Method
Eligibility Criteria
Information Sources
Search Strategy
Selection Process
Data Collection Process
Study Quality Assessment
Synthesis Methods
Results
Search Results
Characteristics of Studies
Study, country | Sample size & characteristics | MHP focus | Aim | Instruments | Relevant MHL outcomes | Quality assessment |
---|---|---|---|---|---|---|
Teacher samples | ||||||
Agyapong et al. (2010) Ireland | 343 In-service | ASD | To examine the perception of primary school teachers about the recognition and management of Asperger’s syndrome | Author-developed survey—knowledge of symptoms of ASD | 1,2 | Low |
Al-Omari et al. (2015) Jordan | 130 96.4% female | ADHD | To examine the knowledge and attitudes of primary school teachers about ADHD | Self-report questionnaire based on Ghanizadeh et al. (2006) | 1,2 | Low |
Al-Sharbati et al. (2012) Oman | 263 | ADHD | To describe Omani teachers’ awareness about ADHD | 1 | Low | |
Anderson et al. (2012) Australia | 127 in-service 327 pre-service n(female) = 360 | ADHD | To test if teachers with different levels of general teaching experience differ in their knowledge of ADHD and their attitudes towards teaching children with ADHD | 1,2,Co | Low | |
Bekle (2004) Australia | 30 in-service 40 pre-service n(female) = 55 | ADHD | To compare the knowledge and attitudes of practicing teachers regarding ADHD to those of undergraduate education students | 1,2,Co | Moderate | |
Bella et al. (2011) Nigeria | 103 n(female) = 88 In- service | General | To determine the knowledge and attitudes of Nigerian elementary school teachers with regard to CAMH issues in schools | Authors-developed survey—piloted with 10 undergrads. 0.72 TRR reported | 1,2,4 | Low |
Blotnicky-Gallant et al. (2015) Canada | 113 n(female) = 99 | ADHD | To explore Nova Scotia teachers’ knowledge and beliefs about ADHD | Knowledge of Attention-Deficit Disorders Scale (KADDS), Beliefs About ADHD (B-ADHD) (Kos, 2008) | 1,2 | Moderate |
Frigerio et al. (2014) Italy | 579 n(female) = 565 | ADHD | To examine primary school teachers’ knowledge and perceptions of ADHD and analyse the relationships between perceptions, knowledge, and the teachers’ characteristics | 1,2,Co | Moderate | |
Ghanizadeh et al. (2006) Iran | 196 55.1% female | ADHD | To survey the knowledge and attitude of elementary school teachers towards ADHD | 1,2,4,Co | Low | |
Gowers et al. (2004) UK | 186 In-service | General | To investigate teacher’s familiarity with mental health issues and experience with CAMHS | Authors-developed survey | 1,2 | Low |
Groenewald et al. (2009) UK | 212 89% female | ADHD | To investigate whether the type of ADHD symptoms influences teacher recognition of and views about referral and treatment for girls with ADHD | Author-developed surveys | 1,2,3 | Moderate |
Headley and Campbell (2011) Australia | 299 n(female) = 234 In-service | Internalizing (Anxiety) | To investigate the ability of teachers to identify anxiety problems of differing severity in children and their decision to refer to mental health services | Authors-developed Teachers’ Anxiety Identification and Referral Questionnaire (TAIRQ) and vignettes | 1,2,Co | Low |
Hutton et al. (2016) South Africa | 51 In-service | ASD | To investigate what educators, know about ASD | The isiZulu KCAHW (Bakare et al., 2008) | 1, Co | Moderate |
Kerebih et al. (2016) Ethiopia | 568 n(female) = 233 In-service | General | To assess the perception of primary school teachers towards school children’s mental health problems and their attitude towards school-based mental health services in southwest Ethiopia | Authors-developed survey, some questions drawn from Strengths and Difficulties Questionnaire | 1,2,4,Co | High |
Kleftaras and Didaskalou (2006) Greece | 35 teachers n(females) = 19 In-service | Internalizing (Depression) | To estimate the proportion of primary school age children in one area of Greece displaying depressive symptoms and to examine teachers’ readiness and ability to identify and report those pupils | Students: Children Depression Inventory (CDI) (Kovacs, 1985) Teachers: Author-developed survey | 1,4,Co | Low |
