Pre-Service Teacher Preparedness and Confidence for Responding to Student Mental Health Challenges
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| Title: | Pre-Service Teacher Preparedness and Confidence for Responding to Student Mental Health Challenges |
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| Language: | English |
| Authors: | Teegan Burns, Jenny A. Conlon (ORCID |
| Source: | Issues in Educational Research. 2025 35(4):1352-1369. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Mental Disorders, Teacher Role, Readiness, Self Efficacy, Student Needs, Mental Health, Gender Differences, Intellectual Disciplines, Affordances, Preservice Teacher Education, Training, Foreign Countries, Student Attitudes |
| Geographic Terms: | Australia |
| ISSN: | 0313-7155 1837-6290 |
| Abstract: | Mental health disorders are the most common burden of disease among school aged children and adolescents. Therefore, it is vital to consider how mental health is understood in a school setting. It is unknown whether pre-service teachers feel prepared and confident when responding to students' mental health needs. Our study aimed to investigate pre-service teachers perceived preparedness and confidence in responding to students' mental health concerns. A mixed-methods design was used, with 92 pre-service teachers completing the Gatekeeper Behaviour Scale and a subsample of seven participants taking part in focus groups. Findings highlighted that pre-service teachers felt 63% prepared and confident to respond to students' mental health concerns, with no significant differences between teaching discipline or gender. Key themes from the focus groups included 'professional development'; 'resources and strategies'; 'university units'; and 'practical experience'. Integrating mental health training into pre-service teacher education may enhance preparedness and confidence in responding to student mental health concerns. However, the feasibility and long-term effectiveness of such training require investigation. Further, the response of governments and educational systems to the rising prevalence of mental health issues in school students must be prioritised, alongside providing effective mental health support for teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.iier.org.au/iier35/burns-abs.html |
| Accession Number: | EJ1492136 |
| Database: | ERIC |
| Abstract: | Mental health disorders are the most common burden of disease among school aged children and adolescents. Therefore, it is vital to consider how mental health is understood in a school setting. It is unknown whether pre-service teachers feel prepared and confident when responding to students' mental health needs. Our study aimed to investigate pre-service teachers perceived preparedness and confidence in responding to students' mental health concerns. A mixed-methods design was used, with 92 pre-service teachers completing the Gatekeeper Behaviour Scale and a subsample of seven participants taking part in focus groups. Findings highlighted that pre-service teachers felt 63% prepared and confident to respond to students' mental health concerns, with no significant differences between teaching discipline or gender. Key themes from the focus groups included 'professional development'; 'resources and strategies'; 'university units'; and 'practical experience'. Integrating mental health training into pre-service teacher education may enhance preparedness and confidence in responding to student mental health concerns. However, the feasibility and long-term effectiveness of such training require investigation. Further, the response of governments and educational systems to the rising prevalence of mental health issues in school students must be prioritised, alongside providing effective mental health support for teachers. |
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| ISSN: | 0313-7155 1837-6290 |
