Bridging the Gap: The Role of Psychoeducation in Shaping Preservice Teachers' Knowledge, Attitudes, and Responses to Student Anxiety

Coleman, Sydney

Bridging the Gap: The Role of Psychoeducation in Shaping Preservice Teachers' Knowledge, Attitudes, and Responses to Student Anxiety

Files

coleman_sydney_phd_2025_thesis.pdf (3.01 MB)

Date

2025-08-20

Authors

Coleman, Sydney

Abstract

Teachers are increasingly expected to support student mental health, yet many feel unprepared, particularly in identifying and supporting students with anxiety. This dissertation consisted of two studies exploring preservice teachers’ knowledge, attitudes, and responses to student anxiety, and evaluated the impact of a brief psychoeducation workshop. Study 1 (N = 378) found that while preservice teachers demonstrated foundational knowledge of anxiety symptoms, they frequently endorsed overprotective beliefs and lacked applied understanding of evidence-based strategies. Greater knowledge (β = .31) and fewer attitudes toward overprotection (β = –.25), significantly predicted the use of autonomy-promoting strategies. Study 2 (N = 292) evaluated the impact of a targeted workshop designed to improve teachers’ knowledge, beliefs, confidence, and strategy use. Following the workshop, participants demonstrated significant gains in knowledge (d = .39), autonomy-promoting strategies (d = .45), and confidence in both identifying (r = .59) and supporting (r = .85) anxious students. There were also significant reductions in overprotective beliefs (d = 2.07) and anxiety-promoting strategies (d = .47). Regression analyses indicated that both knowledge and overprotective beliefs significantly predicted teachers’ responses, underscoring the importance of shifting both understanding and belief systems to foster meaningful change in practice. The workshop was effective across individual differences, supporting the use of universal mental health literacy interventions for teachers.

Summary for Lay Audience

Teachers are being asked to support student mental health more than ever, often without additional training or education. This project explored what teachers-in-training know and believe about student anxiety, and whether a brief workshop could help. In the first study, many teachers recognized the signs of anxiety but did not know how to respond in helpful ways. Some believed that protecting anxious students too much was the best approach, which can actually make anxiety worse. The second study tested a short workshop that taught practical strategies and challenged these unhelpful beliefs. After the workshop, teachers-in-training felt more confident, gained knowledge, and were more likely to respond in ways that promote student independence. These improvements happened no matter the teacher’s background, showing that even brief training opportunities can make a big difference in helping future teachers support student mental health.