Conclusion
This study illustrates the important role that teachers play in MHH. The results of this study build on existing MHH research that recognizes the necessity of building an MHH-supportive environment in schools. Through its approach of incorporating teacher views, it offers a new perspective in the understanding of MHH interventions at the school level. Teacher knowledge, existing opinions of MHH, and thoughts on the types of interventions present an opportunity to incorporate their understanding of the barriers to MHH and cultural attitudes at the school as a whole that would benefit future MHH interventions, and aid in adapting the theoretical concept of the MHH-supportive environment into practice at their schools.