Teachers’ embodiment of mental health and movement: Competing narratives in the implementation of a whole-school mental health promotion intervention in UK primary schools.

Abstract

The rising mental health concerns among UK children highlight teachers' importance in school mental health promotion. Yet, there remains a gap in understanding how teachers' perspectives impact interventions. This research aimed to explore teachers' perceptions of mental health and movement in relation to their implementation of Stormbreak, a whole-school intervention in five primary schools in the Southwest of England. A qualitative approach, consisting of two phases, was adopted to gain insights before and during the COVID-19 pandemic. Semi-structured interviews were employed to explore the lived experiences of six teachers with a focus on mental health and movement and associated selves and identities. The data underwent structural and thematic narrative analyses. Analyses of teachers' body narratives, framed by the contexts of sports, health, and education, revealed most teachers held positive and evolving views on sports and mental health. Teachers told inspiring stories of resilience, drawing on the dominant narrative of "get on with it" as coping responses for enhancing mental well-being. Male teachers created hypercompetitive athletic identities, reinforcing stereotypically masculine traits, while female teachers constructed strong identities in sports that emphasised traditional feminine characteristics. However, one teacher presented a counternarrative, highlighting the negative aspects of physical activity culture and the exclusion of individuals with larger bodies who challenged societal norms of masculinity and femininity in sports. Crucially, engagement with a movement and mental health programme compelled her to confront and renegotiate her relationship with physical activity. Meanwhile, other teachers adopted more vulnerable narratives of mental health and movement amidst the disruption caused by the COVID-19 pandemic. These narratives highlight how cultural contexts shape teachers' professional lives and identities. Understanding their body-self relationships, which can drive engagement or resistance to such interventions, is valuable for holistic teacher-led education and well-being programmes. The discussion also emphasises implications and recommendations for future school initiatives.