Theme 2: Knowledge and causes of mental illnesses (LEADS)

From the public school teachers’ knowledge, mental illness is defined as health conditions involving
significant changes in thinking, emotion or behavior and also a broad range of medical conditions (such
as depression, anxiety, or autism) that may affect someone's ability to relate to others and daily
functioning. A broader and more current definition of mental illness refers to the spectrum of cognitions,
emotions, and behaviors that interfere with interpersonal relationships as well as functions required for
work, at home, and in school (Johnstone, 2001). People suffering from mental illness and other mental
health problems are among the most stigmatized, discriminated against, marginalized, disadvantaged
and vulnerable members of our society." Most of the diagnostic categories take into consideration the
degree to which the symptoms of a mental illness impede a person’s daily functioning when identifying
the severity of the diagnosis. With this definition as a criterion, Hardcastle and Hardcastle (2003) found
that 30% of all general practitioner consultations involved a mental illness. They also reported that one
in four people has a mental illness at some time in her or his life.

Most of the public school teachers’ knowledge of mental illness is consistent. They seemed well-formed
about some things, such as the favorable concerns and depiction of students with mental illnesses. Their
knowledge seemed presence in other areas, and the greatest gaps in knowledge involved the causes of
mental illness.

Perceived causes of mental illness

Almost all the selected studies discussed and focused on beliefs of public school teacher about the
perceived causes of mental health illness.

• Health conditions

Most of the studies, when discussing causes of mental illness, described Health conditions. Mental
illness were interpreted as a result of significant changes in thinking, emotion or behavior. Mental health
conditions have a devastating impact on the lives of the people who experience them, their families and
communities (WHO 2001). They can be personally debilitating and adversely affect a person’s ability to
work and participate in daily living, social and leisure activities. Moreover, caring for a family member
who suffers from a mental health condition can lead to significant economic and emotional pressures.
Unsurprisingly mental health conditions are classified as a national and international health priority topic
(Scot Exec 2006; WHO 2001. These findings reflect culturally specific beliefs about mental illness in
connection with thinking, emotions, and behaviors.

• Medical conditions

Second most frequent cause of mental illness cited in the selected studies was medical conditions such
as depression, anxiety, or autism that may affect someone's ability to relate to others and daily
functioning. Mental disorder is conceptualized as a clinically significant behavioral or psychological
syndrome or pattern that occurs in an individual and that is typically associated with either a painful
symptom (distress) or impairment in one or more important areas of functioning (disability). In addition,
there is an inference that there is a behavioral, psychological, or biological dysfunction. American
Psychiatric Association (APA). Diagnostic and Statistical Manual of Mental Disorders. (1980).

Some public school teachers have encountered students who are suffering with mental issues. Most of
them did not observe anything in their students. And some of them reported aggressive behavior of
student, based of the student who suffering with mental issues. Aggressive behavior is the observable
manifestation of aggression and is often associated with developmental transitions and a range of
medical and psychiatric diagnoses across the lifespan. Liu, Lewis, & Evans (2012). Aggressive behavior
can be defined as any behavior intended to hurt another person, and it is associated with many
individual and social factors Hsieh & Chen (2017). While some public shool teacher teachers, mostly
reported on misbehavior of students. Some student misbehaviors such as disruptive talking, chronic
avoidance of work, clowning, interfering with teaching activities, harassing classmates, verbal insults,
rudeness to teacher, defiance, and hostility Reed and C. Kirkpatrick (1998). ranging from infrequent to
frequent, mild to severe, is a thorny issue in everyday classroom. Teachers usually reported that these
disturbing behaviors in the classroom are intolerable. Johnson & Fullwood (2006)

Public school teachers reported about having students who has experienced mental health issues like
anxiety and depression due to trauma and other unfortunate events. Students can experience a wide
range of traumatic events that can impact their functioning in school. Some traumas can affect students
more individually such as assaults, serious accidents, abuse, community or domestic violence. Kataoka,
Langley, Wong, Baweja, &Stein (2012). There is one public school teacher stated that if a student is a
student, it most likely feels bad something about, and also stated that she if you see a person being
depressed, this person is most likely having a problem in the mind. Duron, Limbach & Waugh (2006)
argued that thinking is a natural process, but when left to itself, can often be biased, distorted, partial,
uninformed and potentially prejudiced; excellence in thought must be cultivated.

Furthermore, public school teacher reported that he has experienced that some of the students are like
“autistic” and that “autistic” behavior is also an illness. Autistic students self-reported significant
challenges and more mental health difficulties than non-autistic students. Significant challenges focused
on the social components of university life, including social skills, social support opportunities, and levels
of ASD awareness from others. Gurbuz, Hanley, andRiby (2018).

Robert W. Roeser and Carol Midgley (1997) Teachers' views of their role in promoting their students'
mental health and feelings of burden associated with students' mental health needs. Teachers (99%)
believed that addressing students' mental health needs was part of their role but felt somewhat
burdened by these needs, especially in classes with students who exhibited greater difficulties.