Parental Observation of Intermediate Learners’ Mental Health in a Multicultural School Setting: A Convergent Mixed-Method Analysis

Abstract

Background: This study explored how parents perceive and observe the mental health of intermediate learners in a multicultural community school in Doha, Qatar, an area where research remains limited. Methods: A convergent parallel mixed-method design was used with total population sampling. Data were gathered through a Google Form–based Parent Observation Survey, which included a researcher-developed Parent Observation of Learners’ Mental Health Scale (12 items across emotional well-being, social relationships, academic attitude, and coping/resilience; α = .88) and open-ended questions on strengths, challenges, and needed supports. Results: Quantitative findings revealed very high levels of social relationships and emotional well-being, and high levels of academic attitude and coping/resilience. No significant differences were found by learners’ age, grade, or nationality; however, years of residence in Qatar and parents’ marital/living status were significantly associated with variations in observed mental health (p < .05). Qualitative themes emphasized learners’ strengths in empathy, responsibility, creativity, and resilience, alongside challenges in emotional regulation, confidence, attention, and academic pressure. Conclusion: Triangulation showed strong convergence between quantitative and qualitative results, indicating overall positive social-emotional health with underlying stress and performance concerns. The study recommends a tiered, school-wide approach integrating social-emotional learning, counseling services, teacher training, and parent–school collaboration to support student well-being in multicultural contexts. Implication: The study highlights the need for collaborative, school-based support to promote learners’ mental health in multicultural settings.