Educator mental health literacy to scale: from theory to practice

Fortier, Alexandra; Lalonde, Gail; Venesoen, Philippe; Legwegoh, Alexander; Short, Kathryn H.

doi:10.1080/1754730x.2016.1252276

Cited by 22 publications

(21 citation statements)

References 21 publications

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“…Finally, relative to the other survey items, teachers indicated less confidence discussing mental health concerns with parents (Q13). This corresponds with previous findings that teachers do not feel comfortable talking with parents about mental health (Fortier et al, 2017); yet, it is expected that teachers partner with school mental health professionals to share concerns and collaborate with parents (Substance Abuse and Mental Health Services Administration, 2004). Given the varied responses, teachers in this sample did not express confidence in their ability to serve all mental health roles.…”

Section: Discussionsupporting

confidence: 88%

“…It is important to examine teacher confidence in their abilities to carry out expected school mental health roles to better inform training and professional development needs. For example, schools measuring teacher mental health self-efficacy could specify which topics teachers feel unprepared to handle and identify groups of teachers with particularly low self-efficacy for targeted coaching and professional development opportunities (Fortier, Lalonde, Venesoen, Legwegoh, & Short, 2017). For the purpose of this study and guided by Bandura's definition, teacher mental health self-efficacy is defined as a teacher's belief in their capacity to successfully support students' mental health needs.…”

Section: Self-efficacymentioning

confidence: 99%

“…Few studies have evaluated teacher mental health self-efficacy. Fortier et al (2017) examined a Canadian public school district’s evaluation of a program to develop teachers’ mental health literacy with the 13-item Mental Health Literacy and Capacity survey. This instrument collected pre- and post-program implementation data on the educators’ awareness (five items), comfort (four items), and knowledge (four items) of school mental health.…”

Section: Teachers’ Role In School Mental Healthmentioning

confidence: 99%

“…This instrument collected pre- and post-program implementation data on the educators’ awareness (five items), comfort (four items), and knowledge (four items) of school mental health. Although the survey developed by the school district documented teacher growth in all three target areas as a result of the program (Fortier et al, 2017), its psychometric properties have not yet been evaluated and it does not specifically measure teacher mental health self-efficacy as defined here and in the extant literature. Another study examined teacher self-efficacy before and after 126 teachers participated in a two-hour workshop on supporting student mental health (Woods & Rodger, 2014).…”

Section: Teachers’ Role In School Mental Healthmentioning

confidence: 99%

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Development of the School Mental Health Self-Efficacy Teacher Survey Using Rasch Analysis

Brann

Boone

Splett

et al. 2020

Journal of Psychoeducational Assessment

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Given the important role that teachers play in supporting student mental health, it is critical teachers feel confident in their ability to fill such roles. To inform strategies intended to improve teacher confidence in supporting student mental health, a psychometrically sound tool assessing teacher school mental health self-efficacy is needed. The current article details the initial development and psychometric functioning of the school mental health self-efficacy teacher survey (SMH-SETS). A component of the development included Rasch analysis of pilot data to provide a psychometric appraisal of the SMH-SETS functioning and initial psychometric evidence. Results suggest the SMH-SETS exhibits strong psychometric properties and can be used to measure school mental health self-efficacy, track self-efficacy over time, and inform training and professional development.

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Section: Discussionsupporting

confidence: 88%

Section: Self-efficacymentioning

confidence: 99%

Section: Teachers’ Role In School Mental Healthmentioning

confidence: 99%

Section: Teachers’ Role In School Mental Healthmentioning

confidence: 99%

See 2 more Smart Citations

Development of the School Mental Health Self-Efficacy Teacher Survey Using Rasch Analysis

Brann

Boone

Splett

et al. 2020

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

show abstract

“…Similar to pupils, school staff participating in the project (those who are nominated by the school to deliver the intervention) will complete measures around mental health literacy [61–65] prior to the intervention. Follow-up will take place at 3–6 and 9–12 months post intervention and all questionnaires will be completed online.…”

Section: Methods and Analysismentioning

confidence: 99%

Promoting mental health and wellbeing in schools: examining Mindfulness, Relaxation and Strategies for Safety and Wellbeing in English primary and secondary schools: study protocol for a multi-school, cluster randomised controlled trial (INSPIRE)

Hayes

Moore

Stapley

et al. 2019

Trials

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BackgroundThere are increasing rates of internalising difficulties, particularly anxiety and depression, being reported in children and young people in England. School-based, universal prevention programmes are thought to be one way of helping tackle such difficulties. This protocol describes a four-arm cluster randomised controlled trial, investigating the effectiveness of three different interventions when compared to usual provision, in English primary and secondary pupils. The primary outcome for Mindfulness and Relaxation interventions is a measure of internalising difficulties, while Strategies for Safety and Wellbeing will be examined in relation to intended help-seeking. In addition to the effectiveness analysis, a process and implementation evaluation and a cost-effectiveness evaluation will be undertaken.Methods and analysisOverall, 160 primary schools and 64 secondary schools will be recruited across England. This corresponds to 17,600 participants. Measures will be collected online at baseline, 3–6 months later, and 9–12 months after the commencement of the intervention. An economic evaluation will assess the cost-effectiveness of the interventions. Moreover, a process and implementation evaluation (including a qualitative research component) will explore several aspects of implementation (fidelity, quality, dosage, reach, participant responsiveness, adaptations), social validity (acceptability, appropriateness and feasibility), and their moderating effects on the outcomes of interest, and perceived impact.DiscussionThis trial aims to address important questions about whether schools’ practices around the promotion of mental wellbeing and the prevention of mental health problems can: (1) be formalised into feasible and effective models of school-based support and (2) whether these practices and their effects can be sustained over time. Given the focus of these interventions on mirroring popular practice in schools and on prioritising approaches that present low-burden, high-acceptability to schools, if proved effective, and cost-effective, the findings will indicate models that are not only empirically tested but also offer high potential for widespread use and, therefore, potentially widespread benefits beyond the life of the trial.Trial registrationISRCTN16386254. Registered on 30 August 2018.

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Educator perspectives on mental health resources and practices in their school

Ormiston

Nygaard

Heck

et al. 2021

Psychology in the Schools

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The need for mental health services in schools is increasing. Teachers are expected to meet student's academic needs but may find their role impacted by the need for mental health support among students (Bruhn et al., 2014; Kaffenberger & O'Rouke‐Trigiani, 2013). The purpose of this study is to elicit teacher perspectives on addressing the mental health needs of students in school. Staff members from one school in a Midwestern state were interviewed to examine their perspectives related to student mental health. Thirteen classroom teachers (n = 13), four related arts teachers (n = 4), seven special education staff members (n = 7), three building support personnel (n = 3), two office staff (n = 2), and four support staff members (n = 4) were interviewed, for a total of 33 participants (n = 33). Participant experience ranged from 2 to 37 years in education. Utilizing an inductive thematic analysis approach (Braun & Clarke, 2006), information regarding teachers' current knowledge of, roles, and approaches to support students with mental health needs in schools is presented across four main themes. Directions for future research, training, and practice are described.

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Educator mental health literacy to scale: from theory to practice

Cited by 22 publications

References 21 publications

Development of the School Mental Health Self-Efficacy Teacher Survey Using Rasch Analysis

Development of the School Mental Health Self-Efficacy Teacher Survey Using Rasch Analysis

Promoting mental health and wellbeing in schools: examining Mindfulness, Relaxation and Strategies for Safety and Wellbeing in English primary and secondary schools: study protocol for a multi-school, cluster randomised controlled trial (INSPIRE)

Educator perspectives on mental health resources and practices in their school

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