Abstract:
There has been an epochal shift in the prevalence of youth mental health issues in Australia. Research shows teachers are in an ideal position to identify, respond to and support adolescents who may be struggling with mental health issues. However, the impact of student mental health issues on the teachers’ wellbeing is multifaceted and demands attention. This study explored the confidence and preparedness of NSW secondary teachers to identify, respond to and support students’ mental health issues. A survey was completed by 175 teachers, followed up by in-depth interviews (n.~20). The survey showed that 91.5% of participants believed that teachers did not have adequate training to respond to student mental health issues. Further analysis revealed not only teachers’ perspectives on student mental health in relation to their role as a teacher, but also the impacts that undertaking this work can have on teachers’ own wellbeing.
Teachers are affected by student issues in various ways, including emotional, psychological, and professional. Teachers report frequent encounters with student mental health issues such as depression, anxiety, and suicidal ideation, resulting in teacher’ additional expenditure of time, resources and emotional labour. Multiple participants indicated feeling unsupported in this role and struggling to maintain their own wellbeing and other professional duties. These factors contribute to increased professional pressure, teacher burnout and, in some instances, compromised wellbeing for teachers themselves. By acknowledging and addressing the interconnected nature of student mental health and teacher wellbeing, steps can be taken to promote healthier, more sustainable learning and teaching environments.
Teachers are affected by student issues in various ways, including emotional, psychological, and professional. Teachers report frequent encounters with student mental health issues such as depression, anxiety, and suicidal ideation, resulting in teacher’ additional expenditure of time, resources and emotional labour. Multiple participants indicated feeling unsupported in this role and struggling to maintain their own wellbeing and other professional duties. These factors contribute to increased professional pressure, teacher burnout and, in some instances, compromised wellbeing for teachers themselves. By acknowledging and addressing the interconnected nature of student mental health and teacher wellbeing, steps can be taken to promote healthier, more sustainable learning and teaching environments.