Abstract
Background- Extant research indicates that ESOLs present language-specific and wider mental health needs while resettling. Equipping and empowering them to express the self and needs in native and non-native languages and other means could improve communication skills for help-seeking and mutual support in the host country.
Aim/Objectives- Our BIG-funded programme aimed to inform ESOL learners on emotion monitoring and help-seeking by wellbeing workshops, dance movement psychotherapy (DMP) and individual support (1:1), at a further education college. Objectives include evaluating language-related wellbeing needs, mental health states and MES feedback.
Methods- For 5 weeks learners’ (N>50) language and wellbeing needs were collated in a bespoke Needs Survey, and mental health in WHO Quality of Life scale, Patient Health Questionnaire (depression), Generalised Anxiety Disorder measure, and the Warwick-Edinburgh Mental Health Wellbeing Scale (multilingual versions). They fed back on workshops, DMP and 1:1 in Session and Outcome Rating scales and by writing in their preferred language.
Results- Learners rated English speaking as their weakest proficiency, commonly reported an inability to express feelings or being misunderstood, and most impacted by confidence issues, hoping to use MES to improve English and mental wellbeing. Their mental health (N=16-33) scores were comparable to the general population with little subgroup variation. Small-group workshops and DMP had slightly higher SRS and ORS ratings than a final multigroup session, but feedback was favourable referring most to learning about emotions, wishing for a longer series.
Conclusion- Despite their diversity and normative mental health, ESOLs shared English-related wellbeing issues, hoping to connect more with others. This can be supported by wellbeing promotion focusing on sharing emotions and enabling learners to take part in preferred languages to boost access, engagement and outcomes.
Aim/Objectives- Our BIG-funded programme aimed to inform ESOL learners on emotion monitoring and help-seeking by wellbeing workshops, dance movement psychotherapy (DMP) and individual support (1:1), at a further education college. Objectives include evaluating language-related wellbeing needs, mental health states and MES feedback.
Methods- For 5 weeks learners’ (N>50) language and wellbeing needs were collated in a bespoke Needs Survey, and mental health in WHO Quality of Life scale, Patient Health Questionnaire (depression), Generalised Anxiety Disorder measure, and the Warwick-Edinburgh Mental Health Wellbeing Scale (multilingual versions). They fed back on workshops, DMP and 1:1 in Session and Outcome Rating scales and by writing in their preferred language.
Results- Learners rated English speaking as their weakest proficiency, commonly reported an inability to express feelings or being misunderstood, and most impacted by confidence issues, hoping to use MES to improve English and mental wellbeing. Their mental health (N=16-33) scores were comparable to the general population with little subgroup variation. Small-group workshops and DMP had slightly higher SRS and ORS ratings than a final multigroup session, but feedback was favourable referring most to learning about emotions, wishing for a longer series.
Conclusion- Despite their diversity and normative mental health, ESOLs shared English-related wellbeing issues, hoping to connect more with others. This can be supported by wellbeing promotion focusing on sharing emotions and enabling learners to take part in preferred languages to boost access, engagement and outcomes.
| Original language | English |
|---|---|
| Publication status | Published - 14 May 2025 |