Supporting students’ mental health in schools: what do teachers want and need?

Shelemy, Lucas; Harvey, Kate; Waite, Polly

doi:10.1080/13632752.2019.1582742

Cited by 67 publications

(91 citation statements)

References 38 publications

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“…The finding that regular supervision for teachers was related to intervention efficacy for depression outcomes was consistent with findings that teachers feel more confident teaching about and supporting mental health in students when they are receiving regular consultation and support (Han & Weiss, 2005;Shelemy, Harvey, Waite, 2019). To improve intervention outcomes, the level of teacher engagement in an intervention may be crucial.…”

Section: Discussionsupporting

confidence: 70%

Meta-analysis and systematic review of teacher-delivered mental health interventions for internalizing disorders in adolescents

Shelemy

Harvey

Waite

2020

Mental Health & Prevention

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A large proportion of emotional problems begin in adolescence and negatively impact quality of life into adulthood. There have been multiple teacher-delivered, classroom-based programs created to reduce symptoms of internalizing problems amongst young people. This metaanalysis and systematic review aims to examine the effectiveness of teacher-delivered interventions for depression, anxiety, post-traumatic stress disorder (PTSD) and obsessivecompulsive disorder (OCD) symptoms in adolescents, and a range of factors that may impact outcomes. Database searches were conducted from PsycInfo, Medline (PubMed), Scopus, the Cochrane Library and the British Educational Index (from database inception to January 2020). Quality assessment of studies was conducted using the EPHPP Quality Assessment Tool. Fifty-two intervention studies were identified that quantitatively assessed, via controlled design, intervention effects on internalizing disorder symptoms.Two meta-analyses found teacher-delivered interventions were significantly better than control conditions at improving depression (g = -0.12), anxiety (g = -0.13) and PTSD symptoms (g = -0.66) in students. Improvements were only maintained at follow-up for anxiety symptoms and no effect sizes reached a 'small' threshold. However, the effect sizes were 'moderate' within the context of universal prevention programs for young people. No interventions measured OCD outcomes. Overall, the findings suggest that teachers may not be the optimal deliverers of mental health interventions. Improved outcomes were associated with interventions that lasted up to 16 weeks, had program sessions of 45-90 minute duration, and included two or more days of training for teachers. Future studies should aim to improve reporting quality on number of sessions, teacher training and fidelity of intervention.Increased reporting of outcomes from adolescents with high versus low baseline mental health scores would enable a better understanding of for whom interventions are most effective.

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Section: Discussionsupporting

confidence: 70%

Meta-analysis and systematic review of teacher-delivered mental health interventions for internalizing disorders in adolescents

Shelemy

Harvey

Waite

2020

Mental Health & Prevention

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“…The differences in nurses’ and teachers’ roles are generally clear. Still, some teachers may assume that their role is to support students’ learning rather than all areas of their personal growth, which may cause debates between nurses and teachers as school nurses are expected to observe both the physical and mental wellbeing of students [ 8 , 45 ]. Participants also reported that the main challenges in school nurses’ work were a lack of time and feeling work pressure, and difficulties in referring students to mental health services.…”

Section: Discussionmentioning

confidence: 99%

Supporting Student’s Mental Health: A Cross-Sectional Survey for School Nurses

2021

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Children’s and adolescents’ health problems are often related to mental health, and their wellbeing should be supported in schools. This study describes school nurses’ role and how equipped they are in recognizing students’ mental health needs and in supporting students’ mental health. Moreover, we explored the methods used and the barriers that exist for supporting students’ mental health. A national survey for members of the Finnish Public Health Association working as school nurses was conducted (n = 136/648, 21%). The survey questionnaire was analyzed using descriptive statistics and qualitative data using manifest content analysis. Participants (n = 127/133, 96%) agreed that they had an important role in ensuring that students’ mental health needs are met on time. Around one-third reported training needs for mental health interventions (n = 42/115, 36%), and a similar proportion (n = 42/136, 31%) indicated lacking adequate knowledge and skills for supporting mental health among culturally diverse students. Identified barriers for students getting help were a lack of options for sending students to mental health services (n = 92/134, 69%) and a lack of adequate training (n = 81/134, 68%). School nurses are key in providing early mental health support to students. Therefore, the availability of intervention education and training on assessing and supporting students’ mental health is needed and should be improved.

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“…information on children (Topkin et al, 2015;Wolraich et al, 2003); in fact, teachers are often the first to identify behavioral difficulties (Both et al, 2016;Shelemy et al, 2019). Therefore, with early referral being key to address problem behaviors before they become well-established (Aguiar et al, 2014) it is vital for teachers to have appropriate knowledge of ADHD so they can recognize and act on symptoms early.…”

mentioning

confidence: 99%

The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis

et al. 2020

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Objective: To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers’ ADHD knowledge and reducing pupils’ ADHD-type behaviors. Method: Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD). Results: 29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (–2.02, –0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils’ behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (–0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study. Conclusion: ADHD teacher training programs may be effective in initially improving ADHD teachers’ knowledge. There is inconsistent evidence for their efficacy to reduce students’ ADHD-type behaviors.

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Supporting students’ mental health in schools: what do teachers want and need?

Cited by 67 publications

References 38 publications

Meta-analysis and systematic review of teacher-delivered mental health interventions for internalizing disorders in adolescents

Meta-analysis and systematic review of teacher-delivered mental health interventions for internalizing disorders in adolescents

Supporting Student’s Mental Health: A Cross-Sectional Survey for School Nurses

The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis

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