Teachers’ views and experiences of student mental health and well-being programmes: A systematic review

Abstract

Background: In schools, teachers are often tasked with implementing mental health and well-being programmes. However, little is known about teachers’ views on and experiences with implementing these programmes.
Aim: The aim of this systematic review was to explore teachers’ views and experiences of mental health and well-being intervention programmes developed to promote and protect student mental health.
Methods: A systematic review of the empirical literature was conducted using the following databases: Academic Search Complete, APA PsycArticles, APA PsycInfo, British Education Index, Education Full Text (H.W. Wilson), ERIC, Social Sciences Full Text (H.W. Wilson), and SocINDEX with Full Text.
Findings: Seven papers met the inclusion criteria. Teachers reported several challenges to the successful implementation of mental health and well-being programmes, including a lack of time allotted in the curriculum, insufficient training, and inadequate interagency support. There was evidence of conflicting opinions regarding the role of teachers in supporting students.
Conclusion: It is recommended that mental health and well-being are viewed as central to schools’ ethos and that teachers are adequately prepared to implement programmes.