Mental health literacy and help-giving responses of Irish primary school teachers

Abstract

Teachers can play a crucial role in identifying and responding to children’s mental health difficulties. This study explored teachers’ mental health literacy (MHL) and their help-giving responses, a topic which is relatively unexplored, particularly at primary school level. Primary teachers (N = 356) responded to a questionnaire that followed the presentation of each of three vignettes: a non-clinical, control, vignette and two clinical vignettes. One of the clinical vignettes described a child with generalised anxiety disorder and another described a child with depression. Mixed-methods questioning was used to assess teachers’ ability to recognise internalising disorders and their help-giving responses. Most participants were able to recognise a child experiencing an internalising disorder, with 84% accurately identifying anxiety and 71% accurately identifying depression. Multiple regression analyses showed that being female and having more exposure to mental illness were significantly associated with greater concern for affected children. Greater concern and confidence in one’s ability to help students in need were significantly associated with teachers’ intention to offer support. More years of teaching experience was associated with less help-giving intentions. MHL training for teachers is recommended so as to improve their ability to identify and respond to children’s mental health difficulties in a timely manner.

Keywords:

• mental health literacy
• teachers
• primary schools
• internalising disorder
• anxiety
• depression

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

* GP: General Practitioner; NEPS: National Educational Psychological Service; CAMHS: Child and Adolescent Mental Health Service; TUSLA: Child and Family Agency.

Additional information

Notes on contributors

Eilís Ní Chorcora

Eilís Ní Chorcora is the Coordinator for Research and Impact for Trinity Access at Trinity College Dublin. Her interests include youth mental health and wellbeing, widening participation and inclusive education.

Lorraine Swords

Lorraine Swords is an Assistant Professor with the School of Psychology and Trinity Research in Childhood Centre at Trinity College Dublin. Her research interests are in peer interactions in the context of physical or mental health conditions in childhood and adolescence, focusing on help-seeking, help-giving and stigmatizing responses.