Kos et al. (2004) Australia | 165 n(female) = 91 In-service and pre-service | ADHD | To investigate the relationships between teacher characteristics and knowledge about ADHD, and to compare perceived and actual ADHD knowledge across in-service and pre-service teachers | 1,Co | Low | |
Kypriotaki and Manolitsis (2010) Greece | 365 | ADHD | To examine the validity of teacher assessment in detecting children with ADHD the factors that influence teachers’ evaluations | ADHD rating scale-IV (DuPaul et al., 1998) | 1,Co | Moderate |
Layne et al. (2006) USA | Number of teachers not recorded In- service | Internalizing (Anxiety) | To establish whether teachers are aware of anxiety symptoms in their students using a nomination procedure and whether nomination is moderated by child age and/or gender | Students: Multidimensional Anxiety Scale for Children (MASC) Teachers: Author-developed survey | 1,Co | High |
Lee et al. (2015) Germany | 234 n(female) = 204 Pre-service | ADHD | To investigate German pre-service teachers’ knowledge of ADHD & compare general and special education students | Knowledge of ADHD survey (Kos et al., 2004) | 1,Co | Moderate |
Loades and Mastroyannopoulou (2010) UK | 113 n(females) = 82 In-service | Externalizing (ODD), Internalizing (SAD) | To investigate whether teachers can distinguish between children presenting symptoms of the same disorder at different levels of severity, their level of concern and factors predicting accurate recognition | 1,2,Co | Moderate | |
Miranda Padilla et al. (2018) Colombia | 62 n(female) = 61 | ADHD | To describe the knowledge of ADHD among primary school teachers in public schools | Knowledge of Attention-Deficit Disorders Scale (KADDS)—Spanish version | 1,2 | Moderate |
Moldavsky et al. (2013) UK | 496 85% female | ADHD | To investigate the relative effect of gender and subtype on teacher recognition of ADHD | Author-developed vignettes and survey | 1,2,3,Co | High |
Muanprasart et al. (2014) Thailand | 201 85.6% female | ADHD | To provide a systematic assessment of knowledge regarding ADHD of Thai primary school teachers | Knowledge of Attention-Deficit Disorders Scale (KADDS)—Thai version | 1,Co | Low |
Neil and Smith (2017)* UK | 51 In-service | Internalizing (Anxiety) | To assess how sensitive teachers were to variance in anxiety symptoms and teachers’ sensitivity to somatic symptoms in children | Students: Spence Children’s Anxiety Scale (SCAS), The Children’s Somatization Inventory (CSI) Teachers: Author-developed survey | 1 | Moderate |
Ní Chorcora and Swords (2021) Ireland | 356 n(females) = 296 In-service | Internalizing (Anxiety, Depression) | To explore teachers’ MHL and help-giving responses with regard to children presented with clinical and non-clinical levels of MHP’s | Author-developed survey with adapted questions from the Friend in Need Questionnaire (Burns & Rapee, 2006) and vignette | 1,2,Co | Low |
Australia | 140 n(female) = 119 | ADHD | To assess teachers’ knowledge of ADHD, explore how this knowledge is related to teachers’ reported behaviours towards and expectations of students with ADHD | ADHD Knowledge Scale (Jerome et al., 1994) | 1,3,Co | Moderate |
Sciutto et al. (2000) USA | 149 n(female) = 134 | ADHD | To examine teachers’ knowledge and misperceptions of ADHD | Knowledge of Attention-Deficit Disorders Scale (KADDS) | 1,Co | Low |
Splett et al. (2019) USA | 153 n(females) = 138 In-service | Internalizing, Externalizing | To examine variations in teacher-reported seriousness, concern, and need for intervention between externalizing and internalizing behaviour problems | Teacher Mental Health Literacy and Practices Survey (Loades & Mastroyannopoulou, 2010), vignette | 1,2,Co | High |
