Social Support, Psychological Distress, and Mental Health Literacy among Educators in Special Education

Special Education (SpEd) teachers are vital for providing education that meets the diverse needs of students with special needs, thus, understanding them is crucial. This study aimed to determine the relationship between social support, psychological distress, and mental health literacy among SpEd teachers in Cavite, Philippines. Employing a correlational design and purposive sampling, 138 SpEd teachers answered questionnaires that assessed social support, psychological distress and mental health literacy. Findings revealed that SpEd teachers reported high levels of social support, mild psychological distress, and a below average level of mental health literacy. Notably, a weak, negative significant relationship was identified between social support and psychological distress and a weak, positive relationship between social support and mental health literacy. Conversely, no significant relationship was found between psychological distress and mental health literacy. Despite the demands of their work, SpEd teachers reported a high level of social support. This extensive network proved helpful, giving them emotional, practical, and informational support when needed. Significant others, in particular, emerged as an important source of support for SpEd teachers. The result also indicated that the participants likely experienced mild distress, characterized by intermittent periods of emotional suffering that may significantly impact their overall quality of life. As a result, it is recommended to use findings for self-reflection, maintain strong social support, encourage communication for students with special needs, and suggest parents continue providing support. Furthermore, future researchers are advised to address limitations by exploring diverse settings and using qualitative designs. Psychosocial support and its relationship with psychological distress and mental health may also be investigated.