Mental health knowledge and classroom experiences of school teachers in Aragon, Spain

Frontiers in Public Health

Public Health

Iván Santolalla-Arnedo¹  Raúl Juárez-Vela¹  Ana Cobos-Rincón¹  Noelia Navas-Echazarreta¹  José Manuel Granada-López²  Emmanuel Echániz-Serrano³  Pedro José Satústegui-Dordá³  Enrique Ramón-Arbués⁴  Michael Nash⁵ 

[1] Department of Nursing, Faculty of Health Sciences, University of La Rioja, Logroño, Spain;Biomedical Research Center of La Rioja, CIBIR, Logroño, Spain;Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, Zaragoza, Spain;Research Group GIISA021, University of Zaragoza, Zaragoza, Spain;Research Group SAPIENF (B53_23R), University of Zaragoza, Zaragoza, Spain;Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, Zaragoza, Spain;Research Group SAPIENF (B53_23R), University of Zaragoza, Zaragoza, Spain;Research Group SAPIENF (B53_23R), University of Zaragoza, Zaragoza, Spain;Faculty of Health Sciences, University San Jorge, Zaragoza, Spain;School of Nursing and Midwifery, Trinity College, Dublin, Ireland;

关键词: mental health;    mental health services;    adolescent;    child mental disorder;    students;    school teachers (MeSH);   

DOI  :  10.3389/fpubh.2023.1171994

 received in 2023-02-22, accepted in 2023-06-08,  发布年份 2023

来源: Frontiers

【 摘 要 】

BackgroundResearch shows that many mental disorders begin in childhood but are sometimes not diagnosed until later years. School-age children spend much of their time in schools and have daily interactions with school teachers.AimExamine school teachers’ experiences of mental disorders in school going children and adolescents and their associated mental health training needs.Method and sampleA descriptive cross-sectional study was carried out with teachers in Infant-Primary and Secondary Education-Baccalaureate schools.ResultsA convenience sample of 685 teachers responded to the online survey. Participants worked in both urban and rural areas and in Infant-Primary and Secondary Education-Baccalaureate schools. Over half of participants reported classroom experiences of learner mental disorders such as ADHD, anxiety, conduct disorders or autism. Most participants acknowledged a training need, both in recognition of symptoms of mental disorders and in care resources and processes. However, 80% of respondents reported having not received any training in this regard. Participant preferences for training included face-to-face or hybrid – combined online learning. Participants also considered the management of their own mental health to be deficient, therefore any training should incorporate personal mental health awareness and self-help strategies.ConclusionIn Aragón (Spain), teachers of children and adolescents with mental disorders, recognize a need for training in the identification of symptoms and other aspects of mental healthcare, such as availability and access to services. Protocols for early identification and referral would promote mentally healthy school environments and reduce stigma which could be a barrier to timely intervention. In addition, any training should include mental health self-care for teachers.

【 授权许可】

Unknown   
Copyright © 2023 Granada-López, Ramón-Arbués, Echániz-Serrano, Juárez-Vela, Cobos-Rincón, Satustégui-Dordá, Navas-Echazarreta, Santolalla-Arnedo and Nash.