The Role of Teachers in Identifying and Supporting Students With Mental Health Problems

Session Type: Symposium

Abstract

Teachers are often among the first adults to notice when students are in distress, yet most have limited training in identifying student mental health needs. This symposium highlights the important role of teachers in identifying and supporting students with mental health problems. Two presentations use data from a study of US teachers to discuss individual and organizational factors that influence whether teachers identify students as having mental health problems and provide them with classroom-based supports. A third presentation describes a case study from a university-school district partnership where teacher knowledge was assessed to inform professional development and mental health service provision efforts. A final presentation provides a critical review of existing mental health training programs for teachers.

Sub Unit

• Division E - Counseling and Human Development / Division E - Section 1: Counseling

Chair

• Jennifer Greif Green, Boston University

Papers

• A Vignette Study to Understand Teacher Identification of Adolescent Mental Health Needs - Jennifer Greif Green, Boston University; Noah Segal, Boston University; Kathryne Adams, Boston University

• Teacher Supports for Students With Mental Health Needs and Collaboration With Mental Health Providers - Javier Guzman, Boston University; Shannon Gribben, Boston University

• Case Study: Using a University-School Partnership to Identify Teacher Training Needs - James Michael LaBillois, Norwell Public Schools; Javier Guzman, Boston University; Jennifer Greif Green, Boston University

• A Critical Review of Existing Teacher Training Programs in Student Mental Health - Suzanne Vinnes, Boston University; Claire Brown, Boston University; Rebecca Levine, Boston College

Discussant

• Amie E. Grills, Boston University