Differences Between Novice and Expert Teachers' Undergraduate Preparation and Ratings of Importance in the Area of Children's Mental Health

Public school teachers are increasingly faced with students in the classroom who present with mental health issues. Additionally, there is growing concern for the use of more evidence-based mental health prevention efforts in schools for all students. This article reviews a research survey developed and validated psychometrically to assess teachers' awareness of mental health issues, and to document the degree of relevant mental health training they received in their university preparatory training program. The survey was administered to two groups of teachers, one group of experienced practicing mentor teachers and a second group comprising beginning teachers. Analysis of the data revealed that both groups recognize that attention to mental health issues for students is important to their teaching success. In addition, both groups reported receiving scant formal academic preparation in prevention-based mental health principles and practices while in pre-service training. Implications for teacher educators and practicing teachers – and especially for people enrolled in pre-service teacher training programs – are discussed.