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Purpose Teachers are often the first contact for students with mental health difficulties. They are in an ideal position to identify students who are struggling and frequently support them using different approaches and techniques. The purpose of this paper is to investigate secondary school teachers’ experiences of supporting the mental health of their students. Design/methodology/approach Seven secondary school teachers from state-funded schools in the UK participated in face-to-face semi-structured interviews. Interpretative phenomenological analysis was used to understand and structure the data into themes. Findings Five superordinate themes emerged from the data analysis: perceived role of teacher, nature of relationship, barriers to helping the child, amount of training and resource, and helplessness and satisfaction. Participants described the lack of training, resource and clarity about their role to be causes of frustration. Internal and environmental factors often influenced participants’ feelings of helplessness. Research limitations/implications The findings from this study cannot be readily generalised to the wider population due to the nature of qualitative interviews. Practical implications This study has led to a greater understanding of the experiences of teachers within a school setting. It is crucial that mental health training for teachers directly meets their needs and abilities. Originality/value This paper finds value in recognising the lived experience and difficulties faced by teachers supporting students’ mental health problems. A theoretical model is presented based on this analysis that can help inform best practice for schools.

A large proportion of emotional problems begin in adolescence and negatively impact quality of life into adulthood. There have been multiple teacher-delivered, classroom-based programs created to reduce symptoms of internalizing problems amongst young people. This metaanalysis and systematic review aims to examine the effectiveness of teacher-delivered interventions for depression, anxiety, post-traumatic stress disorder (PTSD) and obsessivecompulsive disorder (OCD) symptoms in adolescents, and a range of factors that may impact outcomes. Database searches were conducted from PsycInfo, Medline (PubMed), Scopus, the Cochrane Library and the British Educational Index (from database inception to January 2020). Quality assessment of studies was conducted using the EPHPP Quality Assessment Tool. Fifty-two intervention studies were identified that quantitatively assessed, via controlled design, intervention effects on internalizing disorder symptoms.Two meta-analyses found teacher-delivered interventions were significantly better than control conditions at improving depression (g = -0.12), anxiety (g = -0.13) and PTSD symptoms (g = -0.66) in students. Improvements were only maintained at follow-up for anxiety symptoms and no effect sizes reached a 'small' threshold. However, the effect sizes were 'moderate' within the context of universal prevention programs for young people. No interventions measured OCD outcomes. Overall, the findings suggest that teachers may not be the optimal deliverers of mental health interventions. Improved outcomes were associated with interventions that lasted up to 16 weeks, had program sessions of 45-90 minute duration, and included two or more days of training for teachers. Future studies should aim to improve reporting quality on number of sessions, teacher training and fidelity of intervention.Increased reporting of outcomes from adolescents with high versus low baseline mental health scores would enable a better understanding of for whom interventions are most effective.