Mental Health Literacy in the Middle School English Language Arts Classroom: Perspectives from Teachers and Social Support Staff

Abstract

ABSTRACT Background The prevalence of mental health challenges among adolescents warrants innovative school-based approaches that support students’ mental health literacy (MHL). Purpose In this qualitative case study, we interrogated the experiences of three eighth-grade English Language Arts (ELA) teachers and two of their school’s social support staff as they conceptualized, developed, and delivered a novel MHL unit of study within their existing curricular framework. In doing so, we sought to better understand the experiences of these school professionals to inform future iterations of the unit. Methods We explicated focus group data to identify themes that emerged regarding participant goals, experiences, and outcomes as they related to unit planning, delivery, and recommendations. Results Generally, practitioners advocated for increased collaboration with each other to overcome professional apprehension and streamline efforts, a need for such a curriculum to enhance student wellbeing, and having access to more school-provided resources. Discussion Themes are contextualized within the current landscape of school MHL programming, and suggestions are highlighted to advance this ELA curriculum-based work. Translation to Health Education Practice Health Educators’ expertise can supplement the ELA curriculum with targeted MHL lessons for students, alleviating teacher role confusion and advancing the goals of the unit by providing psychoeducation.