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Identification Matters: How Data Sharing Affects Pupil Honesty and Engagement in Universal School Well-Being
Colin Palmer1, Paul Patterson2, Helena Tuomainen3
1Warwick Medical School, University of Warwick, Coventry, United Kingdom; Children's & Young Persons Division, Birmingham & Solihull Mental Heath Foundation Trust, Birmingham, United Kingdom.
Summary
Pupil well-being assessments are affected by data sharing concerns. Secondary students anticipate less honesty when identifiable, especially with school staff, highlighting the need for trust and privacy in mental health support.
Area of Science:
- Child and Adolescent Psychology
- Educational Psychology
- Mental Health Services Research
Background:
- Universal well-being assessments in schools can aid early identification of mental health needs.
- Understanding pupil perceptions of privacy and confidentiality is crucial for assessment acceptability and authentic engagement.
Purpose of the Study:
- To investigate how hypothetical identification and data sharing impact pupils' anticipated honesty and engagement in well-being assessments.
- To determine if known help-seeking barriers predict negative responses to such assessments.
Main Methods:
- Cross-sectional survey of 12,377 primary and secondary pupils across 55 English schools.
- Pupils reported potential changes in honesty/engagement if responses were identifiable and shared with various stakeholders.
- Mixed-effects logistic regression analyzed predictors including demographics, school connectedness, and mental well-being.
Main Results:
- Identification and data sharing significantly influenced anticipated engagement, more so in secondary pupils.
- Sharing with school staff led to the most negative anticipated responses; external professionals elicited the fewest.
- Lower well-being, reduced school connectedness, and being female predicted more negative anticipated responses.
Conclusions:
- Pupil engagement with well-being assessments is sensitive to data access policies, with developmental variations.
- Enhancing trust, privacy, school connectedness, and pupil autonomy may improve assessment acceptability and data accuracy.
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