Teachers' experiences with K‐12 students' mental health

Deaton, Jennifer D.; Ohrt, Jonathan H.; Linich, Kathryn; Wymer, Brooke; Toomey, Mitchell; Lewis, Olivia; Guest, Jessie D.; Newton, Therese L.

doi:10.1002/pits.22658

Cited by 15 publications

(5 citation statements)

References 28 publications

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“…For instance, studies have indicated a positive dose-response relationship between training volume and mental health for female students, emphasizing the need for tailored interventions to address gender-specific mental health challenges (Grasdalsmoen et al, 2022). Furthermore, the results are consistent with the literature on educators' roles in supporting students' mental health, highlighting the importance of training and strategies to address mental health issues among students, particularly female students (Deaton et al, 2022;Soo, 2023).…”

Section: Discussionsupporting

confidence: 73%

Investigating the Effectiveness of Transactional Analysis (TA) Training on the Mental Health of Female Middle School Students

Shirali Kharamin,

Moradian

2023

KMAN Counsel and Psych Nexus

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This study aimed to investigate the effectiveness of Transactional Analysis (TA) training on the mental health of female middle school students in Yasuj city. A quasi-experimental design with pretest-posttest control groups was utilized. The sample consisted of 50 female students selected based on their General Health Questionnaire scores and randomly assigned to either the experimental or control group. TA training was delivered over 9 weeks, with assessments conducted before and after the intervention. The experimental group showed significant improvements in mental health scores post-intervention (M = 31.72, SD = 13.81) compared to the control group (M = 28.96, SD = 10.23), with an F value of 20.91 indicating the effectiveness of TA training at p < 0.01. TA training significantly enhances the mental health of female middle school students, suggesting its potential as a valuable tool in educational settings for promoting psychological well-being.

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Section: Discussionsupporting

confidence: 73%

Investigating the Effectiveness of Transactional Analysis (TA) Training on the Mental Health of Female Middle School Students

Shirali Kharamin,

Moradian

2023

KMAN Counsel and Psych Nexus

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“…Once again, an interesting question arises: do support teachers and general teachers, who indicated that they had less experience, lack knowledge on how to help children because they don't understand the struggles caused by conditions such as depression, eating disorders, sleep disorders, or personality disorders, or do they have insufficient knowledge about the most common symptoms? Deaton et al (2022) indicated that teachers face a shortage of training and support in dealing with students with mental health challenges in the classroom, leading to numerous instances of trial and error. The subsequent analysis aimed to identify variations in teachers' emotional intelligence (EI) and social competences, recognized as crucial in the teaching profession (Ergur, 2009;Jennings & Greenberg, 2009).…”

Section: Discussionmentioning

confidence: 99%

Investigating Emotional Intelligence, Social Competencies, and Teacher Professional Experience in Addressing the Needs of Students with Special Educational Needs (SEN) Across Various Educational Settings in Poland

Skura

2024

Pedagogia i Treball Social

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Teachers are in the privileged position of being able to directly influence their students. Their work experience, perception and practical knowledge holds significant importance in shaping how they interact with SEN students. This study aimed to identify the qualities, social competences and ask about the attitudes towards their work of those who teach and care for SEN pupils in different types of schools. I researched teachers working with SEN students: 97 from integrative schools, 64 from mainstream school, 64 special school teachers (those with intellectual disability and autism). The data was collected using a questionnaire, the Two-dimensional Emotional Intelligence Inventory (DINEMO) and the Social Competence Questionnaire. The findings highlight that teachers with more experience tend to work with students with SEN (intellectual disabilities, autism spectrum disorders) in schools where these students are more prevalent. It was challenging to find teachers with experience in certain areas, notably in groups of students with chronic illness and mental disorders, underscoring the need for additional training and practical support. The research emphasized that teachers with more experience were particularly evident concerning these last two groups of students.

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“…While research shows that training in mental health increases teachers’ confidence and knowledge of health issues [ 43 , 44 ], the inadequacies in training continue to be voiced by teachers. Teachers continue to ask for training that tells them: “here is what to do, or here is what to say” when a child or adolescent is experiencing a mental health issue [ 45 ]. Research suggests that studies need to address whether and how the perceived gap in teacher training is being addressed [ 41 ].…”

Section: Introductionmentioning

confidence: 99%

Teachers as first responders: classroom experiences and mental health training needs of Australian schoolteachers

Gunawardena,

Leontini,

Nair

et al. 2024

BMC Public Health

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Background Schoolteachers are often the first to respond when a student presents with a mental health issue in the classroom. This places a burden on schools that impacts school staff, healthcare workers and teachers. More broadly, it places a responsibility on the education system to address students’ mental health. This study examines Australian teachers’ classroom experiences and the training areas identified by teachers as necessary to manage these issues. Method Interviews were undertaken with 18 in-service teachers between 2020 and 2021 from Catholic, Independent and Public schools. Data were gathered via multiple interviews and analysed using thematic content analysis. Results The major mental health issues identified by teachers related to mental disorders, depression, anxiety, and a complex range of negative emotional states. Teachers requested training in child and adolescent mental health, counselling skills, early detection and intervention, and training skills to manage the complex relationship with parents and external health and community personnel. Teachers also reported the need to access mental health resources, support and training, which were differentially accessed along socioeconomic status and postcodes. Conclusion The data show that teachers are often placed as first responders when a student has a mental health issue but feel inadequately trained to manage these issues in the classroom. We identified mental health issues presenting in Australian classrooms and documented critical features of mental-health training asked for by teachers in order to address those issues. Given the increasing demands on teachers to address the mental health of children and adolescents, we argue that an urgent review of mental health training for teachers is needed.

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Teachers' experiences with K‐12 students' mental health

Cited by 15 publications

References 28 publications

Investigating the Effectiveness of Transactional Analysis (TA) Training on the Mental Health of Female Middle School Students

Investigating the Effectiveness of Transactional Analysis (TA) Training on the Mental Health of Female Middle School Students

Investigating Emotional Intelligence, Social Competencies, and Teacher Professional Experience in Addressing the Needs of Students with Special Educational Needs (SEN) Across Various Educational Settings in Poland

Teachers as first responders: classroom experiences and mental health training needs of Australian schoolteachers

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