Zusammenfassung
Anliegen: Wie wirkt sich die Arbeit eines Schulcoaches auf die psychosoziale Entwicklung von
Kindern und Jugendlichen sowie das Schulklima aus?
Methode: Zu 3 Zeitpunkten wurden Schüler in Projekt- (n = 292) und Kontrollschulen (n = 300)
sowie Lehrer (n = 323) und Eltern (n = 370) befragt.
Ergebnisse: Der Wunsch nach sozialer Distanz zu psychisch Kranken sank signifikant. Die Schulcoaches
wurden als Vertrauensperson akzeptiert und konnten schulisch wie privat helfen. Freunde
und Familie galten als erste Ansprechpartner.
Schlussfolgerung: Die Schulcoach-Arbeit zeigte einen positiven Einfluss auf alle Mitglieder des Systems
Schule.
Abstract
Objective: How did the work of four school coaches in five Saxonian schools influence children’s
and adolescents’ psychosocial development?
Methods: At three points in time, students at intervention (N = 292) and control schools (N = 300)
were evaluated concerning their social distance towards mentally ill people and their
help-seeking behavior in case of crisis. The survey also included teachers (N = 323)
and parents (N = 370). Data analysis was done descriptively and with random effects
models.
Results: The social distance of the intervention schools declined significantly compared to
the control schools. Having heard or read about mental illnesses, or personally knowing
somebody affected by mental illness, led to less social distance and more empathy.
Information increased the confidence to receive help from a professional consultant.
Friends and family were the main reference groups. The school coaches were accepted
as confidential persons and helped with school and private issues.
Conclusion: The school coaches’ work showed positive influence on all members of the school system.
Schlüsselwörter
Prävention - psychische Gesundheit - Schule - Schulcoach - Evaluation
Keywords
prevention - mental health - school - school coach - evaluation
