Over the last few decades, teachers’ roles have evolved with expanded responsibilities, new demands and more accountability, increasing their stress levels (Ransford, Greenberg, Domitrovich, Small, & Jacobson, 2009). Despite the fact that teaching is among one of the most stressful jobs in Australia (SafeWorkAustralia, 2012), there is a growing expectation that teachers should deliver not only the academic curriculum, but also be more involved in implementing practices that promote students’ mental health (Rothi, Leavey, & Best, 2008). They are being asked to perform universal screenings to identify students with mental health problems, refer these students for more intensive supports when needed, deliver social and emotional learning curriculum
