Imagining Futures: Evaluation of a blended programme of dialectical behaviour therapy and the creative arts for young women with a history of self-harm.

Objectives: To evaluate an arts-enhanced dialectical behavioural therapy skills group for managing emotions and self-harm, implemented via an innovative public sector/third sector partnership to increase access to care.

Design: This is a pilot mixed-methods study.

Methods: To assess participant experience in the 'Imagining Futures' programme, we examined self-report questionnaires and qualitative focus group interviews using framework analysis.

"We're not one-box issue people": Intersectional perspectives on LGBTQ+ mental health in schools: A UK qualitative study with students, staff and training providers.

There is limited intersectionality-informed, contextually diverse qualitative research on school experiences of LGBTQ+ students and links to mental health. Focusing on racialized, ethnic minority and religious/faith groups, this coproduced UK study examines how: 1) sexual and/or gender diverse students with intersecting minoritized identities experience school; 2) school environments could better support their mental health; and 3) what shapes school inclusion initiatives. In-depth interviews and focus groups were conducted with 22 staff members, 32 students (13-19 years), and nine LGBTQ+ school inclusion training providers.

Intersectionality informed and narrative-shifting whole school approaches for LGBTQ+ secondary school student mental health: A UK qualitative study.

School is a key site for prevention and early intervention in public mental health, with sexual and gender minority students being a priority group for action. Context is important in understanding how school inclusion of sexual and gender minorities shapes mental health and well-being, with rapidly changing social and political forces necessitating ongoing research. This coproduced UK secondary school-based study aimed to understand (a) key components of mentally, socially and emotionally healthy school environments for LGBTQ+ students considerate of intersecting minoritised identities; (b) staff information, skills and capacity needs and (c) factors influencing uptake and implementation.