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. These missed experiential learning moments not only stalled professional growth but also widened the gap between theoretical knowledge and practical application in addressing students' emotional and psychological needs.

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. However, inconsistent funding and varying state-level policies mean that many teacher preparation programs have yet to fully incorporate these priorities into their curricula. This inconsistency leaves pre-service teachers unevenly prepared, depending on their institution and geographical location. 

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. 

In Russia, Valeeva and Kalimullin (2021) examined teacher training during the pandemic and concluded that significant structural changes were required in initial teacher education programs. They advocated for the integration of coursework focused on digital learning, psychological support in virtual settings, and emotional self-regulation for teachers themselves. The researchers emphasized that the pandemic had permanently altered the educational landscape, making a full return to pre-pandemic training models impractical. These findings reflect the critical importance of preparing future educators not only to deliver content digitally but also to recognize and respond to the mental health challenges that students face in virtual or hybrid learning environments. The call for a more holistic teacher education model that balances content delivery with emotional literacy. This study has since gained global resonance.

Similarly, in Turkey, Sayır, Aydin, and Aydeniz (2022) conducted a study involving 246 pre-service teachers and explored how the pandemic affected their training experiences. The research revealed that many pre-service teachers felt they had not gained the practical experience typically expected through traditional in-person instruction. Although participants became more familiar with platforms like Zoom and Google Classroom, they expressed concerns about their lack of preparedness to manage students’ well-being remotely. One notable takeaway was that exposure to digital tools during the pandemic may help pre-service teachers adapt more easily in future crises. However, the study also indicated a gap in mental health-related content and emotional support strategies within the curriculum, underscoring a missed opportunity to build competencies essential for teaching during times of trauma and uncertainty.

Australia also experienced significant disruptions to teacher education. A study by Flack et al. (2020) found that 38% of Australian teachers reported reduced confidence in meeting student learning needs due to the rapid shift to online instruction. This change required universities to transition their teacher preparation coursework into entirely online formats, offering a mix of synchronous and asynchronous modalities. Despite these efforts, pre-service teachers reported difficulty maintaining engagement, both academically and emotionally, with their students. Scull et al. (2020) noted that these limitations in interaction and experiential learning prevented aspiring educators from fully developing skills necessary to identify and support students facing mental health challenges. The findings call attention to the need for teacher training programs to incorporate virtual student engagement strategies that are also trauma-informed and responsive to emotional distress.

In Canada, teacher education programs encountered similar barriers. In Ontario, the abrupt transition to online learning led to complications in maintaining practicum placements and providing adequate professional development for remote instruction. Nuland et al. (2020) highlighted the lack of digital infrastructure and consistent pedagogical training as major obstacles. Additionally, pre-service teachers reported difficulties in developing classroom management and emotional support strategies, critical competencies when students were grappling with social isolation, fear, and family-related stress during the pandemic. The modifications to practicum experiences, such as limited student contact and reduced mentorship, further hindered the development of relational and socio-emotional teaching skills. This suggests a crucial need for policy-level support to embed mental health literacy and emotional intelligence training into all aspects of teacher education.

These global experiences reveal a consistent theme: teacher preparation programs were largely unprepared to help educators navigate the intersection of remote instruction and heightened student mental health needs. While the impact of COVID-19 posed significant challenges, it also catalyzed innovation and underscored the urgency of reforming teacher education. Programs around the world are now tasked with integrating mental health competencies such as recognizing trauma, practicing empathy-based teaching, and managing emotional crises into their core curricula. Moving forward, it will be important for institutions to build more resilient, adaptive, and holistic preparation models that prepare teachers not only to teach in a variety of formats, but also to support the psychological well-being of students in times of crisis and beyond.

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 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 possible research study could explore the role of social justice education in shaping pre-service teachers’ understanding of mental health disparities among historically underserved students in the post-COVID-19 context. This study could adopt a qualitative approach, using interviews, focus groups, and reflective journals to capture the lived experiences and evolving perspectives of teacher candidates. By engaging pre-service teachers enrolled in programs with explicit social justice curricula, the study could examine how coursework, field experiences, and discussions about equity influence their awareness of structural factors such as racism, poverty, and ableism that contribute to mental health disparities. Data could also be gathered from pre-service teachers in more traditional programs for comparative insight.

The study could also analyze how the COVID-19 pandemic has acted as a catalyst for deeper reflection on the intersection of health, trauma, and inequality in education. Many underserved communities faced disproportionate mental health challenges during and after the pandemic due to a lack of access to healthcare, economic instability, and educational disruptions. This study could investigate how pre-service teachers understand these systemic issues and whether their training equips them to respond compassionately and effectively in diverse classroom settings. The findings could inform teacher education programs by identifying best practices for integrating social justice principles into mental health education and equipping future educators with the tools to advocate for equity in both policy and practice.