Teachers' role breadth and perceived efficacy in supporting student mental health

Research output: Contribution to journalArticlepeer-review

51 Citations (Scopus)


Teachers are considered well placed to identify issues concerning students' mental health and well-being and can play a critical role in the helping process for their concerns. However, little is known about the views of teachers regarding their role in supporting student mental health and how well-equipped they feel to fulfil it. The aim of this study was to investigate teachers' perceived role breadth and perceived self-efficacy in supporting students' mental health. Interviews were conducted with 21 teachers from Canberra, Australia. Teachers viewed supporting student mental health as part of their role, though perceived a lack of knowledge and skills in mental health-related areas. They clearly emphasized the need to work within a well-coordinated pastoral care system. Additional training in mental health and clear role delineation within the school may assist teachers to feel better prepared to effectively and appropriately support student mental health.
Original languageEnglish
Pages (from-to)29-41
Number of pages13
JournalAdvances in School Mental Health Promotion
Issue number1
Publication statusPublished - 1 Jan 2015


Dive into the research topics of 'Teachers' role breadth and perceived efficacy in supporting student mental health'. Together they form a unique fingerprint.

Cite this