When asked what helps them in their role, participants most frequently discussed their experiences. For Shivani, this included experiences of successfully supporting children’s mental health in her role. When considering what had given her confidence, Shivani stated:
The experience as and when, I know, I'm dealing with the issues. I now kind of know what to say to them. (Shivani)
This suggested that Shivani was working things out for herself and, at the point of interviewing, had developed more confidence from past successes. For others, their experience as a mother was most helpful for them. For instance, Laura felt that this had helped her to have more empathy and understanding of other children.
My son has got additional needs. So, I kind of think that, I don’t know if empathy is the right word, but because I had a little bit of an understanding. I kind of, yeah, that helped. (Laura)
Others mentioned both their TA experience and their experience of being a mother as helpful. Tina stated that this was more helpful than training courses she had attended.
Erm so I think probably the experience that I've picked up along the way from being a parent and working here probably is the main thing. Not, not, you know, courses or anything like that. (Tina)
Karen also talked about her experiences being a mother and working as a TA, as well as linking to her experiences of mental health in her family.
I feel, I feel because I've been here a long time, and because I've had children of my own, I feel I do deal with it OK (laughter). Erm, and I think, you know, I've got by on the skills I have got from having my own children, and what I've known from various members of my family having depression or anxiety. Erm, but I think I'm lucky in that respect. There might be somebody who hasn't worked here very long, and who doesn't really know a lot about mental health, and maybe wouldn't deal with the situation very well. (Karen)
Karen highlighted that her experience had resulted in her ability to cope with situations. Karen’s description of her ability as ‘OK’ and her laughter following could demonstrate her uncomfortableness with dealing with situations or a lack of confidence in her ability. Karen also described that she felt lucky to have had these experiences because she was better equipped to support children’s mental health. This could illustrate that she felt it is a difficult area to support and that she believed that, due to the reliance on staff members’ own knowledge and experiences, some staff would not know how to support children’s mental health.
The impact of personal experiences facilitating an ability to support children’s mental health was also referenced by Aisha.
…because my background is related with this, because in my family there is a lot of stress… problems between my mum and dad. So that's why I think I reflect on how I doing, how I did in school. (Aisha)
Aisha felt that, as a child, her mental health was negatively impacted by her family situation. She believed that this had resulted in her assigning importance to supporting children’s mental health. In addition to personal experiences, many participants mentioned having a personal interest in mental health. As involvement was voluntary, it is likely that the research
attracted TAs who were interested in mental health. Many participants talked about their interest and some, such as Shivani, also mentioned doing additional reading around the topic:
I enjoy it and I kind of, you know, always kind of research and look at the Google or something. You know? To find or to read. How can I do this or that? (Shivani)
4.4.3.2 Desire for Knowledge
Many participants expressed a desire for more knowledge and there were times when they alluded to their lack of knowledge. For example, Rachel talked about struggling to determine whether something was a mental health difficulty or not.
It's very hard to tell whether it's sort of learned behaviour or whether there is an underlying issue. (Rachel)
Laura felt that training was needed to help staff to recognise mental health difficulties and understand that they need to be supported.
I think it'd be good for us all, not just TAs, teachers, TAs, lunchtime supervisors, anybody that’s going to be working with children to be given basic mental health training, just to recognise the signs, recognise, you know, that it's not this huge taboo. (Laura)
Laura highlighted the stigma about mental health, suggesting that training may help to combat this. As well as recognising mental health difficulties, it was suggested by some participants that they wanted training to help them understand how to support children’s mental health. When asked what they would want from training, Karen and Joanne answered:
I think maybe just to support children that might need help or how to deal with certain situations. (Karen)
This illustrates that Karen and Joanne wanted confirmation that they were appropriately supporting children’s mental health and would appreciate advice on how to do this better. Karen suggested that advice could be given through feedback about training from other staff members.
I think there should be some sort of training for, for not everybody, but maybe, you know, well, possibly for everybody. Erm, you know, one person could do the course and then tell everybody else. Yeah, but certainly there needs to be some sort of guidance to how to deal with certain children. (Karen)
Karen demonstrated reluctance to suggest that everyone should receive training which may be indicative of the school pressures and the opportunities for whole staff training. She instead suggested that school staff could be given feedback. Interestingly, Joanne talked about asking for feedback from some staff members that had been on mental health training and not being given any. In the following quote, Joanne’s frustration with not being given feedback is apparent.
But she said, there was no reason for any feedback. And I thought, well, it would have been nice to have got together and sort of say, ‘What did they say to you?’, ‘How are you supposed to treat them, now?’, You know? No. There wasn't any of that. (Joanne)
Of those participants that had received training (either through their job or personally) most talked about it being helpful for their role. Shivani discussed how the course, as well as her own reading, had helped her support children’s mental health.
After the mental health, you know, course. And then I've been reading a lot as well; internet and books. So, I've got the idea now. (Shivani)
Additionally, Tina recognised the importance of training but stated that she wanted training to be delivered by mental health professionals rather than educational professionals.
…the course I'm going on in October is actually people that are in that environment. So they, they’ve actually dealt with children with mental health issues. So you know, they’ll have a different way, and explain things a bit more, a bit more of an
understanding, than somebody that’s a head teacher. (Tina)
However, although recognising that training can be helpful, she described that training only makes some difference and she was not sure how much further training would help her.
Yeah… (pause) I think… training’s great, erm, I don't know what else they can offer though. Because mental health’s quite tricky. I'm not really sure what else they can offer.
This indicates that Tina wanted additional help, that was not necessarily training, but was unsure what other help she could access. This was also alluded to by Rachel who wanted to better understand a child’s emotions.
I don't know, there may not be any training out there that would help you try and decipher. You know, that sort of thing. (Rachel)
Rachel suggested that she would want extra help, but she was not sure if there was training that would help her. Additionally, the way that mental health was talked about by participants might suggest that training is not the solely the best way to provide support. Tina, who had received training, still held some potentially unhelpful beliefs about mental health.
It’s ju… you know, we've got maybe four or five that have got anxiety issues really and worries, but not nothing as mental health as such. (Tina)
Tina’s phrasing suggests that she viewed the term ‘mental health’ as synonymous with ‘poor mental health’, as it can be assumed that she meant that there were no mental health difficulties. This phrasing was also used by Joanne.
You’re talking about mental health, I don't know. I don't think I've ever come across children with mental health. (Joanne)
Joanne stated that she has not come across children with ‘mental health’; again, seemingly meaning that she has not worked with children with mental health difficulties. How these TAs understood the term ‘mental health’ would likely have impacted how they perceived (good or bad) mental health and how they talked about mental health with children. For Joanne, there was a sense that the interview helped her develop her understanding.
Interviewer: Well I'm interested just in your experience. So, would you say before you were thinking about children having a diagnosis?
Joanne: Yes.
Interviewer: And now…
Joanne: Now I'm thinking it’s everywhere. It's their, it's virtually their wellbeing isn’t it? How do you cater for their wellbeing? A lot I hope I do.
By talking about her experiences, it helped Joanne to explore the meaning she attached to the term ‘mental health’; changing this understanding from it meaning a diagnosis of poor mental health, to attributing it to wellbeing. Throughout the interview, Joanne still held some discomfort about using the term ‘mental health’.
So that's all to do with their well-being, I'm gonna use that word instead of ‘mental health’. (Joanne)
Although acknowledging that mental health could have positive connotations, Joanne remained uncomfortable with the term. These examples may indicate that talking through experiences could provide an opportunity for TAs to reflect on their understanding, knowledge, and beliefs. TAs may need continued support over time to develop these understandings and beliefs.