Abstract:
There are various complex issues facing education, at a local, national, and international level. One pressing issue transcending all these levels is youth mental health issues. Research indicates the pervasiveness of youth mental health issues within the Australian context is rising. With so many young Australians experiencing mental health issues, teachers play a pivotal role as frontline observers, responders, and supporters. However, investigations into teachers' confidence and preparedness to respond to these student mental health issues has been neglected within an Australian context.
This study explored the confidence and preparedness of NSW Secondary teachers to identify, respond to and provide support for students who may be experiencing mental health issues. This study surveyed 175 current NSW secondary teachers and conducted in-depth interviews with 20 participants to explore their perceptions and experiences concerning student mental health. Initial results indicate a range of confidence and experiences, with some teachers expressing a high degree of confidence in supporting students with mental health issues, while many others feel ill-equipped.
Several themes have emerged from this research which have contributed to this lack of confidence among secondary teachers. A considerable proportion of participants noted a lack of training specific to mental health issues, with 91.5% of participants indicating that teachers do not have an adequate level of training in this area. Participants indicated that due to a lack of training, they were required to use informal strategies, such as building relationships with students, trying to establish behavioral changes, or seeking advice from other colleagues. Additionally, institutional support (or lack of) emerged as a crucial factor which impacts a teacher's confidence to respond to these issues and a key factor in managing their own wellbeing. Some participants indicated that they experience difficulty in maintaining their own wellbeing and balancing the various roles involved with teaching while navigating student mental health issues.
This study highlights the importance of exploring and acknowledging teachers' feelings of confidence in responding to student mental health issues. Institutional changes are needed to shift the narrative of teacher's confidence in student mental health issues. To facilitate these ideas, this paper will be delivered by weaving together narrative examples and empirical data to illustrate the various dimensions involved in this area of study. By understanding and bolstering teachers' confidence and self-efficacy in addressing student mental health, schools can cultivate more inclusive and supportive learning environments where students feel understood, valued, and are empowered to thrive.
This study explored the confidence and preparedness of NSW Secondary teachers to identify, respond to and provide support for students who may be experiencing mental health issues. This study surveyed 175 current NSW secondary teachers and conducted in-depth interviews with 20 participants to explore their perceptions and experiences concerning student mental health. Initial results indicate a range of confidence and experiences, with some teachers expressing a high degree of confidence in supporting students with mental health issues, while many others feel ill-equipped.
Several themes have emerged from this research which have contributed to this lack of confidence among secondary teachers. A considerable proportion of participants noted a lack of training specific to mental health issues, with 91.5% of participants indicating that teachers do not have an adequate level of training in this area. Participants indicated that due to a lack of training, they were required to use informal strategies, such as building relationships with students, trying to establish behavioral changes, or seeking advice from other colleagues. Additionally, institutional support (or lack of) emerged as a crucial factor which impacts a teacher's confidence to respond to these issues and a key factor in managing their own wellbeing. Some participants indicated that they experience difficulty in maintaining their own wellbeing and balancing the various roles involved with teaching while navigating student mental health issues.
This study highlights the importance of exploring and acknowledging teachers' feelings of confidence in responding to student mental health issues. Institutional changes are needed to shift the narrative of teacher's confidence in student mental health issues. To facilitate these ideas, this paper will be delivered by weaving together narrative examples and empirical data to illustrate the various dimensions involved in this area of study. By understanding and bolstering teachers' confidence and self-efficacy in addressing student mental health, schools can cultivate more inclusive and supportive learning environments where students feel understood, valued, and are empowered to thrive.