A teacher in the UK for over 35 years, Dave’s career focussed on pastoral and welfare aspects of education as an Assistant Headteacher at a large secondary comprehensive school in northern England, UK. After leaving teaching he embarked on a research career focussing on YPAR within a school context. His research has enabled young people to be co-research partners in projects which have enabled them to contribute to school improvement for the first time. Dave also led an Emerging Minds SIG which explored what young people need to take responsibility for their own mental health, and what society needs to do to support them in taking responsibility. He also works as the liaison for the Collaborative Action Research Network (CARN) and the Action Research Network of the Americas (ARNA), and is also an active member of ARNA's YPAR ARC which is committed to developing a global YPAR network. Dave submitted his PhD in March 2023 and is awaiting his viva; his thesis focuses on the impact of power on young people’s identity and agency to act and the impact this can have on school culture.
Dave McPartlan
A teacher in the UK for over 35 years, Dave’s career focussed on pastoral and welfare aspects of education as an Assistant Headteacher at a large secondary comprehensive school in northern England, UK. After leaving teaching he embarked on a research career focussing on YPAR within a school context. His research has enabled young people to be co-research partners in projects which have enabled them to contribute to school improvement for the first time. Dave also led an Emerging Minds SIG which explored what young people need to take responsibility for their own mental health, and what society needs to do to support them in taking responsibility. He also works as the liaison for the Collaborative Action Research Network (CARN) and the Action Research Network of the Americas (ARNA), and is also an active member of ARNA's YPAR ARC which is committed to developing a global YPAR network. Dave submitted his PhD in March 2023 and is awaiting his viva; his thesis focuses on the impact of power on young people’s identity and agency to act and the impact this can have on school culture.
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Redistributing power in schools and how this can impact young people’s agency and identity
Recent Guardian articles have been reporting how this year’s GCSE exam results have been impacted by the crisis in young people’s mental health. There is increasing concern among school leaders about school absence and abnormal levels of anxiety. As I embark on the third blog related to my research, I explore how the research processes I developed, positively impacted the young people involved and acts as a counter to much of what young people see as being wrong with schools.
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Developing schools to enhance young people’s mental health
Research has shown that many risk factors influence young people’s mental health needs, one of which is school expectations. The youth mental health crisis continues, with one in six young people (aged 6-16) having a probable mental health problem. My research aimed to determine what young people thought of their mental health strategy. However, the way in which the research process developed suggests schools have much more to offer than just specific mental health support.
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Mental Health in schools: learning lessons from the past
Whilst the pandemic may be a contributory factor, the increase in mental health problems from one in eight to one in six between 2017 and today is alarming and needs addressing urgently. Unfortunately, it seems that recent changes in education have impacted negatively YP emotional wellbeing.
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