The mental health of adolescents is a salient contemporary issue attracting the attention of policy makers in the UK and other
countries. It is important that the roles and responsibilities of agencies are clearly established, particularly those positioned
at the forefront of implementing change. Arguably, this will be more efective if those agencies are actively engaged in the
development of relevant policy. An exploratory study was conducted with 10 focus groups including 54 adolescents, 8 mental
health practitioners and 16 educational professionals. Thematic analysis revealed four themes: (1) mental health promotion
and prevention is not perceived to be a primary role of a teacher; (2) teachers have limited skills to manage complex
mental health difculties; (3) adolescents rely on teachers for mental health support and education about mental health; and
(4) the responsibility of parents for their children’s mental health. The research endorses the perspective that teachers can
support and begin to tackle mental well-being in adolescents. However, it also recognises that mental health difculties can
be complex, requiring adequate funding and support beyond school. Without this support in place, teachers are vulnerable
and can feel unsupported, lacking in skills and resources which in turn may present a threat to their own mental well-being
