Mental health literacy of Greek teachers: Highlighting critical factors for identifying and supporting students in need
The study aimed to investigate the level of teachers’ literacy and comfort in relation to mental health issues of children and youth, as well as to highlight the factors that affect teachers’ mental health literacy. The study was addressed to teachers working in public primary and junior high schoo...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | ell |
| Published: |
National Documentation Center
2025-02-01
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| Series: | Ψυχολογία: το Περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας |
| Subjects: | |
| Online Access: | https://ejournals.epublishing.ekt.gr/index.php/psychology/article/view/38443 |
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| Summary: | The study aimed to investigate the level of teachers’ literacy and comfort in relation to mental health issues of children and youth, as well as to highlight the factors that affect teachers’ mental health literacy. The study was addressed to teachers working in public primary and junior high schools of general education. A sample of 843 teachers (542 primary, 301 secondary) completed online the Awareness, Knowledge and Comfort scale consisting of thirteen statements answered on a five-point Likert scale. Results revealed that Greek teachers had on average moderate levels of awareness, knowledge, and comfort regarding students’ mental health issues. T-test of independent samples and One-way ANOVA revealed that demographic characteristics (gender, specialty, educational level, grade level, relevant training, years of service, experience with mental health problems) affected the factors under study. Awareness of the services and procedures to support students was found to constitute a mediating factor in the relationship between knowledge about students’ mental health problems and comfort in managing them. Given that mental health literacy is an urgent topic for teacher preparation to act proactively and support appropriately students in need, the findings provide a wealth of information for the design of relevant educational programs for teachers.
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| ISSN: | 1106-5737 2732-6640 |