Teachers’ Experiences with and Helping Behaviour Towards Students with Mental Health Problems
Bibliographic record
Abstract
The aim of the current study was to examine secondary school teachers’ experiences with and helping behaviour towards students with mental health problems. Data from 176 teachers were analysed. Altogether, 91.5% of participating teachers reported that they already had students with a mental health problem (particularly mood disorders) in their classes. About ¾ of teachers (74.7%) were also willing to help a student with a mental health problem, particularly by listening attentively or by recommending professional help. The self-rated mental health literacy of teachers was significantly and positively associated with help provision and with the assessment that ‘asking students about suicidal thoughts’ is helpful. In contrast, the perception of not having the necessary experience/training to help or that other people are better suited to help were seen as barriers to providing help. Based on the results, it is concluded that increasing teachers’ mental health literacy and the confidence in their ability to help (including asking students about suicidal thoughts) might increase their helping behaviour directed towards students with mental health problems.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".