Abstract
Utilizing a qualitative approach, this study aimed to explore what knowledge and attitudes preservice teachers hold and their practices in the classroom regarding supporting students' mental health. Research questions focused on four areas: RQ1: What knowledge level do preservice teachers have about students’ mental health problems, timely intervention strategies, and their responsibility in supporting student mental health? RQ2: How do teacher trainees perceive their roles in supporting students’ mental health, including their confidence, willingness, and beliefs, to address mental health concerns? RQ3: How do teacher trainees deploy their mental health knowledge in supporting learners, and what difficulties do they face in the implementation process? RQ4: What recommendations do preservice teachers provide for improving mental health training in teacher education programs? Data was collected from twenty-two preservice teachers through a survey with Likert-based and open-ended questions. The data was analyzed using descriptive statistics and thematic analysis. Findings indicated that preservice teachers have basic comprehension of mental health support and classroom practices. Preservice shared across the data set that revealed that their knowledge of the need to support their students' mental health and promote awareness lapsed in their practical referral knowledge and confidence. They also revealed that optimization of teacher preparation programs can instill confidence and competence to become active in support of mental health in the school environment. Finally, even though preservice teachers' responses were insightful, non-responses and silence indicated a reluctance towards discussion on mental health issues in Idaho. The implications for practice and recommendations for EPPs with respect to MHL programs are provided.