A View From the Top: Superintendents’ Perceptions of Mental Health Supports in Rural School Districts

O’Malley, Meagan D.; Wendt, Staci; Pate, Christina M.

doi:10.1177/0013161x18785871

Cited by 27 publications

(42 citation statements)

References 46 publications

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“…It should be noted that one mixedmethods study had a low response rate. 26 Nevertheless, the authors highlighted this is comparable to other online survey-based studies and that respondents were from a small population (i.e. superintendents in rural California school districts).…”

Section: Study Qualitysupporting

confidence: 63%

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Barriers and enablers faced by regional and rural schools in supporting student mental health: A mixed‐methods systematic review

Perkins

Clarke

Smith

et al. 2021

Australian J Rural Health

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Background: Australian policy reports recommended schools to be leveraged to better support student mental health, with a focus on regional and rural areas where students have poorer mental health outcomes. In designing solutions to address this systemic gap, decision-makers require an understanding of the barriers and facilitators experienced by regional and rural schools. However, current literature has focused on metropolitan schools and neglected to explore facilitators. Objective: To review the evidence on barriers and facilitators in delivering student mental health support experienced by regional and rural schools in Organisation for Economic Co-operation and Development nations. Design: A mixed-methods systematic review of peer-reviewed and grey literature. Findings:The search identified 4819 studies. A full-text review by 2 reviewers resulted in 5 papers, which met the inclusion criteria and were assessed using methodological appraisal. One study used qualitative data, 2 studies used quantitative data, and 2 studies were a mixed-methods design. Discussion: While there was a paucity of studies, this review draws together the most up-to-date research. The barriers and facilitators were categorised into 3 themes: access to services and resources; mental health literacy of staff and parents; and communication and collaboration between stakeholders. Conclusion:This review presents a comprehensive synthesis of the literature and highlights opportunities to leverage rural and regional schools to support student mental health, focusing on the quality of communication and collaboration, and increasing access to services and resources, and mental health literacy. Research should explore the unique advantages of rural and regional areas to inform policy, including a focus on strengths.

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Section: Study Qualitysupporting

confidence: 63%

“…Articles reviewed came from 3 countries-3 from the USA 22,23,26 one from Australia 27 and one from the UK. 28 One article included data from a regional location 27 and 4 from rural areas.…”

Section: Locationmentioning

confidence: 99%

Barriers and enablers faced by regional and rural schools in supporting student mental health: A mixed‐methods systematic review

Perkins

Clarke

Smith

et al. 2021

Australian J Rural Health

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“…Compared with research focused on urban and suburban settings, research on educational leadership in rural school districts is a relatively small and somewhat dated body of research. One review of literature focused on rural education, found that between 1991 and 2003 issues related to educational leadership were addressed less frequently in the rural literature than studies focused on programs for students with special needs as well as research examining instruction, school safety, predictors of academic achievement, and students' attitudes or behaviors (Arnold et al, 2005;O'Malley et al, 2018). More recently, Preston et al (2013) reviewed published research from 2003 to 2013.…”

Section: Research On Rural Educational Leadershipmentioning

confidence: 99%

Rural Superintendents’ Responses to COVID-19: Navigating Local Control During a Public Health Crisis

Lochmiller

2021

Front. Educ.

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The COVID-19 pandemic has prompted a variety of responses by organizational leaders throughout the United States and internationally. This paper explores the responses of five rural school superintendents who work in a conservative Midwestern state. Using an exploratory qualitative research design, the study analyzes interviews and documents collected remotely to adhere to current public health guidelines. The study adopted a crisis leadership perspective to explore how rural school superintendents were responding to the COVID-19 pandemic and managing the politics associated with it. Findings suggest that superintendents were acutely aware of their community’s current political stance toward the COVID-19 pandemic and were especially responsive to the individual political philosophies of their elected school board members. The superintendents did not uniformly adopt crisis leadership behaviors to respond to the circumstances created by the pandemic. Rather, superintendents responded in ways that managed the political perspectives held by their elected board members and sought to reconcile differences in the board members’ political perspectives that precluded action. As part of this reconciliation, the superintendents leveraged public health information to shape and at times change elected school board members’ perspectives. This information helped the superintendents overcome political perspectives that led some of the most conservative board members to resist widely accepted public health guidance. Implications for the field of educational leadership, research on rural superintendents, and potential revisions to superintendent preparation are discussed.

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“…I artiklar studeras skolledares praktik på grundval av etnicitet och ras (Gándara & Aldana, 2014;Davis, Gooden & Micheaux, 2015;Green, 2015;Wilson, 2016;Murakami, Hernandez, Mendez-Morse & Byrne-Jimenez, 2016;DeMatthews, Carey, Olivarez & Moussavi Saeedi, 2017;Green, 2017;Truong & Hallinger, 2017;Zembylas & Iasonos, 2017;Johnson & Pak, 2018;Irby, 2018;Brooks & Brooks, 2018). Här finns också studier som undersöker lhbtq-frågor relaterade till ledarskap (O'Malley & Capper, 2015;Galloway & Ishimaru, 2015;Lewis & Kern, 2018) samt ledarskap i glesbygd (O'Malley, Wendt & Pate, 2018;Hardwick-Franco, 2018). Temat kännetecknas också av artiklar med ett renodlat fokus på ledarskap utifrån ett socialt rättviseperspektiv (DeMatthews, 2018;DeMatthews, Edwards Jr & Rincones, 2016;Moral, Garcia-Garníca & Martínez-Valdivia, 2018;Wang, 2018).…”

Section: Värderingar Etik Och Likvärdighetunclassified

Skolledarskap i Sverige: en forskningsöversikt 2014–2018

Norqvist

Isling

2020

nse

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The purpose of this research overview is to understand the main contemporary research objects that characterizes the research field of school leadership in Sweden. Published literature within the field between 2014 and 2018 together with a mapping of research interests from 99 university teachers in the state funded education programme for principals, form the understandings of the field. The results indicate that the field is constituted by the interests of foremost understanding governance, policy, inspection and school leaders work and pedagogical leadership. A need of systems thinking, investigations of skills and competences, and lack of critical research are examples that calls for new directions in future studies within the field.

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A View From the Top: Superintendents’ Perceptions of Mental Health Supports in Rural School Districts

Cited by 27 publications

References 46 publications

Barriers and enablers faced by regional and rural schools in supporting student mental health: A mixed‐methods systematic review

Barriers and enablers faced by regional and rural schools in supporting student mental health: A mixed‐methods systematic review

Rural Superintendents’ Responses to COVID-19: Navigating Local Control During a Public Health Crisis

Skolledarskap i Sverige: en forskningsöversikt 2014–2018

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