Improving Implementation of Mental Health Literacy in a Middle Years Classroom

Abstract

The purpose of this practical action research study was to improve my implementation of mental health literacy to middle-years students by using an inquiry-based approach with the intention of understanding how to engage with and address relevant mental health concerns alongside my students. In addition, I hoped to learn about the needs of my own practice related to mental health literacy in order to address my perception of ever-increasing mental health issues arising in my classroom. Twenty participants, both male and female from my homeroom classroom, took part in the study. Data was collected using initial and exit interviews, exit slips, as well as formative and summative assessments along with other student artifacts. As I progressed through the phases of the action research cycle to explore my implementation of mental health literacy within a middle-years classroom, four themes arose from the data. The first theme explores the needs within my practice and examines my instructional practices and my professional decisions. The second theme highlights the considerations and responsibilities that arise when teaching the unique topic of mental health. The third theme focuses on understanding the specific needs and requirements of teaching mental health to middle-years students. The period of adolescence requires special consideration related to unpacking students’ learning needs around mental health. Finally, the fourth theme discusses the need for mental health literacy within the Saskatchewan Health curricula and recommends having explicit mental health outcomes spiraled into the curriculum beginning early in students’ education.