Enhancing Teacher Mental Health Literacy: Reliability Assessment of the Student Mental Health Awareness Questionnaire in Malaysia

Abstract

Amidst Malaysia’s burgeoning child mental health crisis, effective early detection and intervention strategies within educational settings are imperative. This study introduces the Student Mental Health Awareness Questionnaire (SMHAQ), designed to evaluate secondary school teachers’ awareness of student mental health issues. Developed to address the gap in mental health literacy among educators, the SMHAQ features 101 items across knowledge, attitudes, and practices domains. Administered to 391 teachers across three Malaysian states, the questionnaire exhibited high internal consistency (Cronbach’s alpha of 0.849) and moderate test-retest reliability, affirming its credibility as a comprehensive measure for mental health awareness. However, the study’s limitation to specific regions and a brief test-retest interval underscores the necessity for further reliability testing across a broader educational and cultural landscape. Future research should explore longitudinal applicability and effectiveness in diverse settings, paving the way for more nuanced student mental health interventions. This work represents a vital step forward in integrating mental health awareness into educational frameworks, thus improving student well-being through informed practices. This study underscores the pivotal role of teacher mental health literacy in educational settings, suggesting that improved awareness and understanding among educators can lead to more effective interventions and support for students. The findings advocate for integrating mental health training into teacher education programmes and shaping policies to better equip teachers in managing student mental health issues.