Context Matters: Schools and the “Research to Practice Gap” in Children's Mental Health

A Mental Health Training Format for Adult Education Teachers

“…As indicated previously, the area of adult education and mental health has been virtually untouched in the literature. However, the findings of the present study reflect those of previous research that examined these same concepts with kindergarten to Grade-12 teachers (Han & Bahr, 2005; Kutcher, Wei, McLuckie, & Bullock, 2013; Pivik, Mccomas, & Laflamme, 2002; Reinke et al, 2011; Ringeisen et al, 2003; Rodger et al, 2014; Santor et al, 2009; State, Kern, Starosta, & Mukherjee, 2011; Whitley, Smith, & Vaillancourt, 2013), indicating that adult education teachers also feel they have a lack of mental health training and desire further training to be better prepared when addressing students’ mental health issues. Therefore, it is evident that adult education teachers desire similar training to elementary and high school teachers, and would benefit from the mental health programming that traditional school systems receive.…”

“…Reinke and colleagues (2011) indicate that the majority of educators receive mental health training through in-service workshops and receive very little training during their education prior to entering the professional field. Given that the majority of teachers receive mental health training when they are already in the field and working on the frontline, it is imperative to consider how these teachers learn and retain information most effectively to increase sustainability of the training (Han & Bahr, 2005; Ringeisen, Henderson, & Hoagwood, 2003).…”

Identifying the prerequisites, facilitators, and barriers in improving adolescents' mental health literacy interventions: A systematic review

“…[ 19 ] In addition, improving adolescents’ mental health literacy should be normalized as part of the daily activities of regular school teachers who should, in turn, promote their knowledge about adolescent mental health as part of their professional duties. [ 50 51 ] Due to a lack of knowledge about mental health, parents may blame their adolescents for their mental health problems, preventing them from professional help-seeking. [ 52 ] Parents need to be able to identify and take appropriate and timely actions to address adolescents mental health problems.…”

Clinical characteristics and functions of non-suicide self-injury in youth

“…Furthermore, the inclusion of early NSSI identification programming in schools, especially when part of a continuum of prevention and treatment services has potential public health, educational and mental health benefits. The attention to the pupils’ mental health functioning in school may promote learning and prevent the onset of the numerous negative consequences associated with untreated mental health problems [40].…”