Ensuring pre-service teachers have strong mental health literacy is vital for progress towards an inclusive, effective education system; yet little is known about how pre-service teachers are prepared for practice with school students who present with poor mental health. The original, internationally comparative small-scale (N = 24) qualitative study reported here compared current mental health literacy provision to pre-service teacher education students in Scotland and Australia. Semi-structured telephone interviews with teacher educators who delivered mental health content divulged highly variable, often ad-hoc mental health literacy provision; a concern, given the prevalence of poor mental health affecting children and young people in schools. Thematic data analysis revealed striking commonalities among issues raised by participants from both countries, highlighting the need for urgent improvement in the provision of mental health literacy to pre-service teachers. Results suggest the possibility of strategically developing a joint Australian-Scottish mental health component suitable for delivery in both countries.

中文翻译：

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边缘工作：澳大利亚和苏格兰职前教师教育中心理健康素养的比较研究

确保职前教师具备强大的心理健康素养对于实现包容、有效的教育体系至关重要；然而，关于职前教师如何准备与心理健康状况不佳的学生一起练习的情况知之甚少。此处报告的原始国际比较小规模（N = 24）定性研究将当前的心理健康素养提供与苏格兰和澳大利亚的职前教师教育学生进行了比较。与提供心理健康内容的教师教育者进行的半结构化电话访谈揭示了高度可变的，通常是临时的心理健康素养条款；考虑到影响学校儿童和年轻人的普遍心理健康状况不佳，这是一个令人担忧的问题。专题数据分析揭示了两国参与者提出的问题之间的惊人共性，突出表明迫切需要改进向职前教师提供心理健康素养。结果表明，有可能战略性地开发适合在两国交付的澳大利亚-苏格兰联合心理健康组件。