b'Analysis on the Mental Health support amongstSpecial Education Settings in SingaporeFindings1. Understanding SpED staffs (AHP and teachers) understanding of mental health amongstspecial needs populationA. Knowledge and competency gapsi. Teachers identified a lack of mental health literacy (e.g. what are the signs and symptoms of mental health disorders) knowledge, affecting their ability to distinguish between mental distress (e.g. developmental appropriateness behavior during puberty) and mental disorder (e.g. irritability and explosive anger from depression)ii. Participants also shared being unable to detect mental health issues when there is no observable signs or behavior.2. Understanding SpED staffs (AHP and teachers) confidence in managing both mentalhealth needs and behavioral needs of SPED populationA. Knowledge and competency gapsi. SpED staff reported not adequately trained to formulate and manage mental health disordersii. SpED staff shared that they did not have adequate opportunities to upkeep their clinical skills when working with students in SPED populationsiii. This affected their confidence to manage students with possible comorbid mental health disorders (e.g. Intellectual disability and Major Depressive Disorder)3. Understanding SpED staffs perception of mental healthA. Teachers understanding of their roles and responsibilitiesi. Mental health conditions are primarily managed by AHPsa) Clear delineation of roles and responsibilities. Teachers main focus is on classroom teaching Teachers are unsure of how they are able to support the student and the AHP in the identification of the students behaviors that is linked to an emerging mental health disorderb) Teachers reported that training opportunities related to mental health are also not seen as a priority7TH PSYCHOLOGY STUDIES 24STUDENT CONFERENCE 2021'