicalized or deficit-focused models.

Furthermore, the paper highlights the importance of providing balanced, evidence-informed education to help students navigate a digital landscape often filled with sensationalist content. By helping students distinguish between normal emotional variations, such as everyday stress, and more serious clinical disorders, schools can prevent the unnecessary pathologizing of healthy human responses while ensuring those in need receive appropriate support.

A BrainWaves Research Partner said: “The BrainWaves Wellbeing Curriculum has been invaluable to our school. The lessons are exceptionally well-designed and allow us to deliver high-quality, engaging, and relevant content to students across all year groups.

“What’s particularly impressive is that these resources enable all staff members, including teaching assistants and non-specialist teachers, to deliver effective mental health education with confidence. Their evidence-based approach delivers multiple benefits that have transformed how we support student wellbeing.”

Read the full paper.