Teachers as Catalysts for Change: Advocating Mental Health 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.