Supporting Student Mental Health and Wellness: A Mixed-Methods Analysis on Teacher Competency and Well-Being

• In Event: Risk and Protective Factors for Student Mental Health

Abstract

Teachers’ role in student mental health and wellness was amplified as more students experienced distress in the pandemic. This stress, emotional toll, and fatigue was also felt by teachers (Brown et al., 2020). As teachers lack training in how to best identify, support, and refer students with mental health and wellness needs (Franklin et al., 2012; Reinke et al., 2011; Rothi et al., 2008), it seems that teachers’ stress was further exacerbated as their involvement in student wellness work intensified. Using a mixed methods design, P-12 educators’ survey data was iteratively analyzed to explore how teachers’ competency in student mental health and wellness informs teachers’ perceptions of their own well-being. Our findings have implications for teacher preparation and support.

Authors

• Naomi Brown, George Mason University

• Linda Galib, Loyola University Chicago

• Elizabeth Levine Brown, George Mason University

• Aidyn Iachini, University of South Carolina

• Tasha M. Childs, University of South Carolina - Columbia

• Kate L. Phillippo, Loyola University Chicago

• Audra Parker, George Mason University

• Ken A. Fujimoto, Loyola University Chicago