{"id":{"repo_id":"auckland-ms","oai_identifier":"oai:researchspace.auckland.ac.nz:2292/74773"},"canonical_url":"https://search.dev.ndltd.org/etd/auckland-ms/oai:researchspace.auckland.ac.nz:2292/74773","repository":{"repo_id":"auckland-ms","name":"University of Auckland","base_url":"https://researchspace.auckland.ac.nz/server/oai/request"},"display":{"title":"“LET US BE HEARD”: An Exploration of Youth Voices on the Fostering of Mental Wellbeing in New Zealand Secondary Schools","abstract":"This thesis aims to explore youth voices on the fostering and support of youth mental wellbeing in Aotearoa New Zealand secondary schools. This focus stems from a local context of immensely poor – and worsening – youth mental health and wellbeing statistics and local and international literature that argues for the potential of schools to promote youth mental wellbeing. Applying a pragmatic research approach and mixed methods methodology, the methods employed by this study included a self-administered web-based questionnaire with 3398 respondents, followed by semi-structured interviews and a focus group with a total of 12 participants. The young people involved in the research were eager to have their voices heard, and they reported on both their experiences in schools and their ideas for change. Discussing a range of impacting factors, they described a strong and reciprocal relationship between the school context and their experiences of mental wellbeing. Impacting factors included perceptions of their school’s attitudes and approaches to mental wellbeing, their relationships and experiences with teachers and counsellors, mental wellbeing in the curriculum and taught content, teaching approaches, and wider school support systems and practices. The voices of young people through this project highlight gaps between current policy and practice and provide fresh insights into how mental wellbeing could be better supported and fostered in the context of Aotearoa New Zealand secondary schools. This project also highlights the immense importance of including youth voice in such discussions and the eagerness of young people to share theirs.","abstract_html":"This thesis aims to explore youth voices on the fostering and support of youth mental wellbeing in Aotearoa New Zealand secondary schools. This focus stems from a local context of immensely poor – and worsening – youth mental health and wellbeing statistics and local and international literature that argues for the potential of schools to promote youth mental wellbeing. Applying a pragmatic research approach and mixed methods methodology, the methods employed by this study included a self-administered web-based questionnaire with 3398 respondents, followed by semi-structured interviews and a focus group with a total of 12 participants. The young people involved in the research were eager to have their voices heard, and they reported on both their experiences in schools and their ideas for change. Discussing a range of impacting factors, they described a strong and reciprocal relationship between the school context and their experiences of mental wellbeing. Impacting factors included perceptions of their school’s attitudes and approaches to mental wellbeing, their relationships and experiences with teachers and counsellors, mental wellbeing in the curriculum and taught content, teaching approaches, and wider school support systems and practices. The voices of young people through this project highlight gaps between current policy and practice and provide fresh insights into how mental wellbeing could be better supported and fostered in the context of Aotearoa New Zealand secondary schools. This project also highlights the immense importance of including youth voice in such discussions and the eagerness of young people to share theirs.","abstract_has_math":false,"creators":["Penno, Jamie Louise Te Koeti"],"institution":"ResearchSpace@Auckland","degree_name":"PhD","degree_level":"Doctoral","degree_discipline":"Health Sciences","degree_department":null,"school":null,"contributors":[],"advisors":["Hetrick, Sarah","Fitzpatrick, Katie"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T01:06:29Z","subjects":["Education","Health","Population health","Mental health","Mental wellbeing","Wellbeing","Psychological wellbeing","Youth","Youth voice"],"languages":[],"rights":["Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated."],"rights_urls":["https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm"],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2292/74773","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Hetrick, Sarah","Fitzpatrick, Katie"]},{"key":"dc:creator","label":"Author","values":["Penno, Jamie Louise Te Koeti"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-03-02T01:02:59Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["ResearchSpace@Auckland"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Health Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The University of Auckland"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Health","Population health","Mental health","Mental wellbeing","Wellbeing","Psychological wellbeing","Youth","Youth voice"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated."]},{"key":"dc:rights.uri","label":"Rights URI","values":["https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2292/74773"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis aims to explore youth voices on the fostering and support of youth mental wellbeing in Aotearoa New Zealand secondary schools. This focus stems from a local context of immensely poor – and worsening – youth mental health and wellbeing statistics and local and international literature that argues for the potential of schools to promote youth mental wellbeing. Applying a pragmatic research approach and mixed methods methodology, the methods employed by this study included a self-administered web-based questionnaire with 3398 respondents, followed by semi-structured interviews and a focus group with a total of 12 participants. The young people involved in the research were eager to have their voices heard, and they reported on both their experiences in schools and their ideas for change. Discussing a range of impacting factors, they described a strong and reciprocal relationship between the school context and their experiences of mental wellbeing. Impacting factors included perceptions of their school’s attitudes and approaches to mental wellbeing, their relationships and experiences with teachers and counsellors, mental wellbeing in the curriculum and taught content, teaching approaches, and wider school support systems and practices. The voices of young people through this project highlight gaps between current policy and practice and provide fresh insights into how mental wellbeing could be better supported and fostered in the context of Aotearoa New Zealand secondary schools. This project also highlights the immense importance of including youth voice in such discussions and the eagerness of young people to share theirs."]},{"key":"dc:title","label":"Title","values":["“LET US BE HEARD”: An Exploration of Youth Voices on the Fostering of Mental Wellbeing in New Zealand Secondary Schools"]}]}],"canonical_facts":{"dc:contributor.advisor":["Hetrick, Sarah","Fitzpatrick, Katie"],"dc:creator":["Penno, Jamie Louise Te Koeti"],"dc:date.accessioned":["2026-03-02T01:02:59Z"],"dc:date.issued":["2024"],"dc:description.abstract":["This thesis aims to explore youth voices on the fostering and support of youth mental wellbeing in Aotearoa New Zealand secondary schools. This focus stems from a local context of immensely poor – and worsening – youth mental health and wellbeing statistics and local and international literature that argues for the potential of schools to promote youth mental wellbeing. Applying a pragmatic research approach and mixed methods methodology, the methods employed by this study included a self-administered web-based questionnaire with 3398 respondents, followed by semi-structured interviews and a focus group with a total of 12 participants. The young people involved in the research were eager to have their voices heard, and they reported on both their experiences in schools and their ideas for change. Discussing a range of impacting factors, they described a strong and reciprocal relationship between the school context and their experiences of mental wellbeing. Impacting factors included perceptions of their school’s attitudes and approaches to mental wellbeing, their relationships and experiences with teachers and counsellors, mental wellbeing in the curriculum and taught content, teaching approaches, and wider school support systems and practices. The voices of young people through this project highlight gaps between current policy and practice and provide fresh insights into how mental wellbeing could be better supported and fostered in the context of Aotearoa New Zealand secondary schools. This project also highlights the immense importance of including youth voice in such discussions and the eagerness of young people to share theirs."],"dc:identifier.uri":["https://hdl.handle.net/2292/74773"],"dc:publisher":["ResearchSpace@Auckland"],"dc:rights":["Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated."],"dc:rights.uri":["https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm"],"dc:subject":["Education","Health","Population health","Mental health","Mental wellbeing","Wellbeing","Psychological wellbeing","Youth","Youth voice"],"dc:title":["“LET US BE HEARD”: An Exploration of Youth Voices on the Fostering of Mental Wellbeing in New Zealand Secondary Schools"],"dc:type":["Thesis"],"thesis:degree_discipline":["Health Sciences"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["PhD"],"thesis:institution_name":["The University of Auckland"]},"updated_at":"2026-07-24T01:06:29Z"}