Mental health and subjective well‐being of staff in a secondary school for adolescents with severe and profound multiple learning difficulties

The main purpose of this study was to explore the mental health and subjective well‐being of staff working with adolescents with severe and profound multiple learning difficulties. The participants were 19 teachers and 25 teaching assistants working in an inner London, local authority, specialist day provision. A demographic questionnaire, the Hospital Anxiety and Depression Scale, the Connor‐Davidson Resilience Scale, the Positive Affect Scale, and the Satisfaction with Life Scale were used as data collection tools. The inferential statistical tools used were t ‐tests and correlational analyses. The study brought to light a high number of borderline and abnormal anxiety scores among all staff. The study also found a significant difference in the resilience scores of teachers and teaching assistants, with teaching assistants scoring higher on the resilience scale. The results, alongside findings from previous research, call for better mental health support for teachers and staff working in the field of special educational needs and disabilities. The study highlights the emotional toll on educators, and the need for mitigation strategies that promote good mental health outcomes for both teachers and students.