Inclusive dialogue: the way forward in anti‐stigma mental health education?

Abstract

Purpose Challenging the stigma of mental illness is a major public health concern. School‐based anti‐stigma education is in its infancy. Little attention has been given to the pedagogical structure of such education, and evidence shows some initiatives have been unsuccessful, or worse, increased stigma. This paper seeks to examine the impact of a novel approach to anti‐stigma education, which aims to overcome these problems, “inclusive dialogue”. It encourages young people to grapple with the complexities of mental illness, with emphasis on personal narratives rather than abstract concepts. Design/methodology/approach A small group of year 10 pupils participated in a series of inclusive dialogue sessions. Qualitative interviews with participants were conducted and their responses along with their contributions during the sessions were analysed. Findings Participants reported that taking part enhanced their confidence in talking about mental illness, increased their understanding and capacity for empathy towards others with mental health problems. They felt the understanding they gained was relevant to their lives and an important educational experience which they would carry forward into their adult lives. Originality/value Inclusive dialogue is a novel approach to education about mental illness which has been evaluated using innovative qualitative methods. It shows promise and requires further investigation.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 43 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.