Sammanfattning
This qualitative study explores how teachers experience meetings with students with mental health problems, and how teachers perceive their role in mental health care. The participants are seven class teachers in vocational upper secondary school. They indicate that they have students with serious mental problems, but feel unprepared and are insecure about what is expected from them. Teachers perceive both a lack of organized support in the work at school and a lack of collaboration with health services and other support agencies. The participants’ empirical knowledge from own practice appears to be the primary source of knowledge about students’ mental health problems.