Educator perspectives on mental health resources and practices in their school

Bibliographic Data

ID21375818
AuthorsHeather E Ormiston (0000-0002-3774-7090, Department of Counseling and Educational Psychology Indiana University Bloomington Bloomington Indiana USA, corresponding author), Malena A Nygaard (0000-0002-5265-2073, Department of Counseling and Educational Psychology Indiana University Bloomington Bloomington Indiana USA), Olivia C Heck (0000-0001-9111-4529, Department of Counseling and Educational Psychology Indiana University Bloomington Bloomington Indiana USA), Maureen Wood (0000-0002-9232-4963, Department of Counseling and Educational Psychology Indiana University Bloomington Bloomington Indiana USA), Nicole Rodríguez (0000-0003-2941-0399, Department of Counseling and Educational Psychology Indiana University Bloomington Bloomington Indiana USA), Mallory Maze (Department of Counseling and Educational Psychology Indiana University Bloomington Bloomington Indiana USA), Akua A Asomani‐Adem (Department of Counseling and Educational Psychology Indiana University Bloomington Bloomington Indiana USA), Keelyn Ingmire (Department of Counseling and Educational Psychology Indiana University Bloomington Bloomington Indiana USA), Bri Burgess (Department of Counseling and Educational Psychology Indiana University Bloomington Bloomington Indiana USA), David Shriberg (0000-0001-7697-2410, Department of Counseling and Educational Psychology Indiana University Bloomington Bloomington Indiana USA)
Year2021
Volume58
Issue11
Pages2148-2174
Publication date2021-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.22582
OpenAlexW3194353434
LanguageEN
Citations received14
References cited54

The need for mental health services in schools is increasing. Teachers are expected to meet student's academic needs but may find their role impacted by the need for mental health support among students (Bruhn et al., 2014; Kaffenberger & O'Rouke‐Trigiani, 2013). The purpose of this study is to elicit teacher perspectives on addressing the mental health needs of students in school. Staff members from one school in a Midwestern state were interviewed to examine their perspectives related to student mental health. Thirteen classroom teachers ( n = 13), four related arts teachers ( n = 4), seven special education staff members ( n = 7), three building support personnel ( n = 3), two office staff ( n = 2), and four support staff members ( n = 4) were interviewed, for a total of 33 participants ( n = 33). Participant experience ranged from 2 to 37 years in education. Utilizing an inductive thematic analysis approach (Braun & Clarke, 2006), information regarding teachers' current knowledge of, roles, and approaches to support students with mental health needs in schools is presented across four main themes. Directions for future research, training, and practice are described

Medical education · Mental health · Pedagogy · Psychiatry · Qualitative research · Sociology · Thematic analysis · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Medicine · Psychology · School Health and Nursing Education