MENTAL HEALTH LITERACY AMONG PRE-SERVICE TEACHERS: AWARENESS, ATTITUDES AND PREPAREDNESS IN TEACHER EDUCATION INSTITUTIONS

Abstract [English]

Mental health concerns among students have increased significantly in recent years, making teachers key agents in identifying, supporting, and referring students facing psychological challenges. In this context, mental health literacy (MHL) among pre-service teachers has emerged as a critical component of effective teacher preparation. The present study aims to assess the level of mental health literacy, attitudes, and preparedness among pre-service teachers enrolled in teacher education institutions. A descriptive survey method was employed for the study. The sample comprised 200 pre-service teachers selected through stratified random sampling from B.Ed. colleges. Data were collected using a standardized Mental Health Literacy Scale along with a self-developed preparedness questionnaire. Statistical techniques such as mean, standard deviation, percentage analysis, t-test, and ANOVA were used for data analysis. The findings revealed that the majority of pre-service teachers possessed a moderate level of mental health literacy, with no significant gender differences. However, the study identified a noticeable gap between theoretical awareness and practical preparedness in handling student mental health issues in classroom settings. The results highlight the urgent need to integrate structured mental health education, counselling skills training, and experiential learning modules into teacher education programs. The study concludes that strengthening mental health literacy among pre-service teachers is essential for creating emotionally supportive classrooms and promoting holistic student development.