Systemic Factors Associated With Student Psychological Well‐Being: The Qualitative Experience of School Professionals

Abstract

ABSTRACTGiven the prevalence of mental health challenges in children and the significant time they spend in school, teachers play a critical role in identifying and addressing the socio‐emotional needs of their students. This instrumental case study consulted a group of 14 school personnel (eight teachers, four resource teachers, and two administrators) from the greater Montreal area on key factors influencing the psychological well‐being of school‐aged children. Thematic analysis of the data was conducted using a social constructivist conceptual framework. Findings discuss participants' perspectives on parental involvement, lack of resources, and facilitating agents. Both too little and too much parental involvement were identified as predictors of child outcomes. Teachers described challenges in meeting their students' various needs with the available resources. Specifically, they attributed difficulties to a frequent lack of availability of support staff who are often equally overworked, particularly in low‐income settings. Lastly, participants discussed the importance of clearly defined roles, interventions, and cohesive teamwork as facilitating agents. Considering the mental health needs present in schools, promoting a healthy and cohesive school environment in which teachers feel supported and valued can play a crucial role in the social‐emotional and psychological development of all children.