Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

Spring 2024

Thesis Director

Assege HaileMariam

Thesis Committee Member

Margaret T. Floress

Thesis Committee Member

Ronan S. Bernas

Abstract

Mental health issues are highly prevalent among children and adolescents and have recently increased in the wake of the COVID-19 pandemic. Evidence shows a research to practice gap in the area of mental health practices and interventions in schools. As teachers are frontline gatekeepers for identifying mental health issues in students, it is important to understand current teachers' perspectives regarding their role, knowledge, and training. Thus, the current study sought to explore teachers’ perceptions regarding their role in supporting student mental health needs and the barriers that may prevent them from doing so. In the current study, general and special education teachers completed an adapted version of the Mental Health Needs and Practices in Schools Survey (MHNPSS) which addresses teachers’ self-reported understanding of mental health needs in school; their role in mental health support; their knowledge, skills, and training in supporting student mental health; and barriers to support. To answer the research questions, descriptive analyses, paired t-tests, and Pearson correlation analyses were conducted. Results showed that 82% of teachers believed supporting students’ mental health needs is an important part of their job, but only about half reported having the necessary knowledge (55%) and skills (45%) to do so. Results of paired t-tests revealed uncertainty regarding the exact roles and responsibilities of teachers in supporting these needs. The Pearson correlation analyses showed a significant relationship between level of training and both perceived importance of mental health issues and perceived job responsibility to address student mental health issues. Lastly, frequency results showed that lack of support and lack of training were identified as the primary barriers to supporting student mental health needs.

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