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

Maclean, L. and Law, J. M. (2022) Supporting primary school students' mental health needs: teachers' perceptions of roles, barriers, and abilities. Psychology in the Schools, 59(11), pp. 2359-2377. (doi: 10.1002/pits.22648)

Abstract

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.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Law, Dr Jeremy
• Authors: Maclean, L., and Law, J. M.
• College/School: College of Social Sciences > School of Social & Environmental Sustainability
• Journal Name: Psychology in the Schools
• Publisher: Wiley
• ISSN: 0033-3085
• ISSN (Online): 1520-6807
• Published Online: 21 January 2022
• Copyright Holders: Copyright © 2022 The Authors
• First Published: First published in Psychology in the Schools 59(11): 2359-2377
• Publisher Policy: Reproduced under a Creative Commons License