Abstract
The purpose of this provincial cross-sectional survey (N = 254) was to explore the mental health literacy (MHL) of educators, and particularly, if training and experience explains differences in MHL. There were meaningful differences based on MHL training and between educators of different division levels. Those who completed graduate degrees or took Learn or Teach MHL training modules clearly had stronger MHL knowledge and abilities to accurately discriminate mental health needs on a vignette measure. Pre-primary educators had the lowest MHL knowledge and ability to discriminate mental health needs on a vignette measure. Our findings evidence current disparities in, as well pathways towards, improving MHL training for pre- and in-service educators, including pre-primary educators. Significant relationships observed between measures of MHL, and vignette discrimination accuracy suggest MHL training for educators may strengthen help-seeking pathways through the timely identification of students experiencing mental disorders and the judicious provision of mental health resources for these students.