Teachers’ School Mental Health Competencies: Expanding the Capacity-Building Framework for Professional Learning

• In Event: Teacher Stress and Coping: Exploring Teacher Engagement in Students’ School Mental Health Needs

Abstract

Teachers who feel competent in implementing social-emotional supports and who possess social-emotional competencies themselves have been found to have lower stress and higher job satisfaction (Bracket, et al., 2010; Collie et al., 2012). Yet, despite movement in some schools to a “whole child” approach or “responsive education,” the focus of teachers’ professional development (PD) remains almost exclusively on academics. For decades now the PD of teachers has been inextricably linked to school reform efforts (Elmore, 1999; McAdams, 1997; Tyack & Cuban, 1995). However, PD activities, including those of superior quality, have not always brought about significant changes to teaching practice (Johnson, 2006). More important, teachers’ engagement in quality PD does not necessarily result in improvements in student learning outcomes (Fishman et al., 2003). Even whole-school efforts to adopt new evidence-based practices are subject to “fidelity drift” over time, or eventual abandonment as leadership changes and new priorities are established (Fullan, 2005; Harn et al., 2013; O’Donnell, 2008). To address these challenges, some researchers have suggested that the field move toward a capacity-building framework for teachers’ learning (Hargreaves & Fullan, 2012; Hatch, 2009). A focus on building capacity allows for the complexity of PD variables to be studied within varying and authentic contexts and minimizes the research-to-practice gap (Darling-Hammond, 2009; DuFour, 2004; Hatch, 2009; Johnson et al., 2011; Lave & Wenger, 1991). A capacity-building approach, of course, may not lead to significant gains in student learning outcomes if the targeted capacity does not provide teachers with the competencies necessary to fully support student learning. One such area that shows promise, however, is building the capacity of teachers to create caring and supportive climates that promote positive social-emotional development in students. Students who feel safe and cared for at school are more likely to be successful and resilient (Stormont, 2007), and are less likely to engage in risky or problem behaviors, including violence (Stoiber & Good, 1998) which may contribute to decreasing stress and bolstering coping among teachers. The purpose of this presentation, therefore, is twofold: (1) to offer a rationale based on current research for redesigning the PD of teachers so they are able to effectively promote positive social-emotional development in the classroom and address the social-emotional challenges experienced by children and youth, and (2) to propose an expanded approach to building teacher capacity that uses specific SMH competencies. The current literature base will support the discussion and the author’s own exploratory research, conducted over the last decade while working with teachers, schools, districts, and states on a variety of SMH initiatives. A capacity-building framework that includes professional learning for teachers related to mental health promotion and the support of mental health challenges offers a methodology for researching the impact of teacher learning on student learning outcomes, as well as the impact on teacher outcomes (e.g., reduced job-stress, increased use of coping skills, increased job satisfaction). Establishing a methodology is critical to moving forward in better preparing teachers to meet the demands of today’s classroom and improve student learning outcomes.

Author

• Karen J. Weston, Columbia College