Teachers’ mental health literacy and action competencies

Abstract Background Teachers are very important in mental health promotion and early recognition of mental health burden (disorder, illness). Teachers’ surrogate mental health literacy (MHL) may be key to improving mental health in youth but has been little investigated. We assessed surrogate MHL in Swiss teachers and tested a measure of mental health action competencies (MHAC). Methods In 2020, all teaching and support staff at compulsory school level were invited to an online survey covering individual and professional characteristics, MHL (finding, understanding, critical appraisal of information) and action competencies (adapted scale Ahnert et al. 2016, range 17 - 68) personal experience with students’ MHB. Data was explored descriptively and with multivariate regression. Item response theory analyses were conducted to examine internal psychometric MHAC scale properties, and group-mean differences tested between school levels. Results Participation rate was 38% (N = 459). Nearly all participants had taught at least 1 mentally burdened student in the past year (average 4.7). 77% felt experienced to very experienced regarding these students. Only 32% felt they had sufficient tools and teaching resources. Participants felt it was difficult to very difficult to find (47%), understand (53%) and appraise (90%) information on students’ mental health. Kindergarden teachers and teachers without class responsibility showed significantly lower MHL. Internal psychometric properties of the MHAC measure support the use of a 1-factor scale and indicates discriminant validity with respect to age; experience and school level, median score was high (P50 48, P25 44, P75 53), but single items, e.g. on suicide signs, were rated low. Conclusions While overall subjective MHAC are high, teachers are insecure regarding MHL and report a lack of tools and resources. Targeted training could strengthen surrogate mental health literacy with a focus on critical appraisal and certain action competencies.


Background:
Teachers are very important in mental health promotion and early recognition of mental health burden (disorder, illness). Teachers' surrogate mental health literacy (MHL) may be key to improving mental health in youth but has been little investigated. We assessed surrogate MHL in Swiss teachers and tested a measure of mental health action competencies (MHAC).

Methods:
In 2020, all teaching and support staff at compulsory school level were invited to an online survey covering individual and professional characteristics, MHL (finding, understanding, critical appraisal of information) and action competencies (adapted scale Ahnert et al. 2016, range 17 -68) personal experience with students' MHB. Data was explored descriptively and with multivariate regression. Item response theory analyses were conducted to examine internal psychometric MHAC scale properties, and group-mean differences tested between school levels. Results: Participation rate was 38% (N = 459). Nearly all participants had taught at least 1 mentally burdened student in the past year (average 4.7). 77% felt experienced to very experienced regarding these students. Only 32% felt they had sufficient tools and teaching resources. Participants felt it was difficult to very difficult to find (47%), understand (53%) and appraise (90%) information on students' mental health. Kindergarden teachers and teachers without class responsibility showed significantly lower MHL. Internal psychometric properties of the MHAC measure support the use of a 1-factor scale and indicates discriminant validity with respect to age; experience and school level, median score was high (P50 48, P25 44, P75 53), but single items, e.g. on suicide signs, were rated low.

Conclusions:
While overall subjective MHAC are high, teachers are insecure regarding MHL and report a lack of tools and resources. Targeted training could strengthen surrogate mental health literacy with a focus on critical appraisal and certain action competencies.

Background:
During the COVID-19 pandemic, health care workers (HCWs) have experienced considerable stress and shown great resilience. Multiple organisations advocate for better support for the health workforce, both during pandemics and in routine health care. Effective interventions aimed at supporting HCWs should be based on evidence stemming from HCWs' coping strategies and support needs. This workshop highlights coping mechanisms and support strategies for HCWs during public health emergencies. It is chaired by the Robert Koch Institute (RKI), Germany's national public health institute, who played a major role in the pandemic response over the last two years, and the EUPHA Health Workforce Research Section. While the workshop's primary geographical focus is Germany, the roundtable participants will explore, from an international perspective, what lessons can be learned from HCWs' experiences during the COVID-19 pandemic and discuss the relevance to researchers, health professionals, health managers, politicians, and other decision makers.

Objectives:
The aims are to: (i) introduce an analytical framework for coping mechanisms and support strategies for HCWs during public health emergencies, (ii) present reported coping mechanisms among, and support strategies provided to, HCWs during the COVID-19 pandemic, and (iii) discuss the coping mechanisms and support strategies that have been reported to be most effective in improving the situation of HCWs in the future.
The panel workshop starts with two 10-minute presentations followed by a moderated panel and subsequent discussion with the audience. The presentations introduce the workshop topic using a scoping literature review conducted at RKI on HCWs' experiences during the COVID-19 pandemic, and a summary of key findings of a mixed-method study on coping strategies and support needs of HCWs during COVID-19 in Germany, highlighting support needed and received and crucial sources of support. The panel highlights the most effective reported coping mechanism, addresses gaps in support strategies, and collects suggestions for how to make use of the suggested solutions. These as well as lessons to be learned for policy and practice will be discussed with panel members and attendees, connecting the perspectives of health policymakers, management. and professionals. The aim of the workshop is to contribute to the wellbeing of HCWs, who represent one of the most important pillars of a health system. Key messages: Healthcare workers' coping mechanisms and support strategies during the COVID-19 pandemic are an important source of health workforce resilience. Lessons learned from the COVID-19 pandemic on supporting health care workers must be jointly implemented across sectors.