Barriers and support needs in delivering mental health education: teachers’ perspectives from a qualitative pilot study

Mental health disorders among Malaysian children and adolescents are rising, yet barriers to school-based mental health education remain underexplored. This qualitative study, guided by Social Cognitive Theory (SCT), examines teachers’ perspectives on delivering mental health literacy (MHL) education in Malaysian primary and secondary schools. Thirteen classroom teachers from urban and rural schools participated in semi-structured interviews. Systematic thematic analysis identified four interconnected themes: (1) environmental constraints (limited resources, insufficient time, heavy workload) erode pedagogical capacity; (2) cultural stigma and institutional silence perpetuate teacher reluctance; (3) knowledge gaps and limited modelling opportunities undermine preparedness due to insufficient training; and (4) supportive structures (collegial support, counsellor guidance, Ministry initiatives) enable MHL delivery when available. Applying SCT’s reciprocal determinism revealed how environmental barriers (lack of training opportunities) prevent behavioural enactment (teaching MHL), which undermines personal factors (teacher confidence), creating self-reinforcing cycles. Urban teachers emphasized administrative burden, while rural teachers highlighted professional isolation. Findings underscore the need for multi-level interventions: environmental (curriculum reform, resource allocation, mandatory training), personal (confidence-building through peer support), and institutional (whole-school culture change). This study provides foundational evidence for policymakers to design comprehensive strategies addressing systemic gaps in teacher preparation and institutional support.