Support systems : a single case study exploring collaborative efforts to promote positive mental health in Greater Houston high schools.

In the Greater Houston area, a growing number of adolescents are grappling with severe mental health challenges. These mental health issues (e.g., depression, anxiety, stress-related disorders) can have profound effects on students' learning, development, and overall quality of life without timely and adequate interventions. Despite the escalating need, many adolescent-age students do not have access to adequate mental health services, particularly within the school setting. The increasing prevalence of these mental health challenges and limited access to care highlights the need for school-based interventions that create learning environments conducive to student well-being. To address these challenges, I conducted a qualitative single case study to explore how high schools in the Greater Houston area provide mental health support through the Multi-Tiered System of Supports (MTSS) framework. This study aimed to understand how schools integrate mental health services into their existing structures and how support group facilitators work alongside other school personnel to implement these interventions. I gathered data through semi-structured interviews and a focus group session. Four support group facilitators participated in the study, offering detailed insights into their firsthand experiences and perspectives. I analyzed the data to identify the strategies the support group facilitators employed to support students and identified the unique challenges they faced in delivering mental health services effectively within the school system. The findings of this study identify implications for educational policy and practice. The support group facilitators in this study highlighted strategies that effectively promoted mental health within the MTSS framework, such as early intervention and ongoing collaboration with school personnel. However, they also identified significant barriers, including limited resources, varying levels of buy-in from school personnel, and challenges in maintaining consistent communication. The support group facilitators' descriptions of their collaborative efforts within the MTSS framework suggest that these initiatives positively impact student well-being. These descriptions offer informative perspectives and actionable guidance for shaping future initiatives to improve mental health support in schools. Ultimately, these insights contribute to the ongoing efforts to improve educational and mental health outcomes for adolescents in the Greater Houston area.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2024

Author dc:creator

• McGary, Jasmine L., 1989-

Advisor dc:contributor.advisor

• Meyer, Melanie S.

• Positive mental health.
• Multi-Tiered Systems of Support (MTSS)
• Child and adolescent well-being.
• School-based interventions.
• Support group facilitators.
• Collaborative efforts.
• Qualitative.
• Single case study.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13585

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13585