In this thesis, I explore factors and strategies that influence and promote mental health and wellbeing among children with disabilities. Discussion is based on findings from four published articles. Paper 1 presents a scoping review of mental health support for deaf and hard of hearing children. Qualitative research in paper 2 explores communication, inclusion and mental health among deaf and hard of hearing children in the Gaza Strip. Paper 3 outlines the process of developing mental health and psychosocial support guidelines for deaf and hard of hearing children in the Gaza Strip. Paper 4 presents qualitative research on the experiences of adults and children with intellectual disabilities and their families in England and Scotland during the COVID-19 pandemic. Using a social-ecological framework, I synthesise and discuss findings in the context of the wider literature. I consider factors that influence the mental health and wellbeing of children with disabilities across four levels (environment, community, caregivers, child), as well as strategies for support, including treatment and methods to promote mental health. Findings show that disability inclusion is central to the mental health and wellbeing of children with disabilities, influencing the societies in which children live and the systems available to support them. Considering environment, government action (and inaction) can marginalise children with disabilities and their families, negatively impacting mental health and wellbeing. This was exemplified during the COVID-19 pandemic. At community-level, stigma and discrimination contribute to exclusion of children with disabilities, affecting mental health. At the level of the caregiver, caregiver mental health and caregiver knowledge on disability influence child wellbeing. At the individual-level, identity and self-esteem of children with disabilities influence their mental health and wellbeing. This thesis contributes to our understanding of mental health and wellbeing among children with disabilities and examines the implications for research, policy and practice.
