Publication Date

2025

Advisor(s) - Committee Chair

Sarah Bonis, Carl Myers, Qin Zhao

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

Despite millions of children across the United States experiencing at least one mental health disorder about half do not receive any sort of treatment or counseling. Within schools, many children receive formal intervention services once they are identified. However, there are many other children who would benefit greatly from learning social emotional skills who have not been identified. Prevention could be a great resource to prevent children from falling through the cracks. The purpose of this study was to assess personnel perceptions on the school’s role in student mental health, mental health interventions and prevention, evidence-based practices, and barrier to implementation. The study used a 42-item questionnaire format from a previous study to survey a sample of school personnel in the United States. Most participants agreed that schools are responsible for addressing student mental health. Perceptions of in-school mental health do not vary across position in the school (e.g., teachers vs. others). There was a statistically significant difference between believing teachers should be involved in mental health intervention when compared to school psychologists or school counselors. Additional implications are discussed.

Disciplines

Education | Educational Administration and Supervision | Educational Psychology | Elementary and Middle and Secondary Education Administration | Medicine and Health Sciences | Mental and Social Health | Psychiatric and Mental Health | Psychology | School Psychology | Social and Behavioral Sciences

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