Guidelines to improve teachers' understanding of internalised mental health needs of learners in urban secondary schools

Abstract

To date, there remains a scarcity on research in South Africa about internalised mental health needs of learners in secondary schools. Mental health amongst secondary school learners has become a great concern in South Africa and figures indicated that there are 20 attempts by young South Africans for every suicide amongst adults. There are indications that one in five children suffer from some form of mental health condition and depression is common among learners (15-19 years). Internalised mental health needs include depression, anxiety, shyness, social withdrawal, sadness, suicidal ideation, sleep problems or fear and difficulty with social assertion demands and if left untreated, these mental health issues could progress into mental health challenges with numeral negative consequences. The primary objective of this study was to develop guidelines to improve teachers' understanding of internalised mental health needs of learners in urban secondary schools. To attain this objective, three sub-research questions guided the study: What are teachers' understanding of internalised mental health needs of learners? What are teachers' perceptions regarding the role of secondary school teachers in addressing internalised mental health needs of learners? and What operational guidelines can teachers collaboratively develop for the care and support of learns with internalised mental health issues? A PAR design within a critical transformative paradigm was used in this study. The research took place in the Gauteng North District in South Africa and the sample consist of six teachers from two urban secondary schools who acted as co-researchers. Data was generated using Photovoice, visual art-based collages and online electronic applications. Results and findings of this study offers perspectives of teachers' understanding of internalised mental health needs and of the role of secondary school teachers in addressing internalised mental health needs of learners. Finally, the study concludes with operational guidelines for the care and support of learners with internalised mental health needs.