Mental Health, Stigma, Resilience, and Mental Health Literacy among Schoolteachers: A Cross-sectional Survey from South India

• Published in: Journal of Mental Health and Human Behaviour 2024-01, Vol.29 (1), p.24-31
• Main Authors: Kashyap, Rithvik S., Sahithya, B. R., D’Souza, Lancy
• Format: Article
• Language: English
• Subjects: mental health; mental health literacy; school mental health program; schoolteachers
• ISSN: 0971-8990; 2543-1897
• DOI: 10.4103/jmhhb.jmhhb_259_23

Introduction: The mental well-being of teachers profoundly influences educational quality and directly impacts the mental health of students. Recognizing the challenges faced by schoolteachers is crucial for policymakers to address these issues. Objective: The objective of this study is to investigate Indian schoolteachers’ mental health, aiming to uncover issues such as stigma, resilience, and mental health literacy. Methods: This cross-sectional study employed an online survey method, incorporating demographic information, Depression, Anxiety, and Stress Scale, Connor-Davidson Resilience Scale, Reported and Intended Behaviour Scale, and Mental Health Literacy Questionnaire. Google Form survey was disseminated through e-mail to teachers across 65 schools. The study targeted full-time teachers aged between 25 and 50 years, with at least 3 years of experience. Results: Among the 404 completed surveys, a significant majority (59.4%) of teachers demonstrated elevated scores, signaling a need for diagnostic evaluation for anxiety and depression, with 37.4% experiencing comorbid symptoms, and 30.7% reporting elevated stress levels. Teachers with anxiety and depression symptomatology had significantly lower hardiness (t = 3.616, P ≤ 0.001), coping (t = 2.946, P = 0.003), optimism (t = 2.156, P = 0.032), emotion regulation (t = 3.133, P = 0.002), self-efficacy (t = 5.042, P ≤ 0.001), and total resilience scores (t = 3.213, P = 0.001). Despite the majority reporting no personal experience with mental health issues, a substantial number expressed neutrality toward living (42.8%), working (36.1%), or residing nearby (37.6%) with individuals with mental health problems. However, 34.9% slightly disagreed with maintaining relationships with friends facing mental health challenges. While teachers exhibited above-average knowledge of mental health problems and related skills, they also displayed higher levels of erroneous beliefs or stereotypes. Conclusion: These results provide preliminary, data-based insights into the mental health, resilience, stigma, and mental health literacy of schoolteachers in India. The findings underscore the need for targeted programs to empower teachers as effective gatekeepers of child and adolescent mental health.