Abstract:
Despite the Kingdom of Saudi Arabia (KSA) has been well-endowed with oil reserves, it has realised that it will not be able to compete with the world holistically, except where oil is concerned. Vision 2030 emerged as a means of modernisation and globalisation for the country, yet the KSA has been facing an upward spiral of mental health issues in schools, with little being done to combat it. This alarming upward spiral has infiltrated into its international schools, not only affecting national learners, but international ones too. The implications of limited outreach and policy in this respect have resulted in a more widespread lack of awareness, as well as continued stigma manifestation within society. The current study investigated teachers’ perceptions of learners’ mental health at a Saudi Arabian international boys’ school, the lack of research served as the impetus for this investigation amongst boy learners in relation to their mental health in KSA, which has been dictated by society and is still not openly and widely dealt with. Furthermore, mental health is not explicitly discussed in policy, which hinders progress within the area. Education is crucial for social and economic advancement; thus, reform is a phenomenon that is widespread and should be in the forefront of any country’s national reform policies. The lack of psychological reform in education in Saudi Arabia has highlighted the need for this study to be undertaken. Furthermore, the emphasis on boys in this study arises from a lack of research on the mental health of boys in the KSA. This approach fills a substantial vacuum in the current research and adds to a more complete knowledge of boys’ mental health in the region. To address these issues, the study's goal was to investigate teachers' perceptions of learners' mental health at a Saudi Arabian international boys' school. The study was conducted qualitatively, using semi-structured interviews with ten English speaking teachers, with the aim of identifying teachers' understanding of the phenomenon, as well as perceptions of boys' mental health, cultural and
societal expectations, challenges, and Vision 2030. The study was underpinned by Jorm’s (2000) framework of mental health literacy. The findings of this research will benefit policymakers, Ministry of Education officials, educational companies, principals, teachers, parents, and, most importantly, learners. By understanding and tackling these issues, the study aimed to amplify teachers’ experiences and perceptions, whilst enhancing educational policies, and ultimately improving the holistic quality of education within the Kingdom of Saudi Arabia. In terms of their perceptions, teachers identified contributing factors to the country’s mental health issues, which include a lack of training, lack of awareness, societal and cultural expectations and standards, and parental perceptions. The findings indicated a need for effective teacher training to address factors like awareness and learner support deficiencies. Policymakers should tailor educational policy to tackle issues in areas such as teacher training, awareness campaigns, and support enhancement. There is a great need for a mental health policy in education to ensure that learners are supported, guided, and given the necessary treatment. Counselling is pivotal and schools should play a proactive role to support it. Promoting parental awareness, supporting teachers’ viewpoints, and collaborating with experts are recommended for the holistic development and progression of mental health literacy within the Kingdom of Saudi Arabia.
