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Themes emerging from the core literature
Only three 'core' articles were identified in the Annotated Bibliography and these are all limited studies: one reports research in progress, one provides a personal story, and one reports a few voices from a 'consumer consultation'. With the possible exception of the first study, from which results are not yet published, these documents have other intentions and only indirectly provide information about what young people with high support needs in mental health are saying about engagement with school.
However, from these few reports, young people with high support needs in mental health identified the following as strongly supportive factors for their engagement with and at school:
Positive relationships
with teachers and with peers: support, mutuality and respect.
Informed teachers
who know what is happening and why.
Continued learning:
maintenance of the 'core business' of students and teachers.
Avoiding stigma:
acceptance of difference by students and teachers; reduction of negative behaviour such as bullying.
Strong decision-making and control:
over one's circumstances, including in the areas of learning and support.
In various ways, we will also find these themes emerging from the wider pool of other literatures presented in the Annotated Bibliography.
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