Exploring Teachers’ Role in Promoting Students’ Mental Health and Emotional Well Being in Secondary Schools of Khyber Pakhtunkhwa, Pakistan

Abstract

This study explores the role of teachers in promoting students’ mental health and emotional well-being in secondary schools of Khyber Pakhtunkhwa, Pakistan. Using a qualitative research design, data were collected through semi-structured interviews with 20 teachers (10 males and 10 female). Thematic analysis revealed ten key themes: awareness of students’ mental health needs, emotional support, classroom strategies, teacher-student relationships, challenges in addressing mental health, school environment, awareness of emotional well-being, teacher training, parental and community engagement and personal reflection. Findings indicate that teachers play a central role in fostering students’ resilience, self-confidence, and emotional regulation, though their efforts are constrained by limited training, resources, large class sizes, and societal stigma. Female teachers highlighted additional gender-sensitive and cultural considerations, particularly for female students. The study recommends structured professional development, supportive school policies, parental involvement, interactive classroom strategies, and reflective teacher practices to enhance students’ mental health and emotional well-being. These insights provide guidance for policymakers, educators and school administrators in creating inclusive and supportive learning environments.