@article{Gilham_Neville-MacLean_Atkinson_2021, title={Effect of Online Modules on Pre-Service Teacher Mental Health Literacy and Efficacy toward Inclusive Practices}, volume={44}, url={https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4601}, DOI={10.53967/cje-rce.v44i2.4601}, abstractNote={<p>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.</p> <p><br>Keywords: mental health literacy, pre-service teachers, inclusive education, self-efficacy</p>}, number={2}, journal={Canadian Journal of Education/Revue canadienne de l’éducation}, author={Gilham, Chris and Neville-MacLean, Sherry and Atkinson, Emily}, year={2021}, month={Jun.}, pages={559–599} }