Schulprogramme zur Förderung der psychischen Gesundheit. Die psychische Gesundheitskompetenz von Lehrpersonen als wichtiger Umsetzungsfaktor

BACKGROUND: Worldwide, up to one fifth of children and adolescents are affected by mental disorders. Disorders that occur as early as school age are particularly stressful for those affected, but also for teachers. School-based mental health prevention programs have the potential to reduce the burden on both sides. Mental health literacy of teachers, which not only investigates the knowledge and the understanding, but also action competencies, is considered to be an important factor of implementation. Studies in this area are scarce. OBJECTIVES: This study investigates mental health literacy of teachers in the context of school children’s stress levels and the existence of corresponding school programs. METHODS: In the school year 2019/2020, all teachers of a German-speaking Swiss city were invited to an online survey (N = 1514; response rate: 38%). Data were evaluated quantitatively using bivariate and multivariate methods. An open question on the understanding of mental disorders was analyzed qualitatively with a content analysis. RESULTS AND CONCLUSION: Participants supervised or taught an average of 4.7 mentally distressed school children in the past year. The number varied by school level and school function. Participants rated their ability to find and understand information on the topic as (very) good, but they found it more difficult to judge whether the information they found was correct. The teachers’ action competence was partially low, for example in terms of knowledge of mental disorders, and it represents an obstacle in the implementation of school programs. Teachers relativized conspicuous behavior, which makes triage for further medical clarification more difficult. On the one hand, it is recommended that schools invest in teachers’ own initiative, and on the other hand, increasing mental health literacy should not only be the task of teachers, but also be encouraged by an appropriate school culture and by society.