Don't Turn Away: Empowering Teachers to Support Students’ Mental Health

Johnson, Carolina; Eva, Amy L.; Johnson, Linea; Walker, Bridget

doi:10.1080/00098655.2010.484441

Cited by 28 publications

(32 citation statements)

References 15 publications

(12 reference statements)

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“…Despite the definition, more and more students are being identified and receiving services for externalizing forms of EBD (Anthony et al, 2005;Gresham & Kern, 2004;Johnson et al, 2011;Kauffman & Landrum, 2013). Understanding the variety of behaviors related to mental health issues, both internalized and externalized, will result in better outcomes for students (Anthony et al, 2005;Johnson et al, 2011). Teacher awareness concerning behaviors associated with mental health disorders is essential as they are in the unique position of observing student behavior on a daily basis (Johnson et al, 2011).…”

Section: Resultsmentioning

confidence: 97%

“…Understanding the variety of behaviors related to mental health issues, both internalized and externalized, will result in better outcomes for students (Anthony et al, 2005;Johnson et al, 2011). Teacher awareness concerning behaviors associated with mental health disorders is essential as they are in the unique position of observing student behavior on a daily basis (Johnson et al, 2011). The first step is awareness, and the second step is bringing the concerns to the attention of the appropriate school staff who can provide assistance (Johnson et al, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…Regardless of the mental health issue a student may be experiencing, simply identifying that a student may need assistance for a mental health issue is what is most important (Johnson et al, 2011). …”

Section: Identification and Awarenessmentioning

confidence: 99%

See 2 more Smart Citations

Identifying Students With Mental Health Issues

Marsh

2015

Intervention in School and Clinic

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Child and adolescent mental health is a growing concern in schools. Students suffering from mental health conditions struggle in the school environment if their needs are not being met. Teachers play an important role in the identification of these students. This article highlights the distinctions between externalizing and internalizing behaviors related to mental health conditions and provides teachers with an introductory guide to assist them in identifying students with mental health issues.

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Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

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Identifying Students With Mental Health Issues

Marsh

2015

Intervention in School and Clinic

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“…Baker, Grant and Morlock (2008) found that when students with internalizing problems also rated high on a conflict scale with a teacher, they showed poorer school adaptation (i.e., work habits). Finally, research has supported that a positive interpersonal connection between teachers and students can be even more important for academic and emotional outcomes for those students affected by internalizing problems such as depression (Johnson, Eva, Johnson, & Walker, 2011).…”

Section: Behavioral Characteristicsmentioning

confidence: 99%

Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.

Wyrick¹

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This dissertation provides an examination of contributing factors to high quality teacherstudent relationships during adolescence. High quality teacher-student relationships have been linked to better academic, emotional, and social functioning for students in elementary, middle, and high school. While the importance of teacher-student relationships is well documented, less is know about contributors to the relationship, especially during adolescence. Previous research has identified that in younger populations a student's gender, income, behavioral characteristics, and parental involvement can influence the nature of the teacher-student relationship. This dissertation provides an important extension of contributing factors into the adolescent age group, where teacher-student relationships offer an additional source of adult support and positively impact bonding to school norms and emotional functioning. This dissertation uses 820 participants from the NICHD Study of Early ChildCare and Youth Development. Collection of data for use in this study occurred in 2006, which adolescents were 15 years of age. Data were collected from adolescents via questionnaires in the lab and home and from parents in the home only. Demographic data iii included gender and income. Additional data was collected from measures of teacher relationships, maternal and paternal involvement, and behavioral problems. A series of hierarchical linear regression analyses were conducted to determine the extent to which parental involvement and behavioral characteristics predict the quality of teacher-student relationships as well as to what extent behavioral characteristics and income moderate the relationship between parental involvement and teacher-student relationship quality.Results from this dissertation indicate that both gender and income are significantly related to teacher-student relationship quality, with girls experiencing more high quality relationships. Income results were mixed. Students from high-income homes experienced more quality in overall relationships with teachers while low-income students endorsed better individual teacher relationships. Furthermore, ratings of both maternal and paternal involvement were significantly related to higher ratings of teacher-student relationship quality. Taken together, research indicates that parents who are involved in a student's education influence the relationship the child has with hislher teacher, thereby improving academic success and emotional functioning. The dissertation concludes with implications for educators, schools, and counselors.

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“…Teachers spend a significant amount of time with students and are in a unique position to identify and help support those who experience mental health concerns (Johnson, Eva, Johnson, & Walker, 2011). In addition, teachers often play an integral role in supporting comprehensive school-based mental health services.…”

mentioning

confidence: 99%

Teacher training in K–12 student mental health: A systematic review

Ohrt

Deaton

Linich

et al. 2020

Psychology in the Schools

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Teachers are in a unique position to identify and support students who experience mental health concerns. The purpose of this systematic review was to (a) identify current available evidence‐based teacher training programs related to students' mental health, (b) review the content and delivery methods of the training, and (c) evaluate the quality of the research designs and evaluation methods of the training. Most training programs are delivered face‐to‐face and include interactive discussion and content knowledge. Content varied among the training programs. Most studies found improved knowledge among teachers; however, no studies found improvement in effective communication.

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Don't Turn Away: Empowering Teachers to Support Students’ Mental Health

Cited by 28 publications

References 15 publications

Identifying Students With Mental Health Issues

Identifying Students With Mental Health Issues

Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.

Teacher training in K–12 student mental health: A systematic review

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