Effect of Online Modules on Pre-Service Teacher Mental Health Literacy and Efficacy toward Inclusive Practices

  • Chris Gilham St. Francis Xavier University
  • Sherry Neville-MacLean St Francis Xavier University
  • Emily Atkinson Halifax Regional Centre for Education

Abstract

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

Author Biographies

Sherry Neville-MacLean, St Francis Xavier University

Instructor, Department of Psychology

Emily Atkinson, Halifax Regional Centre for Education

School Psychologist, M.A.S.P., M.Ed

Published
2021-06-30
How to Cite
Gilham, C., Neville-MacLean, S., & Atkinson, E. (2021). Effect of Online Modules on Pre-Service Teacher Mental Health Literacy and Efficacy toward Inclusive Practices. Canadian Journal of Education/Revue Canadienne De l’éducation, 44(2), 559-599. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4601