Assessment of Mental Health Literacy Among Secondary School Teachers in Plateau State

Teacher mental health literacy, encompassing the ability to recognise mental health conditions in students and respond supportively, is a critical but underinvestigated dimension of school mental health infrastructure in Nigeria. This study assessed mental health literacy among secondary school teachers in Jos North and Jos South Local Government Areas, Plateau State, North Central Nigeria. A descriptive survey was conducted among 200 teachers from ten public secondary schools using stratified random sampling. The Mental Health Literacy Scale adapted for Nigerian teachers and a case vignette-based recognition questionnaire were administered. Results showed that correct identification of depression was achieved by 48.0 percent of teachers, anxiety disorder by 41.5 percent, and post-traumatic stress by 34.5 percent. Knowledge of referral pathways for student mental health concerns was adequate in only 27.5 percent. Attitudes toward students with mental health difficulties were generally supportive but were accompanied by low confidence in responding appropriately (mean confidence score 2.6 out of 5). Teachers with postgraduate qualifications showed higher mental health literacy than those with first degrees (p < 0.05). Only 12.0 percent had received any training on student mental health. The study recommends a structured teacher mental health literacy training programme, regular counsellor-teacher collaboration sessions, and integration of mental health content into teacher professional development programmes in Plateau State. Keywords: mental health literacy, secondary school teachers, Plateau State, teacher training, school mental health