A MIXED METHODS STUDY OF TEACHERS ATTITUDES, BELIEFS, AND KNOWLEDGE REGARDING STUDENT MENTAL HEALTH
Date
2019-12
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Abstract
This mixed methods explanatory sequential design research study will address the hypothesis that teachers want to help students with mental health issues in their classrooms, but do not have the training and knowledge to feel competent doing it. Surveys were used to compile data on teachers’ attitudes and knowledge and perceived roles when working with students, as well as training and experience regarding students with mental health issues. Identifying and understanding the mental health issues that students’ experience is crucial in the treatment of the whole child. The participants were 162 general education teachers from six middle schools in the same district. The participants were asked to complete a pre-test survey consisting of questions about general education teachers’ feelings regarding students in their classes who have mental health issues as well as how much they know about child and adolescent mental health and the amount of instruction they received in their pre-service credential programs. The reason for collecting both qualitative and quantitative data was to assess if changes occurred after the intervention was given to the teachers from the middle school selected for the professional development. After the pre-test survey, general education teachers from one of six middle schools were given a two-session intervention in the form of a presentation outlining the components of several common mental health disorders and suggestions and strategies for what teachers can do to support these students. A post-test was conducted with just the teachers who attended both intervention sessions. Five random answers to open-ended questions on the post-test survey were analyzed and coded for common themes.