ABSTRACT An increase in mental health difficulties in children and adolescents has resulted in teachers being asked to act as frontline mental health professionals. Previous research investigated teacher involvement in the identification and management of pupils' mental health issues, but little is known about the lived experience of such teachers. This study uses Interpretative Phenomenological Analysis to explore the experiences of school staff working with pupils with mental health difficulties. Findings indicate that guidance teachers and support staff are emotionally affected by such activities and believe more time, training, a whole-school approach and access to a school-based counselling service are required to provide the optimum mental health service for pupils with mental health difficulties. Implications for practice are discussed.

中文翻译：

---

指导教师和支持人员在两所中学与有心理健康困难的学生一起工作的经验：一项 IPA 研究

摘要 儿童和青少年心理健康困难的增加导致教师被要求充当一线心理健康专业人员。以前的研究调查了教师参与识别和管理学生心理健康问题的情况，但对这些教师的生活经历知之甚少。本研究使用解释性现象学分析来探索学校工作人员与有心理健康困难的学生一起工作的经历。调查结果表明，指导教师和支持人员会受到此类活动的情绪影响，并认为需要更多的时间、培训、全校方法和获得校本咨询服务的机会，才能为有心理健康困难的学生提供最佳的心理健康服务. 讨论了对实践的影响。