Participatory Group Textile Practice as a Route to Support Mental Health and Social Interaction in Secondary School Pupils

Abstract

The mental health of young people in the UK today has become a significant cause for concern, particularly as the impacts of COVID-19 lockdowns, school closures and bereavements are recognised and assessed. Schools are charged with identifying and supporting pupils who are struggling with their mental health and wellbeing, and with delivering a prescribed mental health curriculum for pupils of each age range. It is widely accepted that involvement with creative activity can make a positive contribution to the sense of wellbeing; however, curriculum changes in each sector have diminished creative opportunities in schools leaving many children, particularly those from lower income communities, without regular access to the arts and, as a result, limited opportunity to enhance their wellbeing in this way. This paper outlines the methodology, implementation, and findings from a pilot study with secondary pupils in a Birmingham inner-city through school as part of a research investigation into the relationship between the mental health of young people and participatory group textile practice. Working primarily with a core group of eight pupils aged between 11 and 15, all with experience of poor mental health, the project progressed from idea generation to completing and sharing the final textile outcome. As a six-week group hand-stitch project, the study focused on the impact of the shared process on the pupils, benefits to individuals in terms of personal development and wellbeing, and the positivity generated through successful completion of the project. A participant-observer qualitative methodology was implemented in the research, with questionnaires also informing the project evaluation.

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