There are obvious effects of war trauma on students 'life performance causing long lasting impact when occur before adulthood. Early recognition and treatment are vital.
To assess knowledge, attitude and practice of secondary school teachers’ toward psychological support to their student and the factors that affect them.
Cross sectional study conducted in Baghdad 2018 by using a structured questionnaire developed upon WHO guidelines and the International Federation of Red Cross and Red Crescent Societies guideline for psychological support. A total of 235 teachers completed the questionnaire.
Mean age of participants was 44.51±9.17 years, 75.7% were female, 70.2% college graduate, 72.8%married, 80.1% had 1-3children, and 30.2% had 26 and above years of experience. Only 8.5% of participants had training on psychological support. Good knowledge was found in 66.8% of participants. Accepted attitude toward positive- adaptive behavior was found in 80.0%, discovering students’ weak points in 70.2% of them. Indeed, 83.0 % of teachers had good practice about students’ psychological- support. The association between teachers’ knowledge, attitude and practice and their psychological- support-training were statistically not significant, while significant association was found between teachers’ knowledge about Supporter-teacher stress relive points with their psychological support providing, significant association was found between teachers’ attitude about discovering weak points with their psychological- support- providing.
Most of the teachers had good knowledge but only nearly one-tenth of them had training on psychological support, also nearly one-third of participants said that Psychological Support guideline is available in their school.