Assessment of Teachers’ Knowledge, Attitudes, Readiness, and PerceivedBarriers Toward Student Mental Health inSaudi Arabia

Abstract

Introduction: Mental health disorders such as anxiety, depression, and behavioral disorders significantly impact
students’ academic performance, social interactions, and overall well-being. Teachers, as the first point of contact
for many students, are in a unique position to identify early signs of mental health issues and facilitate timely
intervention. However, their level of knowledge, attitudes, readiness, and perceived barriers to supporting
student mental health in Saudi Arabia remain underexplored clearly. Objectives: This study aimed to assess
the knowledge, attitudes, readiness, and perceived barriers among schoolteachers in Saudi Arabia regarding
student mental health. Materials and Methods: A cross-sectional study was conducted between July and
December 2025 in public and private schools across various regions of Saudi Arabia, encompassing both urban
and rural areas. Licensed male and female teachers from primary, intermediate, and secondary schools were
recruited through official Ministry of Education channels and social media platforms. Data were collected
using a structured, self-administered questionnaire adapted from validated instruments. The questionnaire
assessed five domains: Sociodemographic characteristics, practice and experience, awareness, attitudes and
readiness, and perceived barriers. Responses were scored according to predefined scoring systems specific to
each domain. Results: A total of 422 participants completed the survey. Participants were equally distributed
by gender (211 females and 211 males), and most were married (73.9%). Public schools represented 74.9%
of respondents, with representation across regions (central region: 31.0%; Eastern: 24.4%; Western: 19.0%;
Southern: 15.9%; Northern: 9.7%). Teachers frequently observed student mental health–related concerns,
including aggression/violence (80.1%), social pressure events such as parental death/divorce (75.4%), issues
with focus/concentration (74.2%), peer issues (73.0%), and anxiety (72.7%). Training related to student mental
health was reported by 72.0%, and 83.9% had previously reported/referred a student for a mental health
concern; among those who reported, 90.1% indicated action was taken. Awareness was high: 93.6% had heard of
behavioral interventions, 77.0% had heard of
behavioral interventions applied in schools, and
75.6% reported learning/training in behavioral
interventions during college/practice. Overall
scoring (max = 231) showed most participants
were categorized as moderate (84.6%), with
13.0% high and 2.4% low; overall score level
differed significantly by age group (P = 0.018),
educational qualification (P < 0.001), and
years of teaching experience (P = 0.032). 

Conclusion: Reported exposure to student mental health-related concerns was high, and awareness of behavioral interventions
was generally strong. Despite broadly supportive item-level attitudes toward teacher involvement in student mental health,
these findings support strengthening structured professional development, standardizing school-based referral pathways,
and addressing system-level barriers to improve consistent implementation of behavioral interventions and student mental
health support in schools.