The mental health of students is a critical concern in educational settings, particularly in the context of remote learning environments, which have become increasingly prevalent due to global events such as the COVID-19 pandemic. This dissertation explores the perceptions of elementary and middle school teachers in Missouri regarding student mental health during remote learning. The study investigates various factors, including teachers' ability to recognize mental health issues, the extent of training provided, overall perceptions of the impact of remote learning on student mental health, and observations of increases in social emotional learning (SEL) and mental health (MH) needs. Data were collected through surveys distributed to teachers, and statistical analyses were conducted to examine associations between demographic variables and teachers' perceptions. Results reveal significant associations between teachers' demographic characteristics and their ability to recognize student mental health issues and SEL concerns during remote learning. Notably, factors such as race, socioeconomic status (SES), level of education, and locale influence teachers' confidence in identifying students in need of mental health support. Additionally, disparities in access to mental health resources based on location, such as rural or urban settings, highlight the need for targeted interventions and equitable distribution of services. The findings underscore the importance of inclusive and diverse training programs to enhance teachers' abilities to support student mental health effectively. This study contributes to the growing body of literature on student mental health in educational settings, particularly in the context of remote learning. By understanding teachers' perceptions and experiences, policymakers and educational stakeholders can develop strategies to address the diverse mental health needs of students and ensure equitable access to support services. Ultimately, prioritizing student mental health is essential for promoting overall well-being and academic success in remote learning environments and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]