Supporting the Mental Health Needs of Neurodivergent Students: Outcomes of a Mental Health Literacy Program for Primary School Educators
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First published online 29 September 2024.
Why this study was done
Neurodivergent children (such as those with autism or ADHD) are more likely to experience mental health challenges, which can affect their learning, behaviour, and wellbeing at school. Teachers play an important role in supporting these students but may not always feel confident or prepared to do so. This study looked at whether training teachers in mental health and neurodiversity could improve their knowledge and confidence.
What the study did
Researchers evaluated a mental health training program for primary school teachers called Teaching and Mental Health. They analysed existing data from 99 teachers in Australia who completed the program, comparing their knowledge and confidence before and after the training.
What the study found
The study found that:
Teachers’ knowledge about neurodiversity and mental health increased after the training
Teachers felt more confident supporting neurodivergent students
Teachers were generally satisfied with the training
Greater knowledge was linked to higher confidence
The quality of the presenter influenced how effective the training was
What this means
This research shows that training programs can help teachers better support the mental health needs of neurodivergent students. However, how the training is delivered (e.g., the presenter’s effectiveness) is important. Improving teacher training could lead to better outcomes for students in inclusive classrooms.
This study was conducted by: Dr. Govind Krishnamoorthy, Ms. Rebbeca Terlich and Associate Professor Eric C. Fein.
For other accessible formats, please see the column to the right.
Disclaimer: The QDRN has utilised generative AI to refine the wording of this plain language summary. All content has been checked for accuracy, appropriate tone, and clarity and approved by the author.
First published online 29 September 2024.
Why this study was done
Neurodivergent children (such as those with autism or ADHD) are more likely to experience mental health challenges, which can affect their learning, behaviour, and wellbeing at school. Teachers play an important role in supporting these students but may not always feel confident or prepared to do so. This study looked at whether training teachers in mental health and neurodiversity could improve their knowledge and confidence.
What the study did
Researchers evaluated a mental health training program for primary school teachers called Teaching and Mental Health. They analysed existing data from 99 teachers in Australia who completed the program, comparing their knowledge and confidence before and after the training.
What the study found
The study found that:
Teachers’ knowledge about neurodiversity and mental health increased after the training
Teachers felt more confident supporting neurodivergent students
Teachers were generally satisfied with the training
Greater knowledge was linked to higher confidence
The quality of the presenter influenced how effective the training was
What this means
This research shows that training programs can help teachers better support the mental health needs of neurodivergent students. However, how the training is delivered (e.g., the presenter’s effectiveness) is important. Improving teacher training could lead to better outcomes for students in inclusive classrooms.
This study was conducted by: Dr. Govind Krishnamoorthy, Ms. Rebbeca Terlich and Associate Professor Eric C. Fein.
For other accessible formats, please see the column to the right.
Disclaimer: The QDRN has utilised generative AI to refine the wording of this plain language summary. All content has been checked for accuracy, appropriate tone, and clarity and approved by the author.
