Blix, AnnaAnnaBlixDwan-O'Reilly, MaeveMaeveDwan-O'ReillyWalsh, LauraLauraWalshBooth, AilbheAilbheBoothHeary, CarolineCarolineHearyHennessy, EilisEilisHennessy2025-01-302025-01-302024 Educa2024-11-25Irish Educational Studies0332-3315http://hdl.handle.net/10197/27399Teachers and other school staff are increasingly relied on to address student mental health in secondary schools in Ireland. As part of the Wellbeing Policy Statement and Framework for Practice (2019), the Department of Education set out the ambition to place the promotion of wellbeing at the core and ethos of all schools in Ireland by 2023. This study investigates secondary school staff’s experiences of addressing mental health in schools through qualitative analysis of open question data provided by n = 359 school staff. Reflexive thematic analysis was used to analyse the data, resulting in three themes. The themes highlighted the salience of mental health in schools, the wide variety of ways mental health is integrated in Irish secondary schools, and how mental health in schools can be a source of pressure for staff. The findings of this study suggest that staff, while generally positive towards mental health engagement in schools, do not feel adequately prepared to deliver this content to the extent expected of them. Findings are discussed in relation to the Wellbeing Framework as well as the existing international literature on school based mental health content, and implications for policy and practice are proposed.enThis is an Accepted Manuscript of an article published by Taylor & Francis in Irish Educational Studies on 25 November 2024, available online: http://www.tandfonline.com/10.1080/03323315.2024.2430298.Youth mental healthSecondary schoolMental health promotionSchool staff perspectivesQualitativeThematic analysisJournal Articleahead-of-printahead-of-print12210.1080/03323315.2024.24302982025-01-27EBPPG/2020/106https://creativecommons.org/licenses/by-nc-nd/3.0/ie/