Abstract
Background: In schools, teachers are often tasked with implementing mental health and well-being programmes. However, little is known about teachers’ views on and experiences with implementing these programmes. Aim: The aim of this systematic review was to explore teachers’ views and experiences of mental health and well-being intervention programmes developed to promote and protect student mental health. Methods: A systematic review of the empirical literature was conducted using the following databases: Academic Search Complete, APA PsycArticles, APA PsycInfo, British Education Index, Education Full Text (H.W. Wilson), ERIC, Social Sciences Full Text (H.W. Wilson), and SocINDEX with Full Text. Findings: Seven papers met the inclusion criteria. Teachers reported several challenges to the successful implementation of mental health and well-being programmes, including a lack of time allotted in the curriculum, insufficient training, and inadequate interagency support. There was evidence of conflicting opinions regarding the role of teachers in supporting students. Conclusion: It is recommended that mental health and well-being are viewed as central to schools’ ethos and that teachers are adequately prepared to implement programmes.
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