Developing and evaluating an Acceptance and Commitment Therapy (ACT) curriculum in schools

Searle, Emily

Abstract

With statistics showing a decline in child mental health, and acceptance and commitment therapy (ACT) being evidenced as an effective therapeutic model, this PhD initially aimed to investigate the feasibility and effectiveness of an ACT wellbeing intervention within primary schools. After the implementation and evaluation of the wellbeing intervention, whole school attrition and challenges with intervention adherence led to the novel research question: is it feasible to situate universal mental health interventions, in general, within primary schools?
Firstly, a universal ACT curriculum was created to be integrated into the personal, social, health and economic (PSHE) subject of the UK national curriculum. Research and advice from experts in teaching and educational psychology led to the research output of a yearlong ACT curriculum. Study 1 refers to the developmental stage whereby the curriculum and measures were piloted. Correlational results found significant relationships between wellbeing and psychological flexibility, pro-social behaviour and close friend nominations, anti-social behaviour and close friend nominations, and close friend nominations and popular nominations. Training was conducted with teachers and in Study 2, its effectiveness was tested, and results showed a significant increase in ACT knowledge but no significant change in psychological flexibility of participants. Informal feedback was received in both studies which informed developments to the ACT curriculum and measures.
Study 3 evaluated the effectiveness of the ACT curriculum across the year of implementation. Few significant effects were identified; however, in a sub-group of below average wellbeing students, a significant increase in wellbeing and psychological flexibility was found. This suggests the ACT curriculum had a positive effect on participants that needed the wellbeing support most.
Studies 4 and 5 focus on the qualitative analysis of student and teacher experiences of the curriculum through interviews. Key findings suggested the curriculum to be acceptable to the students and gave insight into future improvements. Additionally, teachers identified time pressures as a barrier to adhering to the lessons. A large challenge of this study was adherence to lessons and retention of schools due to the high attrition rates. Therefore, study 6 analysed UK primary school teacher’s (separate from Study 3) experiences of mental health education, which identified challenges of mental health education, barriers, facilitators and further requirements for success.
This thesis details an initial framework of creating and delivering one of the first solely ACT PSHE curriculums within primary schools, with the aim of universally supporting their wellbeing. This research contributes to ACT literature as it shows the acceptability of ACT processes with children and its benefits to children with lower wellbeing. Finally, it updates the knowledge of mental health education feasibility within UK primary schools providing guidance for future research and policy, specifically supporting the process of co-creation.

• Thesis Type: Thesis
• Deposit Date: Aug 8, 2024
• Publicly Available Date: Apr 25, 2025
• Public URL: https://uwe-repository.worktribe.com/output/12774624
• Award Date: Apr 25, 2025