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InGiven today'sthat rhythmthe gender and number of lifenouns andare adopted for the prevalencefirst time in the second grade of mentalelementary health problems among young people, there is a growing need at faculties for strategies that promote and maintain a high level of students’ mental health and their well-being. Students face different challenges that can significantly affect their academic success, personal development and overall quality of life, and this requiresschool, the involvement of their teachers in creating a stimulating environment that would nurture the mental well-being of students. The aimsubject of this research wasis the way of processing these grammatical categories at the age when concepts of noun gender and number are introduced and when basic linguistic rules are established. To examine the current solutions, we analysed eleven approved textbooks for the second grade of elementary school. We considered the starting texts, the provided examples, linguistic accuracy, and methodological gradualness, as well as the possibilities for improving grammar teaching. The research results show that: 1) there are different ways of introducing the concept of gender and number of nouns to investigatestudents; whether2) therethe wereintroduction differencesof grammatical gender through the concept of natural gender dominates in the self-assessmentssecond-grade textbooks; 3) there are numerous places that cause linguistic confusion or represent a kind of positivemethodological mentaltrap. healthWe bybelieve studentsthat whoall didthese andinaccuracies whocan didresult notin havenumerous theirdifficulties teachers'in supportthe duringhigher studies and determine what specific featuresgrades of positiveelementary mentalschool. healthIn werethe involved. The sample of participants consisted of 359 studentsconclusion of the Facultypaper, ofconcrete Teachersteps Educationare proposed for the introduction of the Universityconcept of Zagreb, Croatiagender and the Facultynumber of Educational Sciences of the Jurja Dobrila University of Pula, Croatia. For the purposes of the research, the Mental health continuum-short form -MHC-SF questionnaire was used and an independent scale related to individual features of the environment support was added. Differencesnouns in the self-assessmentssecond grade of individualelementary characteristics of students’ positive mental health were examined based on discriminant analysis in order to gain insight into the latent dimensions of these differences. The results confirmed the existence of statistically significant differences in the self-assessment of individual characteristics of students’ positive mental health considering the support or lack of support given by their university teachers. Regardless of the characteristics of teacher support, the results also showed that a certain number of students felt that teachers did not provide support when it comes to positive mental health characteristics.school.
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