International Journal For Multidisciplinary Research

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Teachers as First Responders: Navigating Classroom Experiences and Mental Health Challenges

Author(s) Amina Parveen, Iqra Shabir, Suraya Jabeen, Umera Jan
Country India
Abstract Educators have been responding to student mental health emergencies on the front lines more frequently in recent years, frequently taking on tasks that have historically been done by mental health professionals. This change emphasizes how important it is for educators to possess both the pedagogical know-how and the practical approaches needed to address mental health issues in the classroom. This abstract examines how teachers are increasingly acting as first responders when it comes to helping students with mental health concerns. The study shows that a variety of mental health issues, such as anxiety, depression, and symptoms associated with trauma, are commonly encountered by educators. These problems might show up as emotional anguish, behavioral challenges, or academic difficulties, and they all call for a sensitive and understanding approach. Important findings indicate that although a large number of educators are dedicated to promoting the mental health of their pupils, they frequently lack thorough training in crisis intervention and mental health first aid. The study comes to the conclusion that establishing supportive school settings requires a cooperative strategy combining educators, mental health specialists, and legislators. Schools can better assist students' learning by increasing teachers' preparation and providing the tools they need.
Keywords Educators, mental health, anxiety, depression, Classroom Experiences.
Published In Volume 6, Issue 6, November-December 2024
Published On 2024-11-27
Cite This Teachers as First Responders: Navigating Classroom Experiences and Mental Health Challenges - Amina Parveen, Iqra Shabir, Suraya Jabeen, Umera Jan - IJFMR Volume 6, Issue 6, November-December 2024. DOI 10.36948/ijfmr.2024.v06i06.31694
DOI https://doi.org/10.36948/ijfmr.2024.v06i06.31694
Short DOI https://doi.org/g8r8f4
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