Role Perceptions of Teachers Concerning Student Mental Health in Higher Education

Abstract

Student mental health is a relevant aspect of the current academic context due to concerns regarding escalating mental health issues and because of an increasingly holistic perspective on education, learning, and personal development. This research investigates the perceptions of teachers in higher education regarding their roles in promoting student mental health, explicitly focusing on teachers who hold a tutor position. After following a strict procedure, the Mentor-Q questionnaire was designed to measure respondents’ perceptions of their role. This questionnaire was administered online to all Dutch University of Applied Sciences teachers for the study; 180 teachers finished it. Results were discussed and validated using a member check (n = 10). Exploratory factor analysis identified four role perceptions: connector, awareness raiser, referrer, and guardian. While all teachers endorsed these roles, the three clusters that appeared in a latent class analysis varied in their agreement levels. No background variables were significantly related to the role perception profiles. It seems that supporting teachers in recognizing and maintaining boundaries in their role in student mental health is crucial. This study highlights the complexity of the teacher’s role in supporting the student’s mental health and has implications for aligning their responsibilities with higher education goals.