Trust and help-seeking judgments in everyday relationships: a qualitative study of Cambodian pre-service teachers

In post-conflict settings such as Cambodia, weakened social trust may hinder supportive relationships and access to mental health care. Trust and help-seeking are important for mental well-being, yet little qualitative research has examined how Cambodian pre-service teachers develop interpersonal trust and seek help in everyday relationships. This study explored the judgment criteria that Cambodian pre-service teachers used to evaluate trust towards specific relational targets and to select sources of help. An exploratory qualitative study was conducted using semi-structured interviews with 15 pre-service teachers in Cambodia. Participants were recruited through purposive sampling. Data were analyzed using inductive qualitative content analysis. The analysis identified relationship-specific criteria shaping trust toward family members, friends, teachers, and neighbors. Trust in family members was associated with emotional security and long-term cohabitation. Trust in friends depended on relational closeness and reciprocity but could be undermined by negative interpersonal experiences. Trust in teachers was influenced by perceived approachability and supportive behavior, while trust in neighbors was conditional and linked to relational distance. Help-seeking choices varied by perceived support needs. Family and friends were the primary sources for emotional and practical support, while doctors were consulted for professional care. Self-coping was preferred for manageable problems. Across relational targets, participants applied several common evaluative judgment criteria, including psychological safety, reciprocity, relational closeness, perceived expertise, and problem-source fit. These findings suggest that trust and help-seeking are shaped by both relationship-specific and cross-cutting judgment criteria and highlight the importance of psychologically safe and supportive interpersonal environments for Cambodian pre-service teachers.