Supporting primary school students' mental health needs: Teachers' perceptions of roles, barriers, and abilities

• Published in: Psychology in the schools Vol. 59; no. 11; pp. 2359 - 2377
• Main Authors: Maclean, Louise, Law, Jeremy M.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley 01.11.2022; Wiley Subscription Services, Inc
• Subjects: Adequacy; attitudes; Barriers; Child & adolescent mental health; Child Health; Child Role; Children; Children & youth; Classrooms; Early intervention; Elementary School Students; Elementary School Teachers; Elementary schools; Faculty Development; Foreign Countries; Health education; Health Needs; Health problems; Health Promotion; Identification; Intervention; knowledge; Knowledge Level; Mental Disorders; Mental Health; Perceptions; Polls & surveys; Preservice training; Professional development; Role Perception; Teacher Attitudes; teacher perceptions; Teacher Role; Teacher Student Relationship; teacher training; Teachers; Teaching; United Kingdom (Scotland); United Kingdom > UK
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.22648

Mental health problems among children are on the rise across the United Kingdom. Teachers are uniquely placed to play a vital role in early identification and intervention. This study aims to identify and discuss potential barriers among Scottish teachers' concerning their role in supporting children's mental health. One hundred and seventy‐nine Scottish primary school teaching staff from 30 different council areas completed an online survey. The survey examined mental health concerns observed in the classroom; barriers to support; perceived personal knowledge; and training. Results indicate that teachers believe they have a role in supporting children's mental health. However, teachers perceive themselves as having a lack of knowledge and specific skills to promote positive mental health. A lack of adequate training was identified as a primary barrier to delivering adequate supports and identification. Results demonstrate the need for a greater emphasis on professional development and preservice training to address this knowledge gap. Highlights This study reports on teachers' perceptions of their roles, abilities, and the barriers experienced when supporting children's mental health in a UK classroom setting. Teachers were found to be committed to schools taking an active role in the delivery of mental health education. Teachers perceive themselves as lacking knowledge and specific skills to support students' mental health needs. Results indicate that a lack of adequate training acts as a barrier to the delivery of suitable mental health support and identification.