Assessing Saudi special education teachers' preparedness to support the mental health of students with intellectual disabilities: contributions of awareness, self-efficacy, and school support

Special educators play a pivotal role in supporting the mental health of students with intellectual disabilities, yet their preparedness remains understudied in the Saudi context. This study examined the levels of awareness, self-efficacy, and perceived school support among special education teachers in Saudi Arabia and identified factors influencing their capacity to address students' mental health needs. A total of 443 special education teachers across Saudi Arabia participated in a cross-sectional survey assessing their awareness, self-efficacy for supporting mental health, perceived school support, and attitudes toward student mental health. Descriptive analyses revealed high levels of self-reported awareness and generally positive attitudes, although perceived school support was comparatively lower. The results revealed that both awareness of student mental health and perceived school support were significant predictors of teachers' attitudes toward supporting student mental health. Furthermore, self-efficacy for supporting mental health partially mediated the relationship between awareness, school support, and teachers' attitudes. Significant differences were also observed in awareness, self-efficacy, and perceived school support based on teachers' gender, academic qualifications, and teaching experience. The study highlights the need for targeted professional development, culturally responsive training, and stronger institutional support systems to empower teachers in promoting student well-being.