Unveiling Well-Being in Education: Teachers' Perceptions and Experiences in Mental Health Support

AUTHOR(S)

MARY JANE A. PAQUIT

ABSTRACT

— This study explores the lived experiences, challenges, and perceptions of teachers regarding mental health support in promoting well-being in education within the Schools Division of City of Naga, Cebu during the School Year 2024–2025. It aims to understand how teachers experience and respond to mental health challenges, how they perceive school leadership’s role in fostering mental wellness, and what barriers or enablers exist in integrating mental health support within school culture. Using qualitative research design, in-depth interviews were conducted with five teacher participants from various public schools in the division. Thematic analysis was used to extract patterns and insights from the data. Findings reveal that while teachers acknowledge their essential role in supporting student mental health, they often feel unprepared due to insufficient training and limited resources. Teachers highlighted that mental health policies are present but inconsistently implemented, often reduced to compliance tasks with minimal impact. The presence of a supportive school culture—where leadership models openness and promotes mental wellness—was found to be a critical enabler. Conversely, schools where mental health remains a taboo face greater difficulty in sustaining support systems. Participants expressed the need for ongoing, practical training, access to mental health professionals, and collaborative efforts involving all stakeholders. Teachers’ narratives underscore a strong moral commitment to student well-being, yet systemic issues hinder effective practice. A school culture that embraces dialogue, leadership vulnerability, and collaboration emerged as a pivotal factor for sustainable implementation. To move from fragmented initiatives to meaningful practice, schools must integrate mental health into their core operations through clear policies, leadership commitment, and community engagement. Keywords — Mental health, teachers’ perceptions, school culture, leadership, policy implementation, qualitative research