STRENGTHENING SCHOOLS: UTILIZING NGT TO REDUCE MENTAL HEALTH STIGMA FOR A HEALTHIER TEACHING ENVIRONMENT

Abstract

The purpose of this study is to identify solutions for eliminating stigma and establishing a healthy teaching environment among Malaysian teachers by investigating mental health stigma using the Nominal Group Technique (NGT). In a structured NGT session, seven educators shared their perspectives on the importance of awareness, their own experiences in the field, the reasons that contribute to the problem, and possible solutions. All participants acknowledged the prevalence of mental health stigma, indicating a high level of awareness among those working in education. Some of the main reasons for this include a general belief that educators should constantly be "strong" (100 percent), a lack of understanding (90.48% agreement), and a fear of bad evaluation (85.71%). The most effective methods for combating stigma were those that promoted open dialogue (100%), offered psychological support in schools (100%), and provided mental health training (90.48%). There were notable obstacles, such as a lack of knowledge about accessible resources and a fear of stigma, despite a high willingness to seek help (95.24%). The research shows that in order to fight mental health stigma among educators, a systematic strategy incorporating education, legislative reforms, and support networks is required. Insights gained from these results can help school administrators and legislators craft more effective interventions to boost teachers' emotional health and, by extension, student achievement in the classroom.