000126910 001__ 126910
000126910 005__ 20241125101132.0
000126910 0247_ $$2doi$$a10.3389/fpubh.2023.1171994
000126910 0248_ $$2sideral$$a134441
000126910 037__ $$aART-2023-134441
000126910 041__ $$aeng
000126910 100__ $$0(orcid)0000-0003-0053-1429$$aGranada-López, José Manuel$$uUniversidad de Zaragoza
000126910 245__ $$aMental health knowledge and classroom experiences of school teachers in Aragon, Spain
000126910 260__ $$c2023
000126910 5060_ $$aAccess copy available to the general public$$fUnrestricted
000126910 5203_ $$aResearch shows that many mental disorders begin in childhood but are sometimes not diagnosed until later years. School-age children spend much of their time in schools and have daily interactions with school teachers.AimExamine school teachers’ experiences of mental disorders in school going children and adolescents and their associated mental health training needs.Method and sampleA descriptive cross-sectional study was carried out with teachers in Infant-Primary and Secondary Education-Baccalaureate schools.ResultsA convenience sample of 685 teachers responded to the online survey. Participants worked in both urban and rural areas and in Infant-Primary and Secondary Education-Baccalaureate schools. Over half of participants reported classroom experiences of learner mental disorders such as ADHD, anxiety, conduct disorders or autism. Most participants acknowledged a training need, both in recognition of symptoms of mental disorders and in care resources and processes. However, 80% of respondents reported having not received any training in this regard. Participant preferences for training included face-to-face or hybrid – combined online learning. Participants also considered the management of their own mental health to be deficient, therefore any training should incorporate personal mental health awareness and self-help strategies.ConclusionIn Aragón (Spain), teachers of children and adolescents with mental disorders, recognize a need for training in the identification of symptoms and other aspects of mental healthcare, such as availability and access to services. Protocols for early identification and referral would promote mentally healthy school environments and reduce stigma which could be a barrier to timely intervention. In addition, any training should include mental health self-care for teachers.
000126910 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000126910 590__ $$a3.0$$b2023
000126910 592__ $$a0.895$$b2023
000126910 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b115 / 408 = 0.282$$c2023$$dQ2$$eT1
000126910 593__ $$aPublic Health, Environmental and Occupational Health$$c2023$$dQ1
000126910 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b115 / 408 = 0.282$$c2023$$dQ2$$eT1
000126910 594__ $$a4.8$$b2023
000126910 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000126910 700__ $$aRamón-Arbués, Enrique
000126910 700__ $$0(orcid)0000-0002-4753-630X$$aEchániz-Serrano, Emmanuel$$uUniversidad de Zaragoza
000126910 700__ $$aJuárez-Vela, Raúl
000126910 700__ $$aCobos-Rincón, Ana
000126910 700__ $$0(orcid)0000-0003-0083-5940$$aSatústegui-Dordá, Pedro José$$uUniversidad de Zaragoza
000126910 700__ $$aNavas-Echazarreta, Noelia
000126910 700__ $$aSantolalla-Arnedo, Iván
000126910 700__ $$aNash, Michael
000126910 7102_ $$11006$$2255$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Enfermería
000126910 773__ $$g11 (2023), .1171994 [10 pp.]$$pFront. public health.$$tFrontiers in public health$$x2296-2565
000126910 8564_ $$s1183606$$uhttps://zaguan.unizar.es/record/126910/files/texto_completo.pdf$$yVersión publicada
000126910 8564_ $$s2227255$$uhttps://zaguan.unizar.es/record/126910/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
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000126910 951__ $$a2024-11-22-11:59:21
000126910 980__ $$aARTICLE