Teachers’ Views on Student Mental Health in the English Language Classroom

A Pilot Study

Abstract

This pilot study investigates the role of Hungarian secondary school English as a Foreign Language (EFL) teachers in promoting students' mental health, a relatively unexplored topic within the Hungarian context. Using a qualitative research design, semi-structured interviews were conducted with three experienced female EFL teachers. The research aimed to uncover their beliefs about their teaching role, and their perceptions of the EFL classroom as a space for fostering mental health. Another aim was to validate the efficacy of interview questions. Data analysis revealed that participants valued humanistic teaching practices, including democratic values, empathy, and personal connections with students. Participants emphasized the importance of fostering a supportive, trusting environment, where teacher-student relationships are strengthened through interactive EFL activities. They highlighted the unique potential of language learning for self-expression and personal growth, noting that EFL classes facilitate deeper interpersonal connections compared to other subjects. Teachers also viewed themselves as role models, influencing students’ empathy, self-confidence, and character development through their attitudes and behaviours. Challenges related to institutional constraints and teachers' mental health were also identified, indicating a need for resilience, boundary-setting, and self-awareness in their professional roles. The study found that teachers associate "mental health" primarily with addressing mental difficulties rather than general well-being, underscoring the necessity for further awareness and training. The findings suggest that EFL teachers can play a significant role in promoting mental health through humanistic practices and positive psychological principles. However, the study highlights gaps in explicit recognition and intentional application of these principles. Therefore, implications include incorporating mental health as a theme in teacher training and early-career mentoring. Future research should include larger teacher and student samples, develop quantitative instruments, and explore students’ perspectives on teachers’ practices to deepen insights into the intersection of EFL teaching and mental health promotion.