Abstract
U.S. and Canadian K-12 students face social-emotional and mental health concerns that stand to jeopardize their well-being and achievement. Teachers possess unique potential to promote students' social-emotional and mental health wellness. However, training in these areas is not widespread in most teacher candidates’ learning experiences. This study compares policy within and across neighboring countries, identifying the extent to which all fifty United States and ten Canadian Provinces specify mental health competency standards for teacher certification. These standards were limited in number and phrased generally, with notable, informative exceptions in scattered states and provinces. Implications for research, practice and policy are discussed.
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