Mental Health Literacy among Educators of selected areas in Bangladesh: A Cross-sectional Study

Abstract

Background: Mental health literacy (MHL) is crucial for recognizing, managing, and preventing mental disorders. Educators serve as frontline figures in supporting student well-being, yet inadequate MHL may delay early identification and intervention. This study explores MHL levels among educators of selected areas in Bangladesh and examines associated socio-demographic factors. Aim: The study aims to assess the level of MHL among educators of selected areas in Bangladesh and to identify the factors associated with it, to better understand the awareness, beliefs, and knowledge regarding mental health conditions among educators. Methods: A cross-sectional survey was conducted among 199 educators from government and non-government institutions in Bangladesh. The Mental Health Literacy Scale (MHLS) was used for data collection, with descriptive and inferential statistical analyses performed using SPSS version 20. Results: Educators with greater teaching experience exhibited significantly higher MHL scores (Mean = 3.58, SD = 1.17, p < 0.05) and were more likely to seek professional help (p < 0.01). Awareness was highest for social phobia (Mean = 3.3, SD = 0.67), major depressive disorder (Mean = 3.27, SD = 0.80), and anxiety (Mean = 3.17, SD = 0.61). MHL was significantly associated with religion (p < 0.05) and educational status (p < 0.01), but not with age, sex, or years of teaching experience (p > 0.05). Despite generally positive attitudes, stigma persisted, particularly regarding employment (p < 0.01) and social interactions (p < 0.05). Conclusion: Enhancing MHL among educators is essential for fostering inclusive learning environments. Occupational therapists can drive capacity-building initiatives, advocate for policy reforms, and address stigma to strengthen mental health support in educational settings. Key words: Mental Health Literacy, Educator, Stigma, Mental disorder.