Teachers' recognition of children's mental health problems

Maria E. Loades*, Kiki Mastroyannopoulou

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

70 Citations (Scopus)


Background: Teachers have a significant role to play in identifying children with mental health problems. However, teachers' perceptions of children's mental health problems are relatively unexplored. Method: Primary school teachers (N = 113) completed a questionnaire, composed of vignettes describing children with symptoms of a common emotional disorder and a common behavioural disorder, following which they were asked a number of questions regarding problem recognition and help-seeking. Results: Teachers were able to recognise the existence of a problem and rate its severity. They were significantly more concerned about a vignette of a child with symptoms of a behavioural disorder than an emotional disorder. The gender of the child was found to independently predict teachers' accurately recognising when a child had a problem. Conclusion: Teachers are good at recognising whether a child presents with a problem. However, their problem recognition is affected by both the gender of the child and the type of symptomatology being displayed (emotional versus behavioural).

Original languageEnglish
Pages (from-to)150-156
Number of pages7
JournalChild and Adolescent Mental Health
Issue number3
Publication statusPublished - 1 Sep 2010


  • Assessment
  • Externalising disorder
  • Internalising disorder
  • School


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