Educator Perspectives on Mental Health Supports at the Primary Level

Abstract

During the early years of formal education, young students develop a number of formative academic, motor, behavioral, and socioemotional skills that lay the foundation for future learning. Since student mental health in the early grades predicts academic achievement in later grades, mental health interventions are essential at the primary school level. Not only are teachers expected to provide academic instruction, they are now involved in providing students with mental health services, despite a lack of training to do so. The current study sought to gather the perspectives of 38 primary-level educators to gain understanding about mental health knowledge, current approaches to mitigating mental health challenges, and barriers that prevent them from successfully addressing student mental health issues. Using thematic analysis, three themes developed: (1) Educators indicate supporting primary students’ mental health is within their role; (2) Systems-level constraints prevent effective mental health supports; and (3) Staff desire increased mental health resources. Implications for educators and practice are discussed.

Validation of the questionnaire to measure Chilean teachers’ perception of school violence and coexistence management (VI+GEC)

“…Perhaps most importantly they are often the first to face conflicts among students and they have the power in the classroom to promote prosocial behaviors (Carbone and Assante Del Leccese, 2023). Altering the interpersonal domain includes the need to promote socioemotional skills that would be helpful in the peaceful resolution of conflicts, thus increasing positive coexistence among students (Nygaard et al, 2023). Teachers have that capacity on a day to day basis, even if administration does not create such curricula standards.…”