This master’s thesis explores college teaching staff ’ knowledge, perceptions, and practices regarding student mental health. It is part of the 2021–2026 Action Plan on Student Mental Health in Higher Education, a broader initiative aimed at promoting environments conducive to mental health that recognizes the central role of teacher in this effort.
Several studies show that the growing involvement of teaching staff in mental health issues can lead to uncertainty about their role, particularly due to a lack of specialized training and varying levels of mental health literacy. This qualitative study therefore seeks to better understand how they perceive their role in student mental health and what factors influence their engagement. To address this, twelve semi-structured interviews were conducted with teachers from 14 college institutions and various disciplines.
The findings reveal that knowledge, practices, and levels of engagement are influenced by various individual, organizational, and systemic factors. The study also offers recommendations to support the development of communication tools and continuing education activities for college faculty.
Did you find this content useful?
