Table 2 Significant statements and their formulated meanings of class teachers’ qualitative responses to the implementation of the Project Air Strategy Schools intervention program

a. Whole staff discussion about issues specifically relevant to [school name].

a. The program facilitated open discussion about complex mental health issues in their respective schools.

b. More equipped to “be there” if a student needs help.

b. The program increased teachers’ skills and confidence to support students with complex mental health issues.

c. The importance of sharing the load: a team approach.

c. The program promoted a whole of school approach.

d. Reassured [that we are] already doing lots of positive actions that will help students.

d. The program reinforced the support teachers are already providing.

e. Learning about what personality disorders are and the procedures and policies for dealing with students at risk of self-harm or suicide.

e. The program increased awareness and knowledge about personality disorder.

f. Talking with other colleagues about self-harm and suicide.

f. The program promoted collegial discussion about self-harm and suicide.

g. Ensuring teachers understand that they are not diagnosing – they are responding to a behaviour.

g. The program provided role clarification to teachers regarding personality disorder.

h. Information on how language that is commonly used by teachers can create stigma for young people with complex mental health issues. Importance of treating behaviour rather than waiting for [a] formal diagnosis.

h. The program provided knowledge about personality disorders.