Teacher’s Perceptions about Mental Health Status of Primary School Children in Rural Rawalpindi: A Mixed Method Study

Abstract

Background: According to the research, around fifteen percent of children in the Asia of age of 5-16 years suffer from the mental health issues. Teachers are actual hubs that can indicate, supervise and promote child’s mental health from the initial stage. Therefore, the aim of this research is to determine teacher’s perception about primary school mental health of rural areas. Method: This mixed method study is a sight to extend the research literature by exploring primary school teachers’ perception about the primary school children mental health. A questionnaire and semi-structured interview were designed to collect quantitative and qualitative data. Twenty two schools were recruited among them fifteen schools were willing to participate. The quantitative data has been gathered from 200 teachers. Results:Out of 207 primary school teachers, 188 participated in the study, with a response rate of 90.3%. The majority of participants were female, had over five years of teaching experience, and most taught senior primary classes, with 62.8% being class teachers.Out of the mental health issues experienced by primary school children, 56% are categorized as less severe, while 44% are considered severe. The qualitative research study revealed that primary school teachers in Rawalpindi face various challenges related to the mental health of their students, including limited knowledge and training in mental health, insufficient support from parents and school administration, and cultural barriers in 7 promoting mental health. Teachers also emphasized the importance of socialization and community involvement in promoting the mental health of their students, and expressed a need for targeted interventions and resources to support their own well-being and the well being of their students. Conclusion: In conclusion, the study emphasizes the need to address the mental health challenges faced by primary school teachers in Rawalpindi, such as limited knowledge and training, insufficient support from parents and school administration, and cultural barriers. Effective interventions and resources can support the mental health and well-being of both students and teachers while promoting community involvement. Keywords: Teacher Perception, Mental Health, Primary School Children, Student Mental Health ,Mixed Method , Rawalpindi