Barriers to supporting children's mental health in Australian primary schools: Perspectives of school staff

Abstract

BackgroundChild mental health conditions in Australian children continue to be a major concern with high prevalence rates, and amplified by the COVID pandemic. Given a minority of children receive professional help, universal platforms such as primary schools are increasingly recognized as having an important role in supporting children's mental health. International studies suggest that schools are largely ill-equipped to support children's mental health, and little research explores the views of primary school staff. PurposeThis qualitative study aims to examine the challenges faced by primary school staff in identifying and supporting students with mental health difficulties. MethodsWe carried out interviews and focus groups with 56 school staff, including teachers, well-being officers, leadership staff and departmental psychologists, from 25 primary schools across the state of Victoria, Australia. All interviews were transcribed and analyzed using thematic analysis. ResultsThe key theme that emerged was that teachers lack the capacity, skills, confidence and resources to recognize and support children with mental health difficulties. A lack of staff resourcing and onsite support from mental health professionals, together with contributing student family issues, imposes a major challenge in addressing children's mental health needs. ConclusionsOur findings indicate that teachers, and primary schools more broadly, are struggling to support children with mental health difficulties. There is a pressing need to consider how to build the capacity of primary school teachers and schools to enable them to play an active role in supporting children's mental health and well-being.