Primary school teachers’ experiences of their responsibility for pupils’ mental health and well-being

Young people worldwide are increasingly experiencing mental health problems. The aim of the study was to examine how primary school teachers experience their responsibility for pupils’ well-being and mental health. Interviews were conducted with six qualified primary school teachers in Finland. Data were analyzed using qualitative content analysis. Four main categories and 14 subcategories were identified. The main categories were: emotionally safe and supportive spaces, recognizing pupils’ mental health problems, role strain and professional expectations, and whole-school environment and systemic support. Primary school teachers perceived their role as central in promoting pupils’ mental health. Creating emotionally safe classroom environments, fostering open communication, and building trusting relationships were seen as key responsibilities. Recognizing signs of mental health problems was considered part of their professional role. Pupils with internalizing difficulties, such as social withdrawal and reluctance to seek help, were perceived as difficult to identify and support. While teachers felt responsible for noticing concerns and initiating support, assessment and treatment were regarded as the responsibility of specialized professionals. Organizational and systemic support was highlighted, including workload, large class sizes, limited resources, and unclear guidelines, which were seen as barriers. Collaboration with guardians, colleagues, and other professionals was considered essential for effective support.