[Mental health and mental health literacy among novice teachers working in public elementary and junior high schools in a Japanese regional city: A cross-sectional study].

OBJECTIVES Mental health problems among schoolteachers are an increasing concern in Japan, with rising sickness absence and early turnover among younger teachers. We aimed to estimate the prevalence of key mental health indicators (psychological distress, insomnia, and burnout); characterize mental health literacy (depression stigma and recognition, help-seeking attitudes, and knowledge about mental illness) and perceived workplace climate; and examine factors associated with these indicators among novice teachers in public elementary and junior high schools in City A, Japan.

METHODS An anonymous, self-administered, cross-sectional questionnaire survey was conducted among 115 novice teachers newly employed in City A on September 30 and October 2, 2025. The survey included the Kessler Psychological Distress Scale (K6), Athens Insomnia Scale-Japanese version (AIS-J), Japanese Burnout Scale (JBS), Depression Stigma Scale (DSS), Mental Illness and Disorder Understanding Scale (MIDUS), Attitudes Toward Seeking Professional Psychological Help-Short Form (ATSPPH-SF), and Workplace Climate Scale. We summarized score distributions, compared participants with elevated psychological distress (K6 ≥ 5) and/or insomnia symptoms (AIS-J ≥ 6) with those without these symptoms, and examined correlations. Structural equation modeling (SEM) was used to examine a hypothesized model that included lower depression stigma, more favorable help-seeking attitudes, higher perceived collaborative workplace climate, and lower latent mental health symptom burden (indicated by K6, AIS-J, and the JBS emotional exhaustion and depersonalization subscales).

RESULTS Valid responses were obtained from 91 participants (79.1%). Elevated psychological distress (K6 ≥ 5) was present in 49.5% of participants, and insomnia symptoms (AIS-J ≥ 6) in 44.0%. Teachers with elevated distress and/or insomnia reported higher burnout (emotional exhaustion and depersonalization) and lower perceived collaborative workplace climate. They were also less likely to identify the depression vignette as "depression." In SEM, lower depression stigma was positively associated with more favorable help-seeking attitudes, which were, in turn, positively associated with perceived collaborative workplace climate. Perceived collaborative workplace climate was negatively associated with mental health symptom burden, whereas associations between knowledge about mental illness and the primary outcomes were limited.

CONCLUSION Elevated distress and insomnia were common among novice teachers in City A and were associated with help-seeking attitudes, recognition of depression, and perceived collaborative workplace climate. Although causal direction cannot be inferred from this cross-sectional study, support for novice teachers may benefit from a multidimensional approach to mental health literacy, and workplace-level strategies, including early recognition of depression, stigma reduction, improved access to professional help, and efforts to strengthen collaborative and supportive workplaces.