Authors : Sangamesh Baichabal; Dr. Utalbasha N. Dhandargi; Dr. Sureshgouda Patil

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/5fnt83k4

Scribd : https://tinyurl.com/epec2zum

DOI : https://doi.org/10.38124/ijisrt/26jul620

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Abstract : Background: Globally, approximately one in seven adolescents experiences a mental health disorder. Depression, anxiety, and behavioral disorders are among the leading causes of illness and disability in this age group .1 Schools play a vital role in promoting adolescent mental health because teachers spend considerable time with students. The heavy burden of adolescent mental health problems, many teachers have less knowledge and recognizing psychosocial disorders. Studies have shown that structured educational interventions significantly improve teachers' knowledge, attitudes, and help-facilitation skills related to adolescent mental health. 2,3 psychosocial problems among late adolescents and the important role of teachers in early identification and referral, assessing the knowledge of PU college science teachers regarding selected psychosocial problems is essential. Aims/Objectives: To assess the level of knowledge regarding selected psychosocial problems among PU college science teachers. Association between knowledge scores and demographic variables of PU college science teachers. Method And Methodology: The study was conducted among 50 PU college science teachers using a structured knowledge questionnaire. Data was analyzed using descriptive statistics such as frequency, percentage, mean, standard deviation, and chi-square test was used to determine the association between knowledge scores and selected demographic variables. Result: The study revealed that among 50 PU college science teachers, 27 (54%) had inadequate knowledge and 23 (46%) had moderate knowledge. Mean knowledge score was 21.08 ± 7.63 with a mean percentage of 56.15%. The highest knowledge score was found in Signs and Symptoms and Diagnosis (70.33%), while the lowest was in Health Education on Prevention and Treatment (44.2%). No significant association was found between knowledge and demographic variables. Conclusion: The study concluded that PU college science teachers has moderate knowledge regarding selected psychosocial problems of late adolescents. Most teachers lacked adequate knowledge, especially in management and prevention aspects. They need for structured educational programmes to improve teachers’ knowledge and skills in early identification and support of adolescents with psychosocial problems.

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