Teacher training and multidimensional systems management for the delivery of mental health care for schools

Abstract

ABSTRACT Objectives According to the World Health Organisation (WHO), more than one in four young people globally experience a mental health issue each year. Alongside traditional care undertaken by hospitals, the justice system, and community care, schools also provide care for students with mental health issues. As a result of increased numbers of students presenting in school with undiagnosed disorders and behavioural and learning problems, schoolteachers have been asking for more mental health training. We sought to explore teachers’ needs for a mental health teacher-training curriculum to support students with mental health issues. Method A qualitative method was used consisting of 18 in-depth interviews with currently serving teachers from Catholic, Independent and Public schools in Australia. Data were analysed using thematic content analysis. Results Data revealed that the immediate requirement for training is knowledge of mental health. However, we found this to be insufficient to support teachers and found instead that a multidimensional model was needed comprising of training in the following areas: mental health management skills; training to deliver mental health programs in class; working with and partnering with external agencies, including roles and referral protocolsls; as well as caring teachers own mental health. Discussion We developed a multidimensional model for teacher training and for other school staff to meet the increasing demand on schools to manage students’ mental health issues in their classrooms.