Policy makers identify schools as settings for promoting students' positive mental health. However, mental health promotion is not typically addressed in pre- or in-service teacher education. This paper reports 1029 Australian and Maltese teachers' perspectives about their capabilities for mental health promotion. Although participants reported favourable attitudes, many indicated concerns about capabilities such as Knowledge, Parenting Support and Self-efficacy. Multilevel modelling showed differences between county, gender and year level, but not between years of teaching experience. Curriculum initiatives for mental health promotion require opportunities for teachers to build their capabilities in this relatively new domain of school and teacher responsibility.
- Hierarchical linear modelling
- Mental health promotion
- Social and emotional education
- Teacher knowledge
- Teacher self-efficacy
- Teachers' professional learning