Teacher involvement in school mental health interventions: A systematic review

Franklin, Cynthia; Kim, Johnny S.; Ryan, Tiffany N.; Kelly, Michael S.; Montgomery, Katherine L.

doi:10.1016/j.childyouth.2012.01.027

Cited by 175 publications

(134 citation statements)

References 76 publications

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“…In universal and selective interventions, teachers and mental health professionals are likely to be found as partners in delivery of implementations, with more intensive interventions provided by the mental health professionals (Franklin, Kim, Ryan, Kelly, and Montgomery 2012). The latter interventions, however, would still be school based and carried out by school-based personnel or by professionals with close contact with the children and the school as much as possible.…”

Section: Multi-interventionmentioning

confidence: 95%

Beyond PISA: Schools as Contexts for the Promotion of Children’s Mental Health and Well-Being

Cefai

Cavioni

2015

Contemp School Psychol

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Over the past couple of decades, the Program for International Student Assessment (PISA) has gained an increasing role in shaping educational systems and policies across the world. PISA's measurement of a limited range of cognitive abilities across cultures, however, promotes a narrow view of education, one that focuses primarily on preparing students for the economic market. This paper argues for a broader educational agenda-namely the formation of academically, socially, and emotionally literate young people who have the skills and emotional resilience necessary to navigate the uncertain of modern life. In addition, the role schools may have in promoting the well-being of children and young people is discussed, positioning the classroom teacher as an effective and caring educator in both academic and social and emotional learning. The paper proposes a multilevel, whole school, and school-based approach to social and emotional education. The final section discusses the role of school psychologists in the implementation of this framework, particularly at the universal, preventive level.

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Section: Multi-interventionmentioning

confidence: 95%

Beyond PISA: Schools as Contexts for the Promotion of Children’s Mental Health and Well-Being

Cefai

Cavioni

2015

Contemp School Psychol

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“…Despite such competing agendas and levels of integration within the school curriculum and ethos, successful health education in schools is conducive to the schools capacity, planning, and support of the initiative, the degree to which the initiative is viewed as useful and relevant within the school ethos, and levels of teacher and management promotion of the initiative within the school (Peterson et al 2000, MacDonald and Green 2001, Buston et al 2002, Dusenbury et al 2003, Fagan and Mihalic 2003, Healy 2004. Teachers are valuable partners in the integration of health and social material within classrooms, and thereby offer the potential for sustaining longer term effects in targeting health behaviors (Smolak et al 2001, Adi et al 2007, Stormont et al 2008, Feinstein et al 2009, Ringwalt et al 2010, Wolmer et al 2011, Franklin et al 2012. It remains evident that teachers also play a significant role in the interpretation of health-related material and the subsequent translation of curriculum into classroom activities Prosser 1996, Trigwell et al 1999).…”

Section: Introductionmentioning

confidence: 92%

Teachers' perspectives on their role in school-based alcohol and cannabis prevention

Hout

Foley

McCormack

et al. 2012

International Journal of Health Promotion and Education

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Schools are an important setting for the implementation of health educationprevention initiatives. Teachers are valuable partners in the delivery of health and social material, including that relating to alcohol and drugs. However, school-based substance education-prevention often exists in competition with academic agendas. The research aimed to investigate teacher's perspectives in Ireland on their role and that of the school in the delivery of school-based alcohol and cannabis educationprevention. Irish school-based drug education -prevention is currently provided within the remit of the Social Personal Health Education (SPHE) module, which is a compulsory element of the curriculum within secondary schools. Thirteen second-level schools partook in the research. A teacher questionnaire collected information around teacher's experiences of student alcohol and cannabis use, attitudes toward teacher and school prevention roles, and levels of school satisfaction (n ¼ 131). The results indicated that teacher's experiences of effects of student alcohol and cannabis use in school were rare. Over half of teachers had never partaken in education -prevention activities, with those delivering SPHE teachers more likely to partake and report a positive attitude toward school-based alcohol and cannabis education-prevention. Teacher levels of satisfaction with their school were positively correlated with attitude toward the teacher and school's role in alcohol and cannabis education-prevention. High awareness of school drug and alcohol policies was recorded, along with the need for training, support, and information for all teachers. The findings underscore the need for 'whole school' integrated approaches involving a shared organization-wide approach to student substance education -prevention.

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“…One indication of this concern with psychosocial health is that teachers have been given an increased responsibility for pupils' well-being. The role of the teacher has become much more far-reaching than simply communicating knowledge, and it now also involves fostering and caring for the pupils' welfare (Franklin, Kim, Ryan, Kelly & Montgomery, 2012;Ekornes, Hauge & Lund, 2012;Stormont, Reinke & Herman, 2010). Another indication of this concern is that schools now employ school social workers, and together with other professional groups -such as school doctors, nurses, psychologists, and special needs teachers -school social workers are now included in pupil healthcare organisations.…”

Section: Introductionmentioning

confidence: 99%

Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being

Isaksson

Larsson

2017

Education Inquiry

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This article describes how school social workers and teachers perceive their cooperation with each other with regard to pupils' well-being in Swedish schools. A total of 23 qualitative interviews were conducted with a strategic sample of teachers and school social workers. The analysis of the interview data was based on Andrew Abbott's theory of the system of professions, and the cooperation and boundary work of the two professional groups are discussed in terms of jurisdictional conflicts and "cultural machinery". The analysis shows that on a general level both school social workers and teachers seem to agree about the need for school social work, but tensions and diverging views were uncovered when investigating the cultural machinery in their daily work. This study shows how both of these professional groups protect the boundaries of their own jurisdictions, but also how these boundaries are relaxed when social workers and teachers jointly try to solve everyday problems.

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Teacher involvement in school mental health interventions: A systematic review

Cited by 175 publications

References 76 publications

Beyond PISA: Schools as Contexts for the Promotion of Children’s Mental Health and Well-Being

Beyond PISA: Schools as Contexts for the Promotion of Children’s Mental Health and Well-Being

Teachers' perspectives on their role in school-based alcohol and cannabis prevention

Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being

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