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Promoting Mental Health Literacy Among Educators: A Critical Aspect of School-Based Prevention and Intervention

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Part of the book series: The Springer Series on Human Exceptionality ((SSHE))

Abstract

Teachers play key roles as partners in the prevention, identification, and intervention of mental health difficulties among children and youth. However, it is essential that teachers are equipped with sufficient mental health literacy to engender effective practices in these areas. This chapter explores the literature related to mental health literacy with respect to the perceived preparedness of teachers, as well as approaches that have been taken or are underway to improve literacy. A specific focus on social-emotional learning and bullying as key elements of mental health literacy is highlighted. Finally, suggestions emerging from current research as to the elements of effective approaches to teacher preparation are explored along with recommendations for future research in the area.

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  1. University of Ottawa, Ottawa, Canada

    Jessica Whitley, J. David Smith, Tracy Vaillancourt & Jennifer Neufeld

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  1. Althouse College, Western University, London, ON, Canada

    Alan W. Leschied

  2. Department of Psychology, Western University, London, ON, Canada

    Donald H. Saklofske

  3. Department of Psychology, York University, Toronto, ON, Canada

    Gordon L. Flett

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Whitley, J., Smith, J.D., Vaillancourt, T., Neufeld, J. (2018). Promoting Mental Health Literacy Among Educators: A Critical Aspect of School-Based Prevention and Intervention. In: Leschied, A., Saklofske, D., Flett, G. (eds) Handbook of School-Based Mental Health Promotion. The Springer Series on Human Exceptionality. Springer, Cham. https://doi.org/10.1007/978-3-319-89842-1_9

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