Teachers’ use and perceptions of Let’s Talk about Children

Abstract

Schools play significant roles in promoting pupils’ well-being. This study explores teachers’ experiences using the research-based, psychoeducational method Let’s Talk about Children (LTC) to support pupils’ well-being and identify possible risk factors in cooperation with home and school. The study’s data comprise 83 LTC training participants’ writing about their experiences with the method as first-time users. The results indicate that the teachers noticed several benefits and potential uses of LTC, but they reported that the method requires adaptation. The experienced LTC benefits were early intervention, increased knowledge about pupils, encouragement and improved relationships with families. Challenges included a poor fit with teachers’ work, rigid materials and challenging interactions. Teachers noticed benefits from LTC use, but adjusting the method to their work was challenging. These results will enable the method’s further development.