“When you finish work, you go home worrying about those children” – The experience of primary school teaching staff of supporting children with their mental health: a thematic analysis

Background: It is widely recognised that there is a high level of burnout across the teaching population, alongside an increase in children requiring mental health support. A literature review highlighted that teachers are emotionally impacted in their role supporting children with their mental health. Whilst they feel responsible for supporting children with their mental health, they raise training needs and a lack of support. There is little evidence of the experience of primary school teachers in the UK supporting children with their mental health. Aim: The aim of this study was to explore the views and impact of supporting children with their mental health, from the perspective of primary school teachers. Methodology: Twelve primary schools teachers based in England were interviewed. Data was analysed using reflexive thematic analysis. Results: Six major themes were identified: (1) current climate, (2) what works, (3) in school we get society, (4) the impossible job, (5) sleepless nights and (6) we need help. The themes evidence a willingness and dedication from primary school teachers to support the mental health of children. Whilst teachers do see some success in their support of children’s mental health, there were a number of obstacles described, making the job of a teacher supporting children with complex mental health needs seem untenable. Teachers describe exhaustion, anxiety and heartbreak as they try to support increasing numbers of children struggling significantly with their mental health, dealing with systemic inequalities and traumatic home lives, during a global pandemic that has been challenging for everyone, not just the children. Conclusions: Teachers require more support from external services in their role of supporting children with mental health problems. A more strengths-based model, with opportunities for teachers to reflect and work more collaboratively, might be more effective.