Exploring special education teachers' perspectives of barriers to implementing mental health services in schools : A case study of an urban midwestern district

Dake, Nicole L. This study used a qualitative case study approach to explore special education teachers’ perspectives of barriers to implementing mental health services in schools. The researcher used a constructivist grounded theory approach to the qualitative case study. The importance of the study was to help fill the gap between the teacher perspective and barriers to implementing mental health services in schools. District leaders, administration, along with state and national-level policy makers can examine the special education teachers’ perceived barriers to implementing mental health services in schools, invite teachers into conversations regarding mental health policies, and begin to adequately address and support children and adolescents’ mental health needs. The findings of the study demonstrate that the participants are able to identify and describe barriers to implementing mental health services in schools. Furthermore, the participants provide possible solutions to remove those barriers in order for mental health services to be implemented in schools. The four major barriers discussed by the participants include importance of acknowledging mental health, affordable and accessible mental health services, the role school systems have in supporting student mental health needs, and universal practices for possible barrier removal. The findings provide implications for practice including ways that district leaders, teachers, administration, and state and national-level policy makers can implement mental health services in schools and begin to create and foster a mentally inclusive environment for children and adolescents.

Grantor dc:publisher

Alverno College

Year dc:date

2021

Author dc:creator

• Dake, Nicole L.

• Special education teachers
• School mental health services

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/240

OAI identifier oai:identifier

oai:alverno.omeka.net:240