Informing a thriving future: Understanding teacher readiness to support student mental health and wellbeing

• In Event: Realizing a new vision for wellbeing education: Driving impactful professional learning through research-practice partnerships

Abstract

Objectives: This paper envisions a future where teachers are empowered to support student mental health and wellbeing, contributing to a thriving future for both teachers and students. As global attention on mental health increases, teachers bear the burden of supporting students while managing their own needs (OECD, 2020; UNESCO, 2024). This systematic narrative hybrid review aims to understand the role of teachers in providing mental health support and what it means for them to be ready to do so. The findings are used to inform the development of a hypothesized conceptual model, which will be evaluated using structural equation modeling.

Theoretical Framework: The study acknowledges the absence of a unified conceptual model for teachers’ readiness to support student mental health, necessitating an interdisciplinary approach. To develop a comprehensive understanding of the construct, the study draws on the Theory of Planned Behavior (TPB; Ajzen, 1991) and models of readiness (Scaccia et al., 2015), emphasizing the importance of considering internal cognitive factors, attitudes, and beliefs in influencing behavior.

Methods: A systematic narrative hybrid review was employed (Turnball et al., 2023), suitable for interdisciplinary research where the topic spans multiple disciplines or methodologies. This approach combines the strengths of systematic and narrative reviews to provide a detailed synthesis of the literature. A comprehensive search strategy was implemented across databases such as PsycINFO, Web of Science, Scopus, and Google Scholar, and gray literature sources. Content analysis was used to identify concepts, constructs, and definitions in the selected papers.

Data Sources, Evidence, Objects, or Materials: The study includes diverse sources across disciplines, drawn from academic databases and gray literature. Sources were included if they related to teacher readiness or capability to support student wellbeing and mental health in primary and secondary schools, incorporating relevant definitions, constructs, and measures. The search yielded 3,144 studies, with 92 included in the study, primarily spanning education, psychology, and health disciplines.

Conclusions: The review identified two main findings: conceptualizations of teachers’ roles in supporting student mental health and wellbeing, and the constructs associated with readiness to undertake these roles. Teachers’ roles have been largely described as identifying mental disorders and referring students to services, with less focus on supporting the wellbeing of all students. We found that the concept of teachers’ readiness does not exist explicitly in the literature. As such, a working definition was developed. Readiness is multidimensional, encompassing mental health literacy, the ability to respond to student needs, and the capacity to create a supportive environment. This readiness is underpinned by teachers’ psychological wellbeing, professional identity, and systemic support. The findings highlight a significant gap in the literature.

Scholarly Significance: This research has significant implications for education policy, teacher education, and practice. It can inform initial teacher education, professional learning, and personal growth strategies by defining and modeling teachers’ readiness to support student mental health and wellbeing. The findings contribute to understanding teachers’ readiness, informing teacher education, reducing burnout, improving retention rates, and ultimately contributing to a future in which students and teachers benefit from improved wellbeing outcomes and thriving classroom environments.

Author

• Laura Dainton Smith, University of Melbourne