Topkin and Roman (2015) South Africa | 200 n(female) = 178 | ADHD | To assess primary school teachers’ knowledge of the symptoms and treatment of ADHD; | Knowledge of Attention-Deficit Disorder Scale (KADDS), author created survey | 1,4 | Low |
Vereb and DiPerna (2004) USA | 47 | ADHD | To explore the relationship between teachers’ knowledge of ADHD & knowledge of/preference for treatments for ADHD | Knowledge of ADHD Rating Evaluation (KARE) (developed by author –IC ranged from 0.58 to 0.81. TRR ranged from 0.76 to 0.80) | 1,3,Co | Low |
Walter et al. (2006) USA | 254 n(females) = 119 In-service | General | To conduct a needs assessment survey to guide the development of a comprehensive program of mental health services | Author-developed survey | 1,2,3 | Moderate |
Whitley and Gooderham (2016) Canada | 186 (55% completed child version) Pre-service | General | To explore the mental health literacy of a sample of pre-service teachers | Author-developed survey, vignettes | 1,2,Co | Moderate |
Whitlock et al. (2020) UK | 289 n(female) = 272 In- service and pre-service | ASD | To test if there is sufficient understanding among primary school teachers about autism in girls | Author-developed survey, vignettes | 1,Co | Low |
Woyessa et al. (2019) Ethiopia | 206 50.5% female | ADHD | To investigate primary school teachers’ misconceptions about ADHD | Knowledge of Attention-Deficit Disorders Scale (KADDS) | 1 | Low |
Parent samples | ||||||
Dang et al. (2021) Cambodia, Vietnam | 357 mothers | General (SAD, ODD, SSD, Depression, Trauma) | To assess recognition of child mental health problems, beliefs about causes, parenting approaches, effectiveness of treatments for MHPs | Child Mental Health Literacy Questionnaire (CMHLQ, Shanley, 2009), vignettes | 1,4,Co | High |
Huang et al. (2019) Australia | 4983 children and their parents | General | To quantify under-recognition of children’s mental health problems by parents | Parent-reported Strengths and Difficulties Questionnaire (SDQ), parent report of current child MHP’s | 1, Co | High |
Lowinger (2009) USA | 157 n(mothers) = 112 n(fathers) = 45 | General | To ascertain the extent to which parents would be willing to have their children referred for psychological help if they were manifesting emotional/behavioural problems in school and to identify factors that might affect parents' willingness to seek help | Author-developed survey, vignette adapted from Raviv et al. (2003) | 1,2,3,Co | Moderate |
Villatoro et al. (2018) USA | 432 M(age) = 38.39 n(Mothers) = 341 | General | To examine stigma's role in parental recognition of mental health problems | Parents: Author-developed survey, vignette Students: Author developed survey | 1,2,Co | Moderate |
Mixed parent/teacher samples | ||||||
Bevaart et al. (2012) Netherlands | 17,511 n(parents) = 8,114 n(teachers) = 9,397 | General | To examine ethnic differences in problem perception and perceived need for professional care in parents and teachers of young children | Parents/teachers: Parent and teacher versions of SDQ | 1,Co | High |
Mental Health Literacy category | Examples of outcomes from included studies | |
---|---|---|
1 | Knowledge and Recognition of Mental Disorders | Recognition/identification of MHP Knowledge of MHP Knowledge of extent of MHPs (prevalence) |
2 | Attitudes that facilitate recognition and help-seeking | Attitudes towards MHP Stigma Confidence Perception of severity Level of concern Self-efficacy Intention to provide help |
3 | Knowledge and beliefs about professional help | Preference for seeking help/intervention type Understanding of treatment of disorder Knowledge of services available Beliefs about treatment/prognosis Self-rating of likelihood of referral to services |
4 | Knowledge and beliefs about risk factors and causes | Knowledge about what causes MHPs in children Attributes for MHPs in children |
5 | Knowledge and beliefs about self-help | Understanding of management of disorder Preference for and beliefs about classroom management of students (teacher only) |
6 | Knowledge of how to seek mental health information | NA |