Perceptions of Educators in Identifying Learners with Mental Health-Related Issues

Abstract

The rise in learners’ mental health-related issues has prompted concern due to its impact on academic performance and overall well-being. Educators interact closely with learners and play a critical role in early detection of these issues. This research study explores educators' perceptions of their role in identifying learners with mental health issues within educational settings. The study adopts a qualitative case study design, utilizing Bronfenbrenner's Ecological Systems Theory to explore the complex environmental factors influencing educators' views. Purposeful sampling was used to select 12 foundation and intermediate phase educators from a primary school in Midrand. An interview schedule was used to collect data via semi-structured interviews to explore educators' understanding of mental health, perceived responsibilities, challenges, and the support required for early identification and intervention. Data were analysed using thematic analysis, which identified emerging themes related to educators' roles in identifying mental health-related issues. The study revealed that while educators recognise the importance of mental health awareness, inadequate training, ambiguous responsibilities, and lack of institutional support hinder their ability to assist learners. Numerous individuals harbour misconceptions regarding mental health and lack the ability to distinguish between acceptable behaviour and initial indicators of mental health- related issues. The primary obstacles include a deficiency of mental health experts in educational institutions, cultural stigma, and parental reluctance. Collaboration with mental health professionals and adherence to a structured curriculum is required. The findings highlight the essential necessity for enhanced policies, educator training, and resources for schools to foster inclusive learning environments.