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PurposeChallenging the stigma of mental illness is a major public health concern. School‐based anti‐stigma education is in its infancy. Little attention has been given to the pedagogical structure of such education, and evidence shows some initiatives have been unsuccessful, or worse, increased stigma. This paper seeks to examine the impact of a novel approach to anti‐stigma education, which aims to overcome these problems, “inclusive dialogue”. It encourages young people to grapple with the complexities of mental illness, with emphasis on personal narratives rather than abstract concepts.Design/methodology/approachA small group of year 10 pupils participated in a series of inclusive dialogue sessions. Qualitative interviews with participants were conducted and their responses along with their contributions during the sessions were analysed.FindingsParticipants reported that taking part enhanced their confidence in talking about mental illness, increased their understanding and capacity for empathy towards others with mental health problems. They felt the understanding they gained was relevant to their lives and an important educational experience which they would carry forward into their adult lives.Originality/valueInclusive dialogue is a novel approach to education about mental illness which has been evaluated using innovative qualitative methods. It shows promise and requires further investigation. |
