On the front-line: Teachers as active observers of pupils’ mental health

Abstract

There is a growing expectation that schoolteachers should not only act as educators by delivering the national curriculum, but also be more involved as tier one mental health professionals. In this role they are expected to assume some responsibility in the early identification of children's mental health problems and to refer these children for appropriate support as required [NHS Health Advisory Service. (1995). Together we stand: The commissioning, role and management of child and adolescent mental health services. London, UK: HMSO]. In this paper, we examine teachers’ experiences in light of these expectations and in the context of greater inclusion. We undertook in-depth interviews, to explore teachers’ views on competency and training in mental health management. Our findings indicate a widespread perception that teachers feel inadequately prepared to manage pupils with mental health needs. The findings are discussed with reference to the changing role of the teacher, current education policy and teacher training.