Parents suffering from depression, their experience engaging with school professionals

Abstract

BACKGROUND: Schools are instrumental in supporting the wellbeing of children and adolescents, particularly when this occurs in partnership with families. When parents have mental health problems their children are at greater risk of developing internalising and externalising behaviours. The aim of this study was to acquire insights into barriers and facilitators to a successful parent-school relationship when parents suffer from depression.

METHODS: This was a qualitative study applying Braun & Clarke’s reflexive thematic analysis style. Data were gathered through individual semi­-structured interviews and purposive sampling was used to recruit participants. Mental health professionals in Community Mental Health Clincs were asked to help in recruitment. Parents suffering from depression, having children aged 5-16, were invited to participate and six mothers came forward.

RESULTS: The main themes identified to represent the experience of parents were, ‘Children’s needs prompt engagement’, ‘Ease of access matters’, ‘The value of being understood’ and ‘Understanding the silence and distancing’.

CONCLUSION: Findings showed that participants engaged with school professionals to address concerns related to their children. Parents recounted that they approached school professionals to share concerns about their children or responded to professionals who broached concerns. While an understanding attitude from these professionals encouraged parents to approach schools, blame and judgement led to withdrawal. It is recommended that engagement with parents is a core component in mental health literacy for educators. Discussion at an interagency level about the fear parents have of losing custody of their children is advised.