Teacher–Student Relationships Strengthen Mental Health Education in Primary Schools

Abstract

This study investigates the role of teacher–student relationships in strengthening mental health education in primary schools. It addresses the question of how teachers and students understand mental health, how teachers implement mental health education, and what factors support or constrain its implementation. A qualitative descriptive design was employed at UPTD SDN 80 Kuri Lompo, Maros, South Sulawesi, involving the principal, classroom teachers, and students from Grades IV–VI as participants. Data were collected through non-participant observation, semi-structured interviews, and documentation, and were analyzed through qualitative data reduction, presentation, interpretation, and triangulation. The findings show that teachers and the principal possess a positive and holistic understanding of student mental health, although this understanding has developed primarily through teaching experience and general training rather than specialized mental health training. Students generally experience school as a comfortable environment, but experiences of teasing, academic anxiety, and varying emotional regulation remain evident. Teachers strengthen mental health education through warm communication, positive reinforcement, private correction, restorative conflict resolution, and social-emotional activities embedded in P5. Strong teacher–student relationships, teacher collaboration, and supportive school leadership facilitate these practices, whereas the absence of counseling personnel and facilities, limited specialized training, time constraints, and limited parental involvement constrain them. The findings suggest that relational teacher practices can sustain mental health education, but institutional support is essential for its systematic and sustainable implementation.