The Relational Architecture of Change in School Mental Health Initiatives (Poster 2)

• In Event: Revitalizing Education Through Knowledge Brokerage and Relational Networks

Abstract

Purpose
Utilizing social network analysis (SNA), we explore the information-seeking behaviours of educational leaders within a public school system in British Columbia, Canada. By mapping the relational connections among school and district leaders, our findings reveal the various ways these leaders, as knowledge brokers, navigate and influence educational policies and practices related to multi-tiered systems of support multi-tiered systems of support (MTSS). Our analysis was guided by the research question, “How do school and district leaders broker information related to MTSS within educational leadership networks?”

Theoretical Perspectives
Education systems can play a foundational role in supporting child and youth mental health through MTSS (Turner, 2022; August et al., 2018; Fabiano & Evans, 2019), which includes tiers of increasing support intensity and complexity offered to children as needed. However, the implementation of MTSS is fraught with challenges, such as resource allocation, stigma, and systemic barriers, limiting effectiveness and reach (Procter et al., 2021; Punukollu et al., 2020; Bulanda et al., 2014; Morrison & Peterson, 2016). Recognizing and addressing these challenges is central to enhancing the outcomes of mental health supports, ensuring they meet the diverse needs of student populations.

Methods and Data Sources
A case study design was adopted to provide an in-depth description and analysis of one school district in British Columbia (Bloomberg & Volpe, 2016; Merriam & Tisdell, 2016; Yazan, 2015). Data collection involved two phases, beginning with a social network survey designed to elucidate the informal relationships underpinning the information-seeking behaviours of educational leaders. The survey was completed by 31 of the 37 leadership team members (84%) and encompassed three sections: demographic information, information-seeking behaviours, and open-ended questions. The second phase involved interviews to gain a more nuanced understanding of the network attributes and leadership practices influencing mental health promotion and MTSS within the district.

Data analysis first involved SNA to examine the relational data, using the UCINET 6 software (Borgatti et al., 2002). In conjunction with SNA, qualitative data from the interviews and open-ended survey questions, and various documents were thematically analyzed to explore how leaders perceive and act within their networks regarding mental health initiatives.

Findings
We will structure this presentation by beginning with the SNA results, presenting whole-network descriptive statistics as well as a knowledge brokerage analysis, followed by how these quantitative results can be further understood through the qualitative thematic analysis. In brief, the findings reveal latent interaction patterns that can either facilitate or impede the flow of essential information, highlighting potential areas for strategic intervention. The analysis demonstrates the importance of leadership in fostering collaboration and ensuring the effective integration of mental health initiatives into school communities. Additionally, the study underscores the complex interactions through which knowledge is exchanged and mobilized, emphasizing the need for systems to enhance relational ties and promote collaborative leadership.

Educational Significance
This research contributes to the scholarship and practice of educational leadership by advancing the understanding of how social networks and knowledge brokerage can support the successful implementation of MTSS.

Authors

• Jennifer Turner, University of Calgary

• Stephen W. MacGregor, University of Calgary

• Sharon Friesen, University of Calgary