Abstract: The rising prevalence of mental health issues among students poses significant challenges in educational settings, highlighting the critical role of teachers in identifying and addressing these concerns. This study explores the preparedness of teachers to manage student mental health issues and evaluates the effectiveness of current training programs. Through a mixed-methods approach, including surveys, interviews, and case studies, the research examines teachers' perceptions of their training, its impact on student outcomes, and the additional resources required for effective intervention. Findings reveal that while some training programs are effective in enhancing teachers' ability to recognize and respond to mental health issues, many teachers still feel inadequately prepared. Key components of successful programs include comprehensive mental health education, practical intervention strategies, and ongoing support. The study also identifies a positive correlation between well-trained teachers and improved student engagement, behavior, and academic performance. However, significant gaps remain, necessitating enhanced training modules and additional support mechanisms. This research underscores the need for policymakers and educational institutions to prioritize comprehensive mental health training for teachers. By addressing these gaps, schools can better support student well-being and academic success, ultimately fostering a more inclusive and supportive learning environment.
Keywords: Teacher Training；Student Mental Health；Educational Interventions；Academic Performance；Mental Health Programs.
Title: The Role of Teacher Training in Addressing Student Mental Health Issues in the Classroom
Author: Cong Fei, Donna Marie Oyam
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 12, Issue 2, April 2024 - June 2024
Page No: 313-318
Research Publish Journals
Website: www.researchpublish.com
Published Date: 29-June-2024
