Race and Mental Health Referrals: The Relationship Between Student Demographics and Likelihood of Teacher Referral

• In Event: Access to Service and Integrated Care

Abstract

Purpose: Undiagnosed mental health disorders such as depression are increasing in prevalence. School staff serve as important gateway providers for students requiring mental health support, and understanding how teachers make decisions about referring students for mental health services in schools is critically important.
Methods: The current study used a quantitative analytical approach combining the use of vignettes with an accompanying survey (n=100), to determine how teachers make decisions to refer students for school-based mental health services.
Results: Results show that respondents self-identifying as White were significantly more likely to state their colleague would refer a student for mental health support as compared to teachers who identified as non-White. Further, teachers self-reporting higher levels of comfort with identifying symptoms of depression were significantly more likely to refer students for mental health support as compared to teachers who reported lower levels of comfort. Additionally, general education teachers were significantly less likely to refer students not displaying symptoms of depression for school-based services as compared to non-general education teachers. There are no significant differences in likelihood of referral as a function of student race. Finally, results show teachers consider a wide range of both internalizing and externalizing factors when making referrals for mental health support.
Conclusion: To address disparities in mental health support for students with diagnoses of depression, teachers require continued mental health literacy, specifically as it pertains to the impact of race on mental health referrals, as well as the creation of institutional structures to support an ability to make referrals for students with mental health needs in school.

Authors

• Rebecca Muller, Boston University

• Elizabeth A. Bettini, Boston University

• Jennifer Greif Green, Boston University

• Melissa K. Holt, Boston University