The Impact of the Absence of Mental Health Education on Student Teachers’ Well-Being: A Survey Study

Madiha Ghori; Sari Hidayati

doi:10.15548/jt.v33i2.1100

The Impact of the Absence of Mental Health Education on Student Teachers’ Well-Being: A Survey Study

Madiha Ghori, Sari Hidayati

Abstract

This study aimed to examine the impact of the absence of mental health education in teacher training programs on student teachers’ psychological well-being, preparedness, and professional development. A survey research design was employed to investigate participants’ experiences, perceptions, and mental health-related needs during teacher preparation. The findings revealed that 73.3% of participants had not received formal mental health education as part of their teacher training, while 80% believed that its absence had contributed to their mental health struggles. Furthermore, 90% of participants considered mental health education extremely important for teachers, demonstrating strong recognition of its relevance to the teaching profession. In addition, 83.3% believed that integrating mental health education into teacher preparation would improve their teaching practice, while 73.3% reported that its inclusion would encourage them to remain in the teaching profession longer. These findings indicate that the lack of structured mental health education may leave student teachers insufficiently prepared to manage stress, burnout, emotional pressures, and other psychological challenges associated with teaching. This lack of preparation may also affect their confidence, classroom performance, professional satisfaction, and long-term commitment to the profession. Therefore, mental health education should be systematically integrated into teacher preparation curricula rather than treated as an optional component. Such integration can equip future teachers with essential knowledge, coping strategies, emotional awareness, and psychological resilience. Ultimately, strengthening mental health education in teacher training programs can promote student teachers’ well-being, enhance teaching effectiveness, support professional retention, and contribute to a more resilient and sustainable teaching workforce.

Keywords

Mental health education; teacher training programs; pre-service teachers.

10.15548/jt.v33i2.1100

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DOI: https://doi.org/10.15548/jt.v33i2.1100