Addressing the mental health of school students: Perspectives of secondary school teachers and counselors

ABSTRACT

The feasibility of addressing the mental health needs of young people at school is influenced by how staff perceive their role, and the role of schools, in mental health care. Using qualitative methodology, this study investigated the roles of Australian school teachers and counselors. The aims were two-fold: (i) to explore how teachers and counselors perceive the role of the school in student mental health; and (ii) to explore their views about what is being practically done in schools to provide this support. Ninety-one secondary school teachers and 83 counselors (M_age = 39.45) across New South Wales responded to open-ended questions between November 2017 and July 2018. Key themes included support, being on the frontline, collaboration, and education, although there were some discrepancies between staff. Further, counselors endorsed evidence-based programs in schools that directly targeted student mental health. Results indicated that clear professional roles and a coordinated effort are needed to appropriately address student mental health.

KEYWORDS:

• Secondary schools
• counselor
• teacher
• student mental health
• support

Author contributions

Aliza Werner-Seidler conceived of the study and secured funding. All authors contributed to the methodology, including the development of the survey measures. Lara Johnston collected the data, Joanne Beames conducted the data analysis and wrote the manuscript, with assistance from Aliza Werner-Seidler. All authors read, reviewed, refined, and approved the final manuscript.

Consent for publication

Not applicable.

Disclosure statement

The authors declare that they have no competing interests.

Ethics approval and consent to participate

This study has ethics approval from the University of New South Wales Human Research Ethics Committee (HC17468) and the State Education Research Applications Process (SERAP2017339). All participants provided active consent to participate.

Availability of data and materials

Not available.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

The project was funded by an New South Wales Health Early-Mid Career Fellowship awarded to Aliza Werner-Seidler. The funding body had no role in any aspect of the study design or this manuscript.

Notes on contributors

Joanne R. Beames

Joanne R. Beames is a Postdoctoral Fellow at the Black Dog Institute, with expertise in youth, prevention, and implementation research.

Lara Johnston

Lara Johnston is a Research Assistant at the Black Dog Institute, with expertise in youth, e-health, and schools research.

Bridianne O’Dea

Bridianne O’Dea has expertise in online interventions for depression and anxiety, adolescent mental health and wellbeing, and social networking.

Michelle Torok

Michelle Torok is a Senior Research Fellow at the Institute, with expertise in suicide prevention, e-health and translational science.

Katherine Boydell

Katherine Boydell is a Professor of Mental Health and Medicine, with expertise in knowledge translation and qualitative research.

Helen Christensen

Helen Christensen is Director and Chief Scientist at the Black Dog Institute and Professor of Mental Health at UNSW.

Aliza Werner-Seidler

Aliza Werner-Seidler is an Early-Mid Fellow and Clinical Psychologist. She has expertise in youth, prevention, e-health, and schools research.