'I don't know what the word means, but I've heard it.' An exploration of children's understanding of mental health.

This study investigated how children aged 9 to 10 years conceptualize "mental health," defined here using the MIND definition as "how we think, feel and act," through qualitative focus groups in a UK primary school with a diverse, low socioeconomic status population. Initial child responses revealed disconnected, often pathogenic and discriminatory understandings of mental health, while scaffolded discussions using a vignette elicited more nuanced themes centered on values and beliefs, social connectedness, and safety, including awareness of bullying and stigma. The findings highlight the importance of involving children in the design and evaluation of mental health interventions to ensure developmental appropriateness, reduce misconceptions, and address stigma effectively. Limitations include lack of data on participants' family dynamics or personal mental health experiences and potential parental reluctance to engage with the topic. The study underscores schools' critical role in promoting mental health literacy tailored to children's perspectives and language.