Perceived roles, barriers, and facilitators of teachers on mental health promotion in primary schools in the Philippines

The increasing prevalence of mental health concerns among children and adolescents highlights the importance of school-based mental health promotion. Teachers and school personnel are well positioned to support student well-being; however, limited research has examined how school personnel in the Philippines perceive their roles in mental health promotion and the factors influencing these roles. This study examined the perceived roles, facilitators, and barriers related to mental health promotion in Philippine primary schools. A cross-sectional descriptive survey design was employed using an online questionnaire administered to primary school teachers, school leaders, and guidance counsellors from public and private schools across the Philippines. Quantitative data were analysed using descriptive statistics, while responses to open-ended questions underwent qualitative content analysis. Participants generally acknowledged that mental health promotion forms part of the role of schools and teachers. Perceived responsibilities included supporting students with mental health difficulties, promoting mental health awareness, identifying early signs of mental health concerns, facilitating referrals, and collaborating with relevant stakeholders. Facilitators included positive attitudes toward mental health promotion, willingness to adopt evidence-informed interventions, improved understanding of mental health, and perceived school capacity to support mental health initiatives. Reported barriers included limited knowledge and training, lack of experience, low self-efficacy, workload demands, and limited collaboration with mental health professionals and external services. Strengthening teachers’ capacity through professional development, organisational support, and collaborative practices may enhance school mental health promotion within Philippine primary schools.