Open AccessEffect of Online Modules on Pre-Service Teacher Mental Health Literacy and Efficacy toward Inclusive Practices
Author(s) -
Chris Gilham,
Sherry NevilleMacLean,
Emily G. Atkinson
Publication year - 2021
Publication title -
canadian journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.165
H-Index - 37
eISSN - 1918-5979
pISSN - 0380-2361
DOI - 10.53967/cje-rce.v44i2.4601
Subject(s) - mental health literacy , bachelor , mental health , psychology , medical education , self efficacy , literacy , stigma (botany) , mental health service , service (business) , medicine , pedagogy , political science , mental illness , social psychology , psychiatry , business , marketing , law
Mental health literacy (MHL) for pre-service teachers seeks to improve knowledge and help-seeking behaviours and decrease stigma. Increased MHL may also change perceived stress and self-efficacy for inclusive practices. This cohort study evaluates the impact of an online MHL resource for educators, embedded within a mandatory Bachelor of Education (BEd) course, on pre-service teachers’ MHL, perceived stress, and teacher efficacy toward inclusive practices. Seventy-one pre-service teachers completed the course as well as pre- and post-surveys. Results demonstrated significant and substantial improvements on knowledge, help-seeking, and perceived efficacy for inclusive practices. Increased MHL may be an effective approach in meeting the requirements of inclusive education.
Keywords: mental health literacy, pre-service teachers, inclusive education, self-efficacy