Novice Teachers' Experiences Supporting Student Mental Health in Virginia Pre-K–12 Classrooms

• In Event: Teacher Stress and Coping: Teachers' Experiences Navigating Student Wellness During COVID-19

Abstract

Children and adolescents presenting mental health concerns rose sharply across schools (Hamoda et al., 2021) since the onset of COVID-19 (Surgeon General Report, 2022). These trends amplified teachers’ role as key liaisons within expanded school mental health and school-wide wellness initiatives (Franklin et al., 2012). Teacher preparation programs rarely include coursework aimed at developing teachers’ competencies in student mental health (Brown et al., 2017), teachers enter the workforce then with limited preparation for and development of knowledge, skills, and resources needed to engage in mental health work (Graham et al., 2011), often leaving teachers feeling underprepared and overwhelmed (Ormiston et al., 2021).

Induction programs can be an opportunity for novice teachers (0-3 years experience) to expand upon limited pre-service opportunities (Ingersoll, 2012). Teacher competency, self-efficacy, and access to and collaboration with expanded school mental health resources, such as school and community-based mental health providers, has shown to influence how teachers employ student wellness resources and respond to wellness needs in daily practices (Ball, 2011; Mellin et al., 2017). This indicates that novice teachers’ student wellness knowledge, skills, and school-based resources have implications for both teacher practices and student developmental and academic outcomes (Weston et al., 2018).

Utilizing a sequential mixed method research design (Creswell, 2015) we examine how novice Virginia PK-12 teachers’ preparation and professional learning experiences (e.g., teacher preparation programs, induction programming, and professional development) and school characteristics (e.g., school climate, expanded school mental health collaborative practices) inform their knowledge and skills (e.g., competency and self-efficacy) in supporting student mental health needs. Novice teachers (N=177 and counting) completed a survey on mental health literacy (Hatcher, 2018), school mental health self-efficacy (Brann et al., 2021), school climate (Anderson-Butcher et al., 2016), expanded school mental health collaborative practices (Mellin et al., 2013), and demographics. We conducted a document review of syllabi and program documents from teacher education programs attended by respondents along with professional development and induction programming from their local school districts. A nested subset (n=72), participated in semi-structured interviews exploring novice teachers’ experiences in supporting students’ mental health needs, engaging in professional learning opportunities centered on school mental health, and illustrating their daily school routines, climates and resources. We test our moderation model through hierarchical Ordinary Least Squares (OLS) regression, rubric teacher education and professional learning experiences, code interviews through LaRossa’s (2005) multi-tiered coding and develop a mixed methods matrix (Creamer, 2017) to triangulate and achieve meta-inferences.

Preliminary findings speak to the role of teacher preparation, professional learning experiences, and school characteristics in informing novice teachers’ competency and self-efficacy in supporting student mental health. Quantitative analyses indicate that school characteristics moderate associations between novice teachers’ learning experiences and their competency and efficacy. Qualitative analyses showed the importance of including mental health literacy content in teacher preparation and professional learning programs and situating this content within teachers’ school contexts. We speak to important implications for policy and practice in school mental health and teacher education, especially in supporting the daily stress and coping of novice teachers.

Authors

• Naomi Brown, George Mason University
  Presenting Author

• Elizabeth F. Levine-Brown, George Mason University
  Presenting Author

• Audra Parker, George Mason University
  Presenting Author

• Duhita Mahatmya, University of Iowa
  Presenting Author

• Christy Suzanne Galletta Horner, Bowling Green State University
  Presenting Author