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.

这项省级横断面调查（N  = 254）的目的是探讨教育工作者的心理健康素养（MHL），特别是培训和经验是否可以解释 MHL 的差异。基于 MHL 培训以及不同部门级别的教育工作者之间存在显着差异。那些完成研究生学位或参加学习或教授 MHL 培训模块的人显然拥有更强的 MHL 知识和能力，能够通过小插曲衡量准确区分心理健康需求。学前教育工作者的 MHL 知识和区分心理健康需求的能力最低。我们的研究结果证明了当前在改善学前教育工作者和在职教育工作者（包括学前教育工作者）的 MHL 培训方面存在差异以及改善途径。在 MHL 测量值和小插图辨别准确性之间观察到的显着关系表明，对教育工作者的 MHL 培训可以通过及时识别患有精神障碍的学生并为这些学生明智地提供心理健康资源来加强寻求帮助的途径。