Abstract
Mental health is a major component of overall health and is considered a contributor to the significant levels of disability in Saudi Arabia. Levels of mental health knowledge and awareness, particularly in the school setting, require investigation. The purpose of this study was therefore to explore the levels of mental health knowledge among secondary school female teachers, their readiness to support the mental health needs of their students, and the perceived barriers to supporting mental health. A cross-sectional study was conducted in 35 female secondary public schools in Riyadh between July and September 2019. A modified Knowledge, Barriers and Perceived Readiness Survey was distributed to female secondary school teachers. The primary outcomes were levels of knowledge, perceived barriers, and perceived readiness. Among the 431 participants who completed the survey, 84% were teachers of direct involvement with the students. Overall, participants showed poor knowledge, perceived their barriers as higher, and demonstrated poor readiness, as indicated by the percentage who scored below a 75th percentile cut-off point (74%, 64%, and 69%, respectively). The southern region of the city had lower levels of readiness (OR 3.34; 95% CI 1.547-7.447) compared to the eastern area of Riyadh. Our findings demonstrate that female secondary public school teachers and staff in Riyadh have low levels of mental health knowledge and readiness and perceive barriers with regard to mental health support and services. Focused awareness programs and campaigns, particularly in the eastern part of the city, may therefore be beneficial. Further implications are discussed.