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.

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During the early years of formal education, young students develop a number of formative academic, motor, behavioral, and socioemotional skills that lay the foundation for future learning. Since student mental health in the early grades predicts academic achievement in later grades, mental health interventions are essential at the primary school level. Not only are teachers expected to provide academic instruction, they are now involved in providing students with mental health services, despite a lack of training to do so. The current study sought to gather the perspectives of 38 primary-level educators to gain understanding about mental health knowledge, current approaches to mitigating mental health challenges, and barriers that prevent them from successfully addressing student mental health issues. Using thematic analysis, three themes developed: (1) Educators indicate supporting primary students’ mental health is within their role; (2) Systems-level constraints prevent effective mental health supports; and (3) Staff desire increased mental health resources. Implications for educators and practice are discussed.

We examined differences in knowledge, attitudes, and practices related to student trauma and trauma-informed practices among various educators and certified staff members in a United States, Midwestern school district. We examined three research questions: 1.) Are there significant differences in knowledge, attitudes, and practices among teachers with differing years' experience? 2.) Are there significant differences in knowledge, attitudes, and practices among primary and secondary educators and staff? 3.) Are there significant differences in knowledge, attitudes, and practices among educators and staff who have participated in professional development (PD) regarding student trauma, and those who have not? We utilized a revised version of the Knowledge, Attitudes, and Practices (KAP) survey (Law, 2019) focused on student trauma. The KAP survey was sent via email to all certified staff members in the school district. No significant differences were found among knowledge and attitudes; however, primary school educators implemented significantly more trauma-informed practices compared to secondary educators. Additionally, educators with PD implemented significantly more trauma-informed practices compared to those without PD. Findings revealed our staff members had similar levels of knowledge and attitudes, though practices differed depending on years' experience, PD, and grades taught. Implications for future research relating to student trauma and the research-to-practice gap are discussed.

Difficulties with social skills and developing social relationships is a key diagnostic characteristic of autism spectrum disorders, and is often an enduring and pervasive issue throughout the life of a person on the autism spectrum. Previous research has demonstrated a clear link between social skill deficits and numerous negative developmental outcomes. The development of effective social interaction skills is critical to successful social, emotional, language, and cognitive development, yet research on social skills programming has produced conflicting results related to the effectiveness of many social skill interventions. The purpose of this article is to synthesize the results of both literature reviews and metaanalytical studies on social skills programing for children and adolescents on the autism spectrum. The primary purpose of the article is to elucidate the ingredients of effective social skills programming for children on the autism spectrum. This article will review the existing meta-analytical research relevant to social skills programming and provide recommended practices for youth on the autism spectrum. The article will also provide suggestions for future researchers to consider when designing studies on social skills programming. The present article will provide useful guidance to both practitioners and researchers.