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This comprehensive review article looks into teachers’ transformative role in addressing the intersecting challenges of mental health, learning disabilities (LDs), and inclusive education. Recognizing the global prevalence and impact of these issues, the article emphasizes the crucial involvement point of the school environment. Despite teachers’ potential, challenges such as a lack of knowledge and confidence in understanding and handling mental health conditions and LDs persist. The proposed solutions advocate for targeted training programs and collaboration with mental health professionals, backed up by a hybrid approach that combines in-person and online learning. The article also delves into the educational landscape, addressing issues such as learning difficulties, the prevalence of LDs, and the role of teachers as intermediaries in early identification and support. It concludes by emphasizing the importance of closing the gap between policy intent and practical implementation for every student’s holistic well-being and academic success.
Magotra et al. (Wed,) studied this question.