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

Ohrt, Jonathan H.; Deaton, Jennifer D.; Linich, Kathryn; Guest, Jessie D.; Wymer, Brooke; Sandonato, Brittany

doi:10.1002/pits.22356

Cited by 33 publications

(31 citation statements)

References 31 publications

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“…Similarly, Yamaguchi et al [19] noted that while most programs observed an improvement in knowledge, attitudes, confidence, and behavior, the quality of studies was low [19]. These findings were further confirmed by Ohrt et al [20]. Taken together, these reviews suggest that a focus on mental health literacy alone is unlikely to elicit behavior change.…”

Section: Introductionmentioning

confidence: 90%

“…Three recent systematic reviews on youth mental health training for secondary school teachers have indicated a lack of evidence-based programs [18][19][20]. Anderson et al [18] found that only 6 programs had been evaluated, and while all improved the mental health knowledge of the participating teachers, none increased actual helping behavior toward students (eg, referring or recommending a student seek professional help).…”

Section: Introductionmentioning

confidence: 99%

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Examining the Preliminary Effectiveness and Acceptability of a Web-Based Training Program for Australian Secondary School Teachers: Pilot Study of the BEAM (Building Educators’ Skills in Adolescent Mental Health) Program

Parker¹,

Anderson²,

Batterham³

et al. 2021

JMIR Ment Health

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Background Secondary schools are increasingly supporting adolescents’ mental health and well-being, yet many teachers report that they lack the skills and confidence to do so. Building Educators’ skills in Adolescent Mental Health (BEAM) is a web-based training program developed to improve secondary school teachers’ knowledge and confidence in caring for students’ mental health. Objective This pilot study examined the preliminary effectiveness and acceptability of the BEAM program for improving mental health knowledge, attitudes, confidence, helping behaviors, and psychological distress among secondary school teachers. Methods A single-arm pilot trial was conducted from July to December 2019 among secondary school teachers located in New South Wales, Australia, who were employed in leadership positions responsible for managing student well-being (ie, Year Advisors). Participants had access to the BEAM program for 6 weeks. Self-report surveys, delivered at baseline, postintervention (6-weeks post baseline) and 3-month follow-up (19 weeks post baseline) were used to measure changes in training outcomes. Acceptability was assessed by program use, barriers, satisfaction, and participants’ perceptions of program effectiveness. Results A total of 70 secondary school teachers took part (mean age 36.5 years, SD 9.41 years, range 24-60 years). Significant improvements in confidence were reported at postintervention and 3-month follow-up. Significant improvements in helping behaviors were reported at 3-month follow-up only. There was also a significant reduction in psychological distress at postintervention. Participants agreed that the program content was easy to understand and relevant, but program completion was challenged by lack of time, competing priorities, and forgetfulness. Conclusions Findings indicated that a web-based training program may be beneficial for improving secondary school teachers’ abilities to care for students’ mental health; however, program modifications are required to increase training completions. Trial Registration Australian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12619000821190, Universal Trial Number U1111-1232-7680; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=377529

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Section: Introductionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Examining the Preliminary Effectiveness and Acceptability of a Web-Based Training Program for Australian Secondary School Teachers: Pilot Study of the BEAM (Building Educators’ Skills in Adolescent Mental Health) Program

Parker¹,

Anderson²,

Batterham³

et al. 2021

JMIR Ment Health

View full text Add to dashboard Cite

show abstract

“…Like several general and special education teachers in our sample, teachers report they do not have adequate levels of knowledge to support the mental health needs of students (Walter et al, 2006) yet have a strong desire to learn more. When Ohrt et al (2020) conducted a systematic review of the literature from over 100 years, they only found a meager 15 articles that “consisted of intervention studies focused on improving K–12 teachers' abilities to identify and manage student mental health concerns conducted either through a control group comparison or a pre/posttest evaluation” (p. 835). Their findings and those of this study clearly support the need to research more specific training programs related to enhancing teachers' knowledge of student mental health.…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

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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“…Teacher training and awareness raising are common whole-school intervention approaches. A review summarized the effects of teacher training programs that aimed to increase teachers’ competence in addressing students’ mental health needs [ 34 ]. Most of the reviewed studies were successful in increasing knowledge among teachers and some also found improvement in teachers’ ability to intervene and refer students to appropriate services.…”

Section: Effectiveness Of Psychosocial School Interventionsmentioning

confidence: 99%

Effectiveness of Promotive and Preventive Psychosocial Interventions on Improving the Mental Health of Finnish-Born and Immigrant Adolescents

Peltonen

Aalto

Vänskä

et al. 2022

IJERPH

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Background: Schools are considered natural environments in which to enhance students’ social–emotional skills and mental health in general, but they can be especially important for students with refugee and immigrant backgrounds. The current study tested the effectiveness of two school-based interventions in enhancing the mental health and wellbeing of adolescents of native, refugee, and immigrant backgrounds. It further analyzed the role of age, gender, daily stressors, and discrimination in affecting the interventions’ effectiveness. Methods: A three-arm cluster RCT with parallel assignment was applied among the 16 schools. Schools were randomized to three conditions of two active interventions and a waiting-list control condition. Students (n = 1974) filled in an online questionnaire at baseline before the interventions, after the interventions, and at follow-up an average of 9 months after the interventions. The effectiveness criteria were internalizing and externalizing problems, resilience, and prosocial behavior. Results: Interventions were generally not effective in decreasing mental health problems and increasing psychosocial resources. The expected positive intervention effects were dependent on students’ age and gender and exposure to socioeconomic daily stressors. Conclusion: Interventions enhancing teacher awareness and peer relationships at school should be carefully tailored according to the strengths and vulnerabilities of participating students, especially their daily stress exposure, but also age and gender.

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

Cited by 33 publications

References 31 publications

Examining the Preliminary Effectiveness and Acceptability of a Web-Based Training Program for Australian Secondary School Teachers: Pilot Study of the BEAM (Building Educators’ Skills in Adolescent Mental Health) Program

Examining the Preliminary Effectiveness and Acceptability of a Web-Based Training Program for Australian Secondary School Teachers: Pilot Study of the BEAM (Building Educators’ Skills in Adolescent Mental Health) Program

Educator perspectives on mental health resources and practices in their school

Effectiveness of Promotive and Preventive Psychosocial Interventions on Improving the Mental Health of Finnish-Born and Immigrant Adolescents

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