Building an EMPOWERed Classroom: examining the impact of a two-session virtual workshop on mental health literacy and self-efficacy to recommend mental health resources among postsecondary course instructors

Abstract

Postsecondary students are a population at elevated risk for mental health concerns due to the unique stressors they face regularly compounded by pandemic induced barriers to support. With an increase in both the prevalence of mental health difficulties and the demand for related services, postsecondary wellness centres are overwhelmed, suggesting that mental health on campus can no longer be the responsibility of one entity. By engaging other sectors of the institution, more students can be reached and supported. Given the likelihood that they are addressing health-related concerns indirectly and more frequently than ever, educators are in a unique position that may allow for early detection of mental health difficulties and support for their students. To date, research has demonstrated the importance of mental health literacy training for educators, but few studies have evaluated a program designed to improve it. By evaluating training designed to increase mental health literacy and self-efficacy to recommend resources among educators, it may be possible to assist more students with receiving mental health support and information. An education-focused approach has been identified as a successful avenue for supporting the wellbeing of primary and secondary students as well as those outside the field of education; however postsecondary instructors have yet to be the focus of such work. [...]