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Teacher involvement in school mental health interventions: A systematic review

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  • Franklin, Cynthia G.S.
  • Kim, Johnny S.
  • Ryan, Tiffany N.
  • Kelly, Michael S.
  • Montgomery, Katherine L.

Abstract

Schools are large providers of mental health services for children and adolescents. Recent educational policy initiatives at the federal level have ushered in Response to Intervention and school-wide behavior supports that have potential to involve teachers in school mental health interventions. Little research exists investigating the involvement of teachers in school mental health services or the level of efficacy associated with teachers providing these services. This paper conducts a systematic review to investigate the extent to which teachers a) are the primary school-based service providers, b) collaboratively work with other professionals to provide services, and c) what levels of interventions within the Response to Intervention (RTI) framework apply to these interventions. This paper further evaluates how efficacious teachers and school mental health professionals are in impacting outcomes in previous studies. Results indicated that out of the 49 school mental health studies analyzed, teachers were actively involved in 40.8% of mental health interventions evaluated, and were the sole providers of interventions in 18.4% of the studies. It was also found that many of these school mental health interventions were universal (Tier 1) and took place in the classrooms. Further examination of findings suggested that different personnel, such as school mental health professionals and teachers, achieved similar outcomes across the studies.

Suggested Citation

  • Franklin, Cynthia G.S. & Kim, Johnny S. & Ryan, Tiffany N. & Kelly, Michael S. & Montgomery, Katherine L., 2012. "Teacher involvement in school mental health interventions: A systematic review," Children and Youth Services Review, Elsevier, vol. 34(5), pages 973-982.
    • Handle: RePEc:eee:cysrev:v:34:y:2012:i:5:p:973-982
    DOI: 10.1016/j.childyouth.2012.01.027
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    References listed on IDEAS

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    1. Hallfors, D. & Cho, H. & Sanchez, V. & Khatapoush, S. & Hyung, M.K. & Bauer, D., 2006. "Efficacy vs effectiveness trial results of an indicated "model" substance abuse program: Implications for public health," American Journal of Public Health, American Public Health Association, vol. 96(12), pages 2254-2259.
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    Cited by:

    1. Min Yao & Paul I Kadetz & Aissata Mahamadou Sidibe & Yedong Wu & Jiameng Li & Jinping Lyu & Cuiling Ma & Therese Hesketh, 2021. "Teachers’ Perceptions of Student Mental Health in Eastern China: A Qualitative Study," IJERPH, MDPI, vol. 18(14), pages 1-18, July.
    2. Lile, Joy R. & MacTavish, Katherine A., 2020. "“I’ve been through a lot”: Perspectives on growing up in rural poverty," Children and Youth Services Review, Elsevier, vol. 119(C).
    3. Yuanyuan Liao & Moses Agyemang Ameyaw & Chen Liang & Weijian Li & Yilong Ji & Zhenni An, 2023. "Effects of Evidence-Based Intervention on Teachers’ Mental Health Literacy: Systematic Review and a Meta-Analysis," Sustainability, MDPI, vol. 15(11), pages 1-17, June.
    4. Xiao Yu Zhuang & Daniel Fu Keung Wong, 2017. "Differential impacts of social support on mental health: A comparison study of Chinese rural-to-urban migrant adolescents and their urban counterparts in Beijing, China," International Journal of Social Psychiatry, , vol. 63(1), pages 48-56, February.
    5. Jaime C. Semchuk & Shannon L. McCullough & Nancy A. Lever & Heather J. Gotham & Jessica E. Gonzalez & Sharon A. Hoover, 2022. "Educator-Informed Development of a Mental Health Literacy Course for School Staff: Classroom Well-Being Information and Strategies for Educators (Classroom WISE)," IJERPH, MDPI, vol. 20(1), pages 1-15, December.
    6. Huma Akram & Maqsood H. Bhutto & Muhammad Salman Chughtai, 2022. "An analysis of business students’ stressors and their coping strategies in the post-pandemic era," DECISION: Official Journal of the Indian Institute of Management Calcutta, Springer;Indian Institute of Management Calcutta, vol. 49(2), pages 239-252, June.
    7. Harshi Gunawardena & Alexander Voukelatos & Sham Nair & Shane Cross & Ian B. Hickie, 2023. "Efficacy and Effectiveness of Universal School-Based Wellbeing Interventions in Australia: A Systematic Review," IJERPH, MDPI, vol. 20(15), pages 1-22, August.
    8. Victoria Johnson & Kevin Ronan, 2014. "Classroom responses of New Zealand school teachers following the 2011 Christchurch earthquake," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 72(2), pages 1075-1092, June.

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