Abstract
This paper focuses on primary school teachers' reflections on their professional role in relation to the implementation of a school-based mental health education programme concerning children's social relations. Data from 14 focus group discussions were analysed using the discourse analysis method. The results indicate that teachers deal with two major ideological dilemmas in their discourses: the adoption of a caring versus academic role and the regulation of children's relations versus fostering their independence. The findings are discussed in relation to how childhood has been constructed in teachers' discourse and children's status in society.
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