Government statistics illustrate that children's mental health problems are rising. Both research and policy recognise that schools provide an ideal environment to promote mental health and therefore, schools are positioned as central to identifying and responding to children's mental health problems.Consequently, teachers are seen to play a crucial role in fostering positive relationships, developing supportive environments and implementing targeted interventions. There are a number of research studies which focus on the teacher role in children's mental health, but few look in detail at the lived experience of primary school teachers to provide deeper exploration of individual teacher perspectives. The aim of my research is to explore how primary teachers in the United Kingdom conceptualise mental health, specifically children's mental health, how they view and make sense of their role in relation to this, and how they approach working with children based on these understandings. In focussing on teachers' specific experiences and exploring individual stories of
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