Assessing Teacher Strategies in Responding to Student Mental Health Behaviors

Abstract

This study assessed the strategies employed by teachers in responding to student mental health behaviors at Curuan National High School. Using a quantitative descriptive-correlational design, the research examined the frequency, types, and severity of student mental health behaviors; the strategies used by teachers; their perceived effectiveness; and the challenges encountered. A validated questionnaire was administered to 70 teachers. Weighted mean and regression analysis were applied.

Results show that students frequently display restlessness, inattention, excessive worry, and emotional instability, significantly affecting academic performance and classroom engagement. Teachers most often implement classroom management techniques, supportive communication, and individualized interventions. However, challenges include insufficient training, lack of resources, and limited administrative support. Regression findings reveal a significant positive relationship between teacher strategies and perceived effectiveness (B=0.756; p=0.000; R²=0.624). The study concludes that systematic and evidence-based teacher strategies are essential for supporting student mental health and that schools must strengthen resources and teacher training.