This thesis explores the current landscape with regards to how the mental health needs of children and young people are being met.

Section one explores the role that trauma-informed schools (TIS) play in supporting students, families and school staff. The scoping review presents key concepts within the current literature on TIS, evaluates and summarises the findings of specific TIS interventions, and identifies areas for further research. The paper includes 70 studies, grouped into one of four categories: theoretical; detailed rationale; tier 1 and 2 interventions evaluated; TIS intervention evaluated. The consensus is that schools are in a unique position to support the learning and development of all students. There is strong theoretical support for the development of TIS as systemic interventions to help mitigate the effects of trauma and prevent re-traumatisation. More rigorous evaluations of TIS and their outcomes would strengthen and increase the value of research in this field.

Section two examines data obtained via the Welsh Health Survey which relates to the mental health and wellbeing of children and young people in Wales. A binomial generalised mixed effects model regression was used to explore whether a young person’s age, sex and socioeconomic status impacts their odds of receiving professional support for their mental health. The findings show that, after controlling for need, young people from low socioeconomic backgrounds are significantly less likely to receive professional support for their mental health than those from higher socioeconomic backgrounds. The study suggests that young people would benefit from the development of a system which is less reliant on the subjective evaluations of adults. These findings are discussed within the wider context of existing research.


Chapter three discusses clinical implications for both papers, ideas for further research, alongside personal reflections of the main researcher.