Teachers as Catalysts for Change: Advocating MentalHealth and Wellbeing in Education

Abstract

The main focus of this qualitative study is to explore secondary school teachers' perceptions of
their roles in supporting adolescent mental health in classrooms, emphasizing the need to empower
them as agents of change. Semi-structured interviews with teachers from twelve secondary schools
were conducted, offering deep insights into their experiences and perceptions. The interviews were
transcribed and analyzed through thematic analysis, highlighting key themes: understanding
adolescent development, the expanding role of teachers, the role of other support systems, and
barriers to effective mental health intervention. Themes emphasize the interplay of teacher roles
and the needed institutional support for addressing mental health. Teachers recognize their unique
position to influence adolescents' mental health positively but are often underprepared and
unsupported due to a variety of factors. The study recommends developing comprehensive training
programs for mental health teachers and comprehensive school support systems. It also highlights
the importance of a collaborative approach that includes parents, mental health professionals, and
community organizations to strengthen the support network for adolescents. For policymakers and
educational leaders, the research suggests strategies that empower teachers as frontline advocates
for mental health in schools. With an emphasis on the integral role of teachers, this study
contributes to the ongoing discussion about improving mental health outcomes in schools.