Background: Task-shifted, teacher-led care may begin to bridge the child mental health care gap in low- and middle-income countries by improving mental health literacy. We explore the perceived impact of RESEED (Responding to Students' Emotions through Education), an abbreviated version of Tealeaf (Teachers Leading the Frontlines).
Methods: After classroom implementation of tools from a 3-day training on child mental health and cognitive behavioral techniques in Darjeeling, India, 29 teachers participated in focus group discussions (FGDs).
Results: Inductive content analyses of FGDs demonstrated RESEED's acceptability, positive overall impact, and barriers.
Conclusions: Stepped levels of teacher-led care may support child mental health in resource-limited settings through mental reframing.
Keywords: Mental health; school; teachers.
© 2023 Association for Child and Adolescent Mental Health.