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

Bibliographic Data

ID22075992
AuthorsJosé Manuel Granada-López (0000-0003-0053-1429, Universidad de Zaragoza), Enrique Ramón Arbués (0000-0002-7911-9949, Universidad de Zaragoza, corresponding author), Enrique Ramón-Arbués, Emmanuel Echániz-Serrano (0000-0002-4753-630X, Universidad de Zaragoza), Raul Juarez-Vela (0000-0003-3597-2048, Universidad de La Rioja), Ana Cobos-Rincón (0000-0002-4121-8992, Universidad de La Rioja, corresponding author), Pedro José Satústegui-Dordá (0000-0003-0083-5940, Universidad de Zaragoza), Noelia Navas-Echazarreta (0000-0002-0804-5209, Universidad de La Rioja), Iván Santolalla‐Arnedo (0000-0001-6705-7122, Universidad de La Rioja), Michael Nash (0000-0002-0619-2440, Trinity College Dublin)
Year2023
Volume11
Pages1171994-1171994
Publication date2023-06-27
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Public Health (JOURNAL)
Journal identifiersISSN: 2296-2565 • E-ISSN: 2296-2565
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fpubh.2023.1171994
PMID37441655
OpenAlexW4382317558
LanguageEN
Citations received2
References cited26

Background: Research 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. Aim: Examine school teachers' experiences of mental disorders in school going children and adolescents and their associated mental health training needs. Method and sample: A descriptive cross-sectional study was carried out with teachers in Infant-Primary and Secondary Education-Baccalaureate schools. Results: A 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. Conclusion: In 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

Anxiety · Autism · Family medicine · Medical education · Mental health · Psychiatry · Referral · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · COVID-19 and Mental Health · Medicine · Mental Health Treatment and Access · Psychology

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