Maltese secondary school teachers’ knowledge and perceptions of child and adolescent mental health difficulties

Abstract

Mental health difficulties are the leading cause of disability, impairment and mortality in children and adolescents, and are experienced by an increasing number of young individuals. Yet, a considerable proportion of mental health difficulties are never recognised and treated. Educators have thus emerged as key figures to assist in the identification and referral of such students. This study utilised a quantitative methodology to explore Maltese secondary school teachers’ attitudes towards mental health difficulties and students with such difficulties, their knowledge of common mental health difficulties, and their awareness of services assisting such students. An online questionnaire was constructed and answered by 156 teachers (36 males, 120 females). Results indicated that teachers generally held positive attitudes towards mental health and students with related difficulties, as well as a good understanding of risk factors for these conditions and the areas negatively impacted by them. Females in the sample had more positive attitudes, and an inverse correlation with age was also noted. However, teachers also reported poor appraisal of their perceived knowledge of mental health difficulties as well as of training related to mental health issues. Moreover, while theoretical knowledge appeared to be relatively good, some teachers attributed management of mental health difficulties to be solely in the hands of students, and they were less knowledgeable about practical components of different conditions (notably suicide) including their identification, and how and to which services to refer students for help. The findings lead to recommendations for relevant preparation of educators regarding mental health difficulties in students in initial teacher education and further in-service training. Wider research on teacher support for student with such difficulties is also suggested.