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Given the escalating concern surrounding mental health issues among school-age children, this study evaluated the benefits, feasibility, and acceptability of the Open Parachute mental health literacy program, designed to foster mental health skills through classroom instruction. This study asked 37 Australian educators, spanning primary to secondary school, to report on their experiences with the Open Parachute program. 50 percent of participants reported the program improved student mental health literacy and support skills, with 89% of educators intending to use the program again and 92% reporting they would recommend it to a colleague, demonstrating high feasibility and acceptability. Educators reported that they observed greater skill use, and gains in emotional regulation and empathy, in primary students compared to secondary school students. The findings of this study provide preliminary evidence for the utility of the Open Parachute program and the potential benefits of universal early mental health literacy instruction in school.

26:T4d8,

This article discusses a survey of Australian teachers (n = 297) that elicited their views of teaching and learning during the COVID-19 emergency remote schooling periods. The research identifies differences in teachers’ views of their students’ learning experiences and finds that the groups with the greatest contrast in such views reported using distinctly different digital pedagogies. Participants with extremely negative views of their students’ learning experiences (n = 78) highlighted more presentational, content-delivery pedagogical approaches. These teachers tended to be less confident with digital technologies and emphasised their own technical skills development. Participants with relatively positive views of their students’ remote learning experiences (n = 68) adopted more interactive and collaborative approaches that supported student autonomy. These teachers were more familiar and confident with digital technologies. This study is one of few investigating possible links between pedagogical practices and teachers’ perceptions of their students’ remote learning experiences. Implications for practice and future research directions are provided.

27:T617,