MIDDLE AND HIGH SCHOOL TEACHERS' ATTITUDES AND PERCEPTIONS ABOUT THEIR ROLE IN PROMOTING STUDENTS' MENTAL HEALTH IN JEDDAH, SAUDI ARABIA

Abstract

Background: Adolescent mental health problems constitute a major public health issue requiring promotion, intervention and prevention programmes. Their prevalence in Saudi Arabia (SA) in individuals aged 15–24 is 40%—higher than any other age group (SNMHS, 2019).

Aim: To examine teachers’ perceptions and attitudes towards promoting students’ mental health and possible barriers preventing them from doing so in Jeddah, SA.

Methods: A cross-sectional quantitative study using a validated web-based questionnaire hosted on Qualtrics was conducted with 109 teachers. The theory of planned behaviour (Ajzen, 1991) was used as a theoretical framework. Data were analysed using descriptive and inferential statistics.

Findings and discussion: Teachers had strong positive beliefs that mental health problems are alterable (mean=4.09, SD=0.517), students’ mental health should be promoted in schools (mean=4.14, SD=0.576) and the resultant outcomes be given attention (mean=4.217, SD=0.562). Teachers help positive feelings about the need to promote students’ mental health (mean=3.48, SD=0.871) and the need for behavioural goals to promote students’ mental health (mean=4.03, SD=0.962).

Teachers believed that the main barriers were:

1) Failure to provide mental health services for teachers to reduce their pressure level before asking them to promote students’ mental health (median=5)

2) Concern over workload and time constraints (median=5) and

3) Inadequate training in recognising early signs of students’ mental health issues (median=4).

Implications for public health/promotion: Teachers have a positive attitude towards promoting students’ mental health and their ability to overcome barriers. Public health programmes must support teachers to promote students’ mental health.