Author ORCID Identifier:

https://orcid.org//0000-0002-0511-618X

Date of Graduation

7-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Counselor Education (PhD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Christian, David

Committee Member

Popejoy, Erin

Second Committee Member

Lasater, Kara

Third Committee Member

Higgins, Kristin

Keywords

mental health bias; pre-service teachers; teacher education

Abstract

The purpose of this study was to understand mental health bias held by pre-service teachers. Participants in the study were 122 pre-service teachers enrolled in teacher education programs at three universities (two in the Midwest and one in the South) and included 92.6% white, 82% female, and ranged in age from 18-59 years old, with the largest group of participants being 20 years old. This cross-sectional survey study used the Biases Toward Children with Psychological and Behavioral Disorders Scale (Hirsch, 2013), comprised of 21 items using 1-6 Likert scale. In addition, demographic, education experience, mental health training, mental health care experience, perceived importance of mental health care, and perceived effectiveness of mental health care data were collected. Results of the analysis showed a mean bias score of 84.31 (SD=12.056). Bias scores were significantly higher for the pre-service teachers in this study than in-service teachers in Hirsch’s (2013) sample (t(206)=2.1228, p=.035, d=0.30) but were lower than undergraduate students in Hirsch’s sample (t(195)=3.1101, p=.0022, d=0.4646). The regression model was significant (p=.003, adjusted R2=.132). There were three significant predictors for the regression model—being in the fourth year of study, belief that mental health care is important, and age. Race, gender, prior education experience, mental health coursework, experience with mental health care, and perceived effectiveness of mental health care were not significant predictors. Pre-service teachers in this study reported lower levels of bias than the bias reported by undergraduate students and more than the bias reported by in-service teachers from Hirsch’s (2013) study. This indicates that bias may decrease with education and field experience but not entirely disappear. Being in their 4th year of study, believing mental health care is important, and age were associated with lower levels of reported bias. These results support the need for specific, intentional mental health education and structured exposure to students impacted by mental health conditions in teacher preparation programs. Integrating these requirements into teacher preparation programs could help reduce levels of bias, improve student-teacher relationships, and will allow new teachers to be better prepared to meet student needs and help students get earlier supports in place.

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