LIVED EXPERIENCES: ON ENHANCING MENTAL HEALTH SUPPORT FOR LEARNERS

JONARD B. CABUG-OS

Abstract


This qualitative phenomenological study examined the lived experiences of teachers in supporting the mental health needs of learners in school settings. Guided by Colaizzi’s phenomenological method, the study aimed to explore how teachers experience mental health support in their daily practice, how they interpret and make meaning of these experiences, and what personal insights they gain through sustained engagement with learners’ mental health concerns. Data were collected through in-depth interviews and focus group discussions with selected public school teachers. The findings revealed that mental health concerns are embedded in everyday classroom life, positioning teachers as frontline responders who extend their roles beyond academic instruction to holistic caregiving. Teachers described their involvement as emotionally meaningful yet psychologically demanding, marked by a balance between fulfillment and exhaustion. Mental health support practices were largely relational and embedded in daily classroom routines, emphasizing empathy, trust, and consistent teacher–learner relationships. Despite strong commitment, teachers encountered systemic and cultural barriers such as limited mental health training, lack of guidance counselors, heavy workloads, and persistent stigma surrounding mental health. Engagement in mental health support contributed to transformative professional growth, heightened emotional intelligence, and increased advocacy for learner well-being, while also highlighting the importance of teacher self-care and institutional support. The study concludes that effective school-based mental health support requires a whole-system approach that recognizes teachers as central agents while strengthening structural, policy, and professional support mechanisms. The findings offer significant implications for educational practice, leadership, and future research aimed at sustaining inclusive and learner-centered mental health support systems in schools.

Keywords


mental health support, teachers’ lived experiences, school-based mental health, qualitative phenomenology, teacher well-being

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DOI: http://dx.doi.org/10.65010/seairj.v7i2.262

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