Designing a mental health awareness program for school teachers in Kerala

Abstract

Mental health is integral to overall well-being, encompassing various aspects of an individual's life (WHO, 2022). Adolescence, a critical period marked by biological, cognitive, emotional, and social changes, is particularly vulnerable to the onset of mental health disorders. Early identification and promotion of mental health during this stage are essential for preventing long-term disorders and ensuring adolescent well-being. Teachers, being frontline observers, play a pivotal role in identifying mental health issues among adolescents. However, in a developing country like India, adolescents often face barriers to seeking professional help, contributing to a significant treatment gap (Saraf, 2018; Shidhaye et al., 2017). Culturally appropriate mental health literacy programs tailored for teachers can bridge this gap by equipping them with the necessary skills and knowledge to support students effectively. These programs should address specific cultural contexts and needs, facilitating early identification and intervention for mental health concerns in students (Manjari & Srivastava, 2020; Atilola, 2016). The aim of the present study was to develop a tailored mental health awareness program for high school and higher secondary school teachers in Kerala, India. Conducted in three phases, the study commenced with a comprehensive need assessment among teachers, students, and experts to gauge the current level of mental health awareness and identify areas for program development. Findings revealed significant gaps in teachers' knowledge and skills related to mental health, indicating a critical need for targeted intervention. Key findings included teachers' inability to identify mental health issues in students, low awareness of mental health professionals and resources, burnout and challenges in classroom management. The subsequent phases involved developing and evaluating the program's content. The developed program integrated evidence-based practices and modern classroom management approaches, emphasizing the biology of mental health, psychosocial development, mental health problems, teacher self-care, and empowering classroom practices. The trial implementation to evaluate the content of the program, highlighted the program's relevance and utility, however logistical challenges were noted, suggesting the need for flexibility in delivery methods.