Thesis
Precarity, primary schools and pupil wellbeing
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2026
- Thesis identifier
- T18081
- Person Identifier (Local)
- 202158756
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- Precarious employment is now an increasingly common reality for workers in Scotland. The detrimental impact of such employment on the mental health and wellbeing (MHWB) of workers and their families is well documented. However, little is known of how these issues affect schools. This paper focuses on Scottish primary schools’ awareness of precarity and their response to pupils’ MHWB needs. Drawing upon the findings from a mixed methods study involving pupils and staff from four Scottish primary schools, I first sought to establish the level of awareness of precarity as well as staff members’ perceptions of how MHWB issues affected their pupils. Then, following Antonovsky’s salutogenic approach, the means by which schools might improve the promotion of pupils’ mental wellbeing were also examined. Analysis of the findings reveals that the prevalence and severity of MHWB issues amongst pupils has increased over recent years. However, there is little awareness in schools of precarious employment as posing a risk factor for their children’s MHWB. Other factors were described as impacting pupils’ MHWB; I argue that these amount to twin risks of a ‘precarious childhood’ and a ‘digital childhood’. Furthermore, these harms may act in synergy. Lack of awareness of factors such as precarity, as well as doubts about MHWB awareness in schools has led to an increase in scepticism amongst staff members about the true extent of pupils’ MHWB issues; this may act as a barrier to supporting pupils needs. Staff members saw greater numbers of staff as key to meeting pupils’ needs. However, pupils described a desire for more immediate, modest and contextual improvements in their school’s response; improvements which were denigrated by some staff members despite evidence that they may be achievable and effective. Accordingly, this paper argues that ‘small wins’ in improving MHWB may be obtained by consulting pupils and enacting their suggestions, in a process that also bolsters the school’s sense of community and social justice. Furthermore, a more nuanced and informed understanding of employment and its effects on MHWB is necessary in order to adapt to the changes brought about by fifty years of neoliberal policies. This may be achieved by enhancing initial teacher education around MHWB.
- Advisor / supervisor
- Kirk, David, 1958-
- Resource Type
- DOI
- Date Created
- 2025
- Embargo Note
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