AI Supported Mental Health Literacy and Action Competencies Among Special and Mainstream Teachers in Inclusive Primary Schools

Abstract

AI-supported mental health literacy and action competencies among special education and mainstream teachers in inclusive primary schools are critical for promoting early identification and support of students’ psychological needs. This abstract proposes a study that examines teachers’ knowledge, attitudes, and skills in using artificial intelligence (AI) tools to recognize, respond to, and refer mental health concerns in inclusive classroom settings.

The study will adopt a mixed-methods design, combining a survey of special and mainstream primary school teachers with in-depth interviews to explore how AI-enabled platforms, such as early warning systems and digital screening tools, are integrated into daily pedagogical and pastoral practices. Quantitative data will assess levels of mental health literacy, perceived AI self-efficacy, and action competencies, while qualitative data will capture teachers’ lived experiences, contextual challenges, and culturally grounded concerns.

Findings are expected to highlight gaps in AI-related competencies, variations between special education and mainstream teachers, and the influence of school policies and support structures on responsible AI use for student well-being. The study aims to inform evidence-based professional development, ethical and context-sensitive guidelines, and mental health policies that strengthen the role of teachers as front-line partners in AI-augmented school mental health systems within inclusive primary education.