Exploring School-Based Mental Health and Wellbeing Provision for Young People: Developing a Stepped Care Approach with Digital Integration

Mental health and wellbeing (MHWB) among young people (YP) is a growing global concern, with approximately 13% of adolescents aged 11-19 affected by a mental health disorder, yet half do not receive treatment and over a quarter do not seek help. Early adolescence represents a critical developmental window, with biological, social, and psychological changes shaping long-term outcomes. Schools provide an ideal context for mental health promotion and prevention through malleable social and emotional skills development. This PhD adopts a multi-stage, multiphase mixed methods design with exploratory sequential elements, underpinned by participatory principles to develop a hierarchical stepped care framework integrating digital innovations for YP (10-18 years). Four sequential, interlinked stages will be conducted: (1) systematic umbrella review of evidence-based school interventions, including digital augmentation (2) participatory workshops with YP and stakeholders to identify needs, gaps, and opportunities (3) development of an evidence-informed Theory of Change for a stepped care model of school-based MHWB provision (4) pilot evaluation of a framework component to assess feasibility, acceptability, and preliminary outcomes. The project will employ qualitative thematic analysis and quantitative prepost intervention comparisons, integrating findings to refine the framework. René will complete carefully selected training modules, alongside a placement with Pnemua Healthcare, chosen to enhance research and academic skills. Combining co-production, digital innovation, and evidence synthesis, this PhD produces an acceptable, feasible, scalable, contextually relevant framework to enhance school-based MHWB provision, inform policy, and contribute to the long-term wellbeing of adolescents, while ensuring René emerges from the programme a well-rounded early career researcher.