Are teachers adequately prepared to be informal mental healthcare providers? Secondary teacher perspectives on supporting students with mental health problems in Ireland

Abstract

This study reports on secondary school teachers’ experiences and perceptions regarding their role supporting students experiencing problems affecting their mental health. Education policy globally is shifting towards a growing expectation that teachers can and will assume a wider role supporting student mental health, although the scope of that role has not been clearly defined, and data on teachers’ perspectives about assuming that additional responsibility is just emerging. In the present study, data were collected using semi-structured one-to-one interviews with 12 classroom teachers in Irish secondary schools. Results revealed that many teachers in Ireland are willing to provide support to students experiencing problems affecting their mental health; however, most of the teachers in the present study do not feel adequately prepared to fulfil this role. Teachers reported feeling responsibility and concern for their students’ wellbeing, but face challenges balancing educational responsibilities with pastoral care. Teachers reported being open to providing support to students experiencing problems that affect their mental health, but they feel they lack appropriate training, and some fear they could ‘make matters worse’. The implications of these findings are discussed within the wider contexts of the current education system and educational policy initiatives aimed at addressing declining youth mental health.