Mental Health Literacies of Secondary School Teachers in Ontario: A Mixed Methods Study
The purpose of this mixed methods study is to investigate the mental health literacies (MHL) of secondary school teachers in Ontario – specifically, how they understand and address the mental health (MH) challenges of students. Over the past decade, the Ontario Ministry of Education (MOE) has encouraged the improvement of teachers’ MHL; this study, therefore, also investigates what opportunities teachers have access to and what barriers they face in supporting students’ MH. A total of 211 secondary school teachers completed an online survey and 21 teachers participated in one-on-one interviews. Approximately three-quarters of the interviewed teachers showed little interest in advancing their knowledge and understanding; the ones who showed interest either had someone in their family, extended family or friends’ circle impacted with MH challenges or their school had a strong focus on MH. Based on the 211 survey respondents, survey results showed that 61.1% of teachers did not support students with MH challenges in the academic session 2017-2018. For the interviewees and survey respondents who participated in the study, the study also showed that teachers from Co-op Education, Special Education, and Guidance Departments were more aware of MH challenges and had more confidence in assisting students with MH challenges. Analyses of the interview data suggest that motivation and exposure to opportunity are the two factors that could drive a teacher’s interest in learning about MH challenges. If a teacher with high intrinsic or extrinsic (administration driven) motivation is provided with many opportunities and/or resources, she or he will take interest and learn about MH of students. However, based on the survey results of survey respondents, only 24.6% of the teachers surveyed in this study worked in schools where principals were attempting to make teachers aware of MH resources. This study has implications for the MOE and the school boards. It is imperative for the MOE to ensure that the school boards provide consistent and continuous professional development to improve educators’ MHL so that they are able to assist students with MH challenges.
Barriers, Help-Seeking Efficacy, Mental Health Literacy, Ontario, Secondary School Teachers, Stigma
Networked Digital Library of Theses and Dissertations