Bridging Hearts: Exploring Public Elementary Teachers’ Support Strategies Towards Children at Risk of Mental Health Challenges

The increasing prevalence of mental health concerns among elementary school learners has positioned teachers as frontline providers of psychosocial support, particularly in public schools where access to mental health professionals remains limited. Understanding teachers' lived experiences is essential for strengthening school-based mental health initiatives and promoting learner well-being. This study explored the lived experiences of public elementary school teachers in supporting children at risk of mental health challenges in selected barangay schools in Calamba City, Laguna. A qualitative phenomenological research design was employed to capture the meanings teachers attached to their experiences. Nine Grade 2 public elementary school teachers were purposively selected based on their experience in handling learners exhibiting mental health concerns. Data were gathered through semi-structured, in-depth interviews and analyzed using reflexive thematic analysis. Trustworthiness was established through member checking, peer debriefing, reflexive journaling, and the application of credibility, transferability, dependability, and confirmability criteria. Ten interconnected themes emerged from the analysis: (1) Behavioral, Emotional, and Social Signals; (2) Recognizing Deeper Needs Beyond Academics; (3) Proactive and Compassionate Actions; (4) Emotional Safety through Gentle Presence and Validation; (5) Instrumental Support in Practice; (6) Building Everyday Spaces of Care and Connection; (7) Limited Capacity, Invisible Struggles, and Parental Barriers; (8) Competing Demands, Limited Knowledge, and Insufficient Context; (9) Confronting Uncontrollable Circumstances, Disruptive Behaviors, and Emotional Demands; and (10) Policy Guidance, Limited Training, and Procedural Constraints. These themes demonstrate that teachers play a vital role in early identification, emotional support, and classroom-based intervention despite institutional and systemic limitations. The study highlights the indispensable contribution of teachers to school mental health while emphasizing the need for sustained professional development, strengthened referral systems, comprehensive school mental health policies, and collaborative partnerships among schools, families, communities, and government agencies to foster inclusive and psychologically supportive learning environments.