Assessment of Mental Health Literacy among School Teachers A Descriptive Cross-Sectional Study in Khyber Pakhtunkhwa, Pakistan

Abstract

This study aims to look at Khyber Pakhtunkhwa, Pakistani school teachers' mental health literacy (MHL). More specifically, focuses on the teachers' capacity to identify knowledge of psychological disorders, their comprehension of risk factors, and their perspectives on mental health. A cross-sectional approach was utilized for the collection of data from five hundred teachers working in government and private schools in the districts of Peshawar and Swabi. The Mental Health Literacy Scale was utilized to obtain this information. The results show that teachers at private schools are consistently more knowledgeable about mental health than those in public schools, especially when it comes to self-treatment awareness. On the other hand, instructors employed by the government demonstrated more positive attitudes regarding recognizing mental health disorders and seeking assistance for them. Additionally, substantial disparities were discovered between teachers from Peshawar and Swabi, with teachers from Peshawar displaying increased knowledge of mental health than Swabi instructors. To better support teachers' mental health, the findings highlight the necessity of specialized training programs to improve mental health literacy (MHL) amongst teachers, particularly in locations with limited resources or resources.