Understanding Scottish primary teachers’ experiences in supporting the mental health and wellbeing of their pupils post-Covid through the lens of self-efficacy theory

Abstract

Health and wellbeing has been identified as a responsibility of all within the Scottish education system for over eight years (Education Scotland, 2014). The Covid-19 pandemic and associated lockdowns have brought new challenges for primary teachers in Scotland. The current study examines Scottish primary teachers’ experiences in supporting the mental health and wellbeing of their pupils following the Covid-19 pandemic and associated lockdowns through the lens of self-efficacy theory (Bandura, 1977). Nine female primary teachers with experience teaching in Scottish primary schools before and following the Covid-19 pandemic and associated lockdowns participated in semi-structured interviews. Braun and Clarke’s (2022) Reflexive Thematic Analysis was used to analyse the data. Themes were organised according to the four sources of self-efficacy, with eight sub-themes being identified: adapting previous experiences, prioritising health and wellbeing, observing good practise, lack of opportunity to observe peers, the value of practical and emotional support, availability of support, overwhelmed and under pressure and keep calm and carry on. Implications for future research included the potential for a focus on experiences of newly qualified teachers. Implications for policy and practice included the need for prioritisation of health and wellbeing and the role of the EP in supporting the mental health of teaching staff.