Effect of Online Modules on Pre-Service Teacher Mental Health Literacy and Efficacy toward Inclusive Practices

Bibliographic Data

ID21544344
AuthorsChris Gilham (0000-0003-3286-6258, St. Francis Xavier University), Sherry Neville‐MacLean (St. Francis Xavier University), Sherry Neville-MacLean, Emily Atkinson (0000-0003-0072-3287), Emily A Atkinson (0000-0002-9239-6297)
Year2021
Volume44
Issue2
Pages559-599
Publication date2021-06-30
Open AccessYes
TypeARTICLE
VenueCanadian Journal of Education / Revue canadienne de l éducation (JOURNAL)
Journal identifiersISSN: 0380-2361 • E-ISSN: 1918-5979
PublisherThe Canadian Society for the Study of Education/La Societe canadienne pour l'etude de l'education (PUBLISHER)
DOI10.53967/cje-rce.v44i2.4601
OpenAlexW4240837229
LanguageEN
Citations received6
References cited10

Mental health literacy (MHL) for pre-service teachers seeks to improve knowledge and help-seeking behaviours and decrease stigma. Increased MHL may also change perceived stress and self-efficacy for inclusive practices. This cohort study evaluates the impact of an online MHL resource for educators, embedded within a mandatory Bachelor of Education (BEd) course, on pre-service teachers’ MHL, perceived stress, and teacher efficacy toward inclusive practices. Seventy-one pre-service teachers completed the course as well as pre- and post-surveys. Results demonstrated significant and substantial improvements on knowledge, help-seeking, and perceived efficacy for inclusive practices. Increased MHL may be an effective approach in meeting the requirements of inclusive education. Keywords: mental health literacy, pre-service teachers, inclusive education, self-efficacy

Bachelor · Business · Literacy · Medical education · Mental health · Mental health literacy · Mental health service · Mental illness · Pedagogy · Political science · Psychiatry · Self-efficacy · COVID-19 and Mental Health · Digital Mental Health Interventions · Medicine · Psychology · Social Psychology

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