Why is there hesitation to put mental health programmes into practice, even when they’re proven to work? Our latest study explores the beliefs that can act as barriers, and how simple, targeted messages might help change minds. We surveyed over 1,000 parents, teachers and policymakers across the UK, Portugal and Czechia to test what works and why. The findings will help us create more effective ways to support young people’s mental health and belonging in schools.

We focused on a range of beliefs that previous research has shown can act as barriers to implementing mental health support in schools. To explore this, we surveyed over 1,000 people across the UK, Portugal and Czechia.  Participants included teachers, parents and policymakers, all of whom play a key role in bringing mental health support into classrooms.

Each person read a short message designed to challenge one of these belief barriers. They then rated how clear, convincing and likeable they found the message, and whether it changed the way they thought about the issue. Finally, we asked how likely they would be to use the intervention, recommend it to others, or try it in their own school setting. Their responses helped us understand which types of messages were most persuasive, and whether this varied by country or by group. For example, do teachers respond differently from parents? We also explored whether personal factors, such as belief in science or attitudes towards mobile phone use in classrooms, might influence how people reacted to the messages.

By understanding and addressing these barriers, we can develop evidence-based messages that speak directly to the concerns of teachers, parents and policymakers. These tailored messages are designed to build confidence in school-based mental health and belonging programmes, making it easier for schools to adopt and implement them. In doing so, we aim to support the wider uptake of ASPbelong, helping more young people feel safe, emotionally supported and like they truly belong in the classroom.