Adolescents experiencing excessive anxiety are often under-identified in the school context, and consequently under-referred for in-school counselling or other mental health support. This is despite anxiety being the most prevalent mental health condition currently experienced by adolescents. The purpose of this study was to explore secondary teachers’ ability to recognise the need to refer adolescents with excessive anxiety symptoms. One hundred and fourteen secondary school teachers completed a questionnaire with five vignettes describing students experiencing various degrees of anxiety. Statistical analysis of the data involved use of the one-sample Wilcoxon test and Spearman’s rank non-parametric correlation coefficients. Results indicated that teachers recognised the need to refer adolescents with very severe anxiety symptoms. However, they were less likely to correctly identify and refer students with severe, moderate or mild anxiety symptoms. There was no statistically significant difference between male and female teachers’ decision to refer students for school counselling. These findings are an important step forward in understanding how teachers decide whether or not to refer anxious children for support, and in identifying areas for further training and professional development. Implications are discussed for future professional development for secondary school teachers.

中文翻译：

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中学教师识别和推荐不同焦虑程度学生的能力

经历过度焦虑的青少年在学校环境中往往未被识别，因此在校内咨询或其他心理健康支持方面的推荐不足。尽管焦虑是青少年目前最普遍的心理健康状况。本研究的目的是探索中学教师识别有过度焦虑症状的青少年的必要性的能力。114 名中学教师完成了一份问卷，其中包含五个描述学生经历不同程度焦虑的小插曲。数据的统计分析涉及使用单样本 Wilcoxon 检验和 Spearman 等级非参数相关系数。结果表明，教师认识到需要转介具有非常严重焦虑症状的青少年。然而，他们不太可能正确识别和推荐有严重、中度或轻度焦虑症状的学生。男性和女性教师决定将学生转介到学校咨询的决定在统计学上没有显着差异。这些发现是了解教师如何决定是否推荐焦虑儿童寻求支持以及确定进一步培训和专业发展领域的重要一步。讨论了对中学教师未来专业发展的影响。这些发现是了解教师如何决定是否推荐焦虑儿童寻求支持以及确定进一步培训和专业发展领域的重要一步。讨论了对中学教师未来专业发展的影响。这些发现是了解教师如何决定是否推荐焦虑儿童寻求支持以及确定进一步培训和专业发展领域的重要一步。讨论了对中学教师未来专业发展的影响。