Mental Health First Aid Training in K-12 Schools

The increasing prevalence of mental health challenges among school-aged children has become a rising public health concern. Recent data indicates that nearly 70% of schools report heightened mental health problems among students, with anxiety and depression being most common (National Center for Education Statistics, 2024). The purpose of this capstone project is to raise awareness of mental health issues in K–12 public schools and to increase faculty and staff confidence in recognizing and assisting students experiencing mental health difficulties through nurse-led Mental Health First Aid (MHFA) training. Using Peplau’s Interpersonal Relations Theory as a guiding framework, this project emphasizes the nurse’s therapeutic relationship in facilitating education and empowerment among school staff. A literature review conducted through databases such as CINAHL Ultimate, EBSCOhost and ERIC revealed that MHFA training significantly enhances educators’ knowledge, confidence and ability to respond to student mental health crises. However, research gaps persist regarding nurse-led MHFA programs and the long-term effectiveness of such training. Future research should include the effects of MHFA training sessions on faculty and staff’s perceived confidence and knowledge of MHFA training material and the effects of mandatory MHFA training on the prevalence of mental health challenges in K-12 public schools. Implementing consistent and structured MHFA training led by school nurses can help foster a supportive environment for students, improve early detection and intervention and promote students’ well-being and academic success. Keywords: mental health first aid, K–12 schools, nurse-led training, school-based intervention, educator confidence