Evaluating the Impact of a Mental Health Literacy Course on Pre-Service Teachers' Self-Efficacy, Attitudes Toward Trauma-Informed Care, Classroom Management, and Relationship Building
Abstract
Youth mental health distress has increased in recent years, creating a sense of urgency among teachers regarding preparation, knowledge, and a need for education. To address this need, this program evaluation study evaluated a 12-week mental health literacy course offered as part of a mandatory curriculum at a large Canadian university’s Faculty of Education. The goals of the course include amplifying preservice teachers’ sense of school mental health awareness, confidence, and relationship building through a trauma and violence and culturally informed approach. Results indicate that incorporating a mental health informed curriculum can positively influence perceived self-efficacy in providing mental health support, attitudes towards trauma-informed care, the ability to foster a mental health healthy classroom environment, and the quality of interactions preservice educators have with students. Perceived self-efficacy in trauma-informed care did not improve as a result of the course, suggesting that supporting classroom mental health and supporting classroom trauma are two distinct practices.