Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers.

Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Puri, Rohini; Goel, Nidhi

doi:10.1037/a0022714

Cited by 615 publications

(536 citation statements)

References 36 publications

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“…Almost two-thirds (66%) of teachers surveyed agreed or strongly agreed that anxiety was impacting their classrooms. When considering this finding within the context of prior research showing that only 34% of teachers felt they had the skills needed to properly support children with mental health needs (Reinke et al, 2011), questions arise about how teachers are addressing the pervasiveness of anxiety within their classrooms. The purpose of this study was to more closely examine early elementary school teachers' anxiety reduction practices.…”

Section: Discussionmentioning

confidence: 94%

“…Further, practicing teachers themselves have reported heavy exposure to students with mental health challenges, but limited knowledge for working with them. For instance, in a study examining early childhood and elementary school teachers' (n=292) perceptions of student mental health challenges, 75% reported that they either taught or referred a student with mental health challenges to school mental health professionals, and 76% indicated that they believed anxiety problems were major mental health challenges in their classrooms (Reinke, Stormont, Herman, Puri, & Goel, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…The descriptive study by Reinke et al (2011) highlighted that teachers felt unprepared to manage students with mental health challenges in their classrooms. Building off of this research, the current study focuses on one area of student mental health, anxiety, in order to identify ways in which teachers report helping students build skills for managing their symptomology.…”

Section: Introductionmentioning

confidence: 99%

“…Based upon the aforementioned research by Reinke et al (2011), and insights derived from experts (e.g., Albers et al, 2007;Jones & Bouffard, 2012), we hypothesized that teachers would report student anxiety to be impacting their classrooms, teach a limited number of CBT-based strategies, and most frequently teach them on an individual level in a reactive manner.…”

Section: Introductionmentioning

confidence: 99%

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Use of Evidence-Based Survey Methods to Explore Early Elementary School Teachers’ Approaches to Managing Student Anxiety

Birnbaum¹,

Witmer²,

Carlson³

2017

JEDP

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The purpose of this study was to describe and explore early elementary school teachers' practices with regard to addressing student anxiety, focusing on the types of anxiety-reducing strategies they teach in their classes, the level at which they teach them (i.e., on an individual, small group, or whole class level), and the nature of the approach they use (i.e., proactive or reactive). Using a modified version of Tailored Design Methodology (TDM; Dillman, Smyth, & Christian, 2014), survey results (N=190 teacher participants; 64% response rate) indicated that almost two-thirds (66%) of teachers affirmed that student anxiety was impacting their classrooms. Almost all teachers (i.e., 90%) acknowledged teaching multiple anxiety-reducing strategies to their students, contrary to expectations. Survey participants most commonly reported teaching strategies to the whole class, as opposed to teaching strategies to small groups of students or to students on an individual basis. Use of reactive, as opposed to proactive approaches to teaching these strategies were more often reported. Implications are provided for how school personnel can support teachers in using a more proactive approach and ensuring that targeted instruction is available for students with more intensive needs.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Use of Evidence-Based Survey Methods to Explore Early Elementary School Teachers’ Approaches to Managing Student Anxiety

Birnbaum¹,

Witmer²,

Carlson³

2017

JEDP

View full text Add to dashboard Cite

show abstract

“…There are implications both for education professionals themselves and for services working with children with mental health problems. Firstly, there is an ongoing need for awareness and training on the range of disorders which professionals may encounter, and on indicators and pathways for referral, to address the lack of confidence reported by educators in these areas (Andrews et al,2014;Reinke et al, 2011). Secondly, high levels of contact with children with difficulties are likely to reflect a considerable demand on time and resources for staff, potentially contributing to stress and burnout, and competing with escalating pressures to hit academic targets (Kidger et al, 2010;Kokkinos, 2007).…”

Section: Discussionmentioning

confidence: 99%

Mental health related contact with education professionals in the British Child and Adolescent Mental Health Survey 2004

Newlove‐Delgado

Moore

Ukoumunne

et al. 2015

The Journal of Mental Health Training, Education and Practice

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RationaleChildren with mental health problems are more likely to experience adverse outcomes including educational underachievement and psychiatric disorder in adulthood. Policy has increasingly focussed on interventions in schools and contacts with education often constitute a common starting point for other mental health services. AimsTo analyse mental health related contact with educational professionals amongst children ConclusionMany children in contact with education professionals regarding mental health experienced clinical levels of difficulty. Training is needed to ensure that contact leads to prompt intervention and referral if necessary. High levels of teacher contact also represent challenges in supporting staff with time, resources and access to mental health services.4

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A storyboarding approach to train school mental health providers and paraprofessionals in the delivery of a strengths‐based program for Latinx families affected by maternal depression

Valdez

Wagner

Stumpf

et al. 2022

American J of Comm Psychol

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Mental health professionals in schools and the community are often overburdened and underfunded in high‐need areas, limiting their capacity to deliver needed family‐based mental health interventions. To address this issue, paraprofessional school personnel (e.g., family engagement liaisons) can facilitate these family‐based mental health interventions alongside licensed mental health professionals, thereby increasing access to mental health services for families with mental health needs. To train professional and paraprofessional school personnel in maternal depression and interventions, we used storyboarding, a narrative storytelling method traditionally used to create films. Latinx families who had previously participated in a family‐focused program for maternal depression shared real life stories focused on themes of (a) maternal depression, (b) impact on children, (c) cultural views and role of immigration, (d) self‐harm and suicide, and (e) what families need. In this conceptual paper, we describe our engagement of families in a multistep process of storyboarding that resulted in video modules of family stories for a training website and in‐person workshop for school professionals and paraprofessionals. We conclude with how community‐engaged tools such as storyboarding can be used to increase awareness and reduce stigma of maternal depression among staff training to deliver family‐focused mental health programs in schools.

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Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers.

Cited by 615 publications

References 36 publications

Use of Evidence-Based Survey Methods to Explore Early Elementary School Teachers’ Approaches to Managing Student Anxiety

Use of Evidence-Based Survey Methods to Explore Early Elementary School Teachers’ Approaches to Managing Student Anxiety

Mental health related contact with education professionals in the British Child and Adolescent Mental Health Survey 2004

A storyboarding approach to train school mental health providers and paraprofessionals in the delivery of a strengths‐based program for Latinx families affected by maternal depression

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