In the post-COVID-19 era, the stigma and marginalization of mental health issues in education have become increasingly relevant. Historically, mental health was rarely addressed within the educational system, leading to a lack of awareness and support for affected students (Wagner, 2018). Prior to the 20th century, education for individuals with mental illnesses and developmental disabilities was often limited and heavily segregated. Many children were placed in institutions with limited educational opportunities, and public schools often excluded them. Those who did receive an education were typically in special classes with poorly trained staff and insufficient resources, focusing more on conformity than on individual strengths such as creativity, or critical thinking skills (Winzer, 1993). Although the deinstitutionalization movement in the late 20th century shifted focus toward community-based support, many educators still lack adequate training to handle mental health concerns (Conley et al., 2018). This historical neglect combined with the effects of the COVID-19 pandemic, continue to shape current teacher preparation, as many pre-service teachers enter the profession without comprehensive training on mental health issues. 

 Socioculturally, the sudden shift to remote learning during COVID-19 disrupted established social structures within schools. Students lost daily interactions with peers and teachers, which are crucial for social development. This isolation affected their ability to build relationships and develop social skills. During the pandemic, many children faced challenges related to family stressors, such as illness, financial difficulties, or changes in living situations, which further impacted their mental well-being. Students from low-income families or rural areas often struggled to participate fully in remote education, leading to disparities in learning opportunities and outcomes. Many pre-service teachers had their in-person classroom placements canceled or moved to virtual formats. This disruption limited their opportunities to observe and practice teaching in real classroom settings, hindering their hands-on learning. The shift to remote learning also led to reduced opportunities for mentorship from experienced teachers and faculty. Pre-service teachers often lacked the guidance and feedback they would typically receive during in-person observations and teaching experiences which left many feelin unprepared to address classrooms, let alone, mental health issues within classrooms effectively.

Sociopolitically, the landscape surrounding mental health in education is shaped by policies and funding. Prior to COVID-19, in many regions, mental health services in schools were underfunded and inconsistent, creating gaps in resources available to both teachers and students (Santiago et al., 2020). With insufficient mental health resources, teachers and pre-service teachers alike, often found themselves on the front lines, needing to address students' mental health concerns without adequate training. This lack of preparation made it challenging for educators to recognize signs of mental health issues, respond effectively, or provide appropriate referrals to specialists. Furthermore, educational policies often prioritize standardized testing and academic achievement over mental health initiatives, leaving pre-service teachers with limited support when addressing these issues (Cohen et al., 2016). Legislative changes, such as the Every Student Succeeds Act (ESSA), have underscored the importance of mental health, yet the implementation of these initiatives varies widely, complicating pre-service teachers' ability to effectively address mental health concerns (U.S. Department of Education, 2015). ESSA encourages schools to integrate mental health services and supports, aiming to create a holistic educational environment that addresses both academic and emotional needs. 

The established education system is experiencing the most significant challenges brought on by the pandemic. As the United Nations (2020) noted, the COVID-19 pandemic has created the largest disruption of education systems in history. It has affected nearly 1.6 billion learners, and 63 million teachers, affecting all levels of education and training in more than 190 countries in all continents of the globe (United Nations, 2020, Figure 1). Remote learning during the pandemic greatly limited educational access for students without essential digital tools, worsening inequalities across various regions. While over 95% of students in several European countries have access to computers for home learning, only 34% of students in Indonesia do (OECD, 2020). Many Asian and African nations have encountered severe learning crises due to insufficient digital devices, with Internet penetration in the Middle East and North Africa often falling below 70%, and as low as 30% in countries like Sudan and Yemen (UNICEF, 2021). Students worldwide have found it difficult to participate in remote learning because of these challenges, underscoring that digital inequality involves not only access to equipment but also the skills needed to use technology effectively. This digital divide further exacerbated already existing disparities in access to quality education caused by economic and geographical factors. Teacher preparation programs pivoted to teach remotely, but COVID-19 exposed a new level of inequality among teachers and students. 

From a Russian study, Valeeva and Kalimullin (2021) discuss teacher training in the context of the COVID-19 pandemic that has highlighted the need for major adjustments in initial teacher training programs. In particular, these researchers advocate for the introduction of courses on digital learning, psychological support for distance learning, and psychological and emotional self-regulation of teachers themselves. They further assert that the pandemic has made it impossible to completely return to the traditional system of educating students and teachers.

In the country of Turkey, Sayır, Aydin, and Aydeniz (2022) created and distributed a questionnaire to 246 pre-service teachers in training during the pandemic, focusing on the impacts of COVID-19 on their preparation. The results of this questionnaire showed that the pre-service teachers surveyed did not acquire the experience and knowledge expected to be gained through this type of remote teaching and learning practice (Sayır, Aydin, and Aydeniz, 2022). One positive takeaway from this study is that these 246 pre-service teachers learned how to use distance education tools such as Google Classroom and Zoom. This finding shows that pre-service teachers can benefit from this information in case they will need to teach with distance education in the future (Sayir, Aydin, and Aydeniz, 2022).

Overall, while the impact of COVID-19 has posed significant challenges for teacher education programs world-wide, it has also created opportunities for innovation, growth, and a more comprehensive approach to preparing educators for the future.  

 Despite increasing recognition of the importance of mental health in educational settings, there remains a significant research gap regarding the specific challenges that pre-service teachers encounter when addressing these issues in the classroom. While numerous studies have highlighted the prevalence of mental health concerns among students, few have systematically explored how pre-service teachers perceive and navigate the obstacles they face, such as inadequate training, limited resources, and insufficient institutional support. I could conduct research to analyze what changes teacher education programs around the globe are doing to adjust to supporting pre-service teachers in the post-COVID classrooms.

I want to continue to advocate for pre-service teachers to ensure that these future educators are equipped to create supportive environments—both virtual and in-person—that promote emotional well-being, which is crucial for their students' overall development. 

Recognizing the heightened awareness of mental health issues during the pandemic, I agree that teacher education programs cannot return to traditional methods of preparing teachers. We must integrate comprehensive training on mental health support in our institutional programs. This includes equipping future educators with the skills to identify and address mental health challenges in their students. 

I agree with the study conducted by Valeeva (2021) that our teacher training programs need to emphasize adaptive teaching strategies and technology integration to prepare educators for diverse learning environments.  Technology can assist teachers in reaching students that have mental health struggles. Technology alone isn't enough. A global perspective is necessary to understand cultural factors that influence education. Teacher training should include culturally responsive teaching practices to ensure educators can effectively engage with diverse student populations. Taking what we have learned from COVID-19, we must educate our future teachers in methods for addressing the disparities highlighted by the pandemic. Teacher education programs should prioritize equitable access to resources and training, ensuring that all educators, regardless of their background or the context in which they teach, are equipped to meet the needs of their students academically, socially, and emotionally. 

By adopting these perspectives, I aim to contribute to a more resilient and responsive teacher education framework that meets the evolving needs of educators and students globally. 

 A potential research project could be to identify what specific mental health challenges are most prevalent among K-12 students, and how pre-service teachers can be trained to identify and address these issues effectively.

This question aims to explore the various mental health challenges faced by K-12 students and the training requirements for future educators. I could further investigate the specific mental health issues emerging in today’s K-12 classrooms within my local surroundings. By pinpointing these critical issues, my research could evaluate existing teacher training programs within Missouri to identify shortcomings in mental health education for pre-service teachers and propose enhancements. Ultimately, I would aspire for this research to encourage all teacher preparation programs in Missouri to establish at least one mandatory course in mental health literacy for all pre-service teacher candidates.