Schools lack a response system for effectively supporting student mental health needs and there is a substantial research to practice gap in this area. To better understand how to build capacity for schools, with and through teachers, the purpose of this study was to examine teachers' perceptions of current mental health needs in their schools; their knowledge and competencies about mental health issues as well as perceived competencies and barriers that contribute to burnout. Participants included 20 teachers from two local Pittsburgh area Catholic schools. Teachers reported they believe it is their job to support middle school student mental wellness and confidence in their abilities but that they are lacking the necessary professional development and training and supervision to provide this support.
","abstract_html":"<p>Schools lack a response system for effectively supporting student mental health needs and there is a substantial research to practice gap in this area. To better understand how to build capacity for schools, with and through teachers, the purpose of this study was to examine teachers' perceptions of current mental health needs in their schools; their knowledge and competencies about mental health issues as well as perceived competencies and barriers that contribute to burnout. Participants included 20 teachers from two local Pittsburgh area Catholic schools. Teachers reported they believe it is their job to support middle school student mental wellness and confidence in their abilities but that they are lacking the necessary professional development and training and supervision to provide this support.</p>","abstract_has_math":false,"creators":["Scanlon Limegrover, Tracy Lynn"],"institution":null,"degree_name":"PhD","degree_level":"One-year Embargo","degree_discipline":"Professional Doctorate in Educational Leadership (ProDEL)","degree_department":null,"school":null,"contributors":["Connie Moss","Grafton Eliason","Anne Fitzgerald"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:07Z","subjects":[],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/43","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Connie Moss","Grafton Eliason","Anne Fitzgerald"]},{"key":"dc:creator","label":"Author","values":["Scanlon Limegrover, Tracy Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-12-20T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Professional Doctorate in Educational Leadership (ProDEL)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["One-year Embargo"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/43"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Schools lack a response system for effectively supporting student mental health needs and there is a substantial research to practice gap in this area. To better understand how to build capacity for schools, with and through teachers, the purpose of this study was to examine teachers' perceptions of current mental health needs in their schools; their knowledge and competencies about mental health issues as well as perceived competencies and barriers that contribute to burnout. Participants included 20 teachers from two local Pittsburgh area Catholic schools. Teachers reported they believe it is their job to support middle school student mental wellness and confidence in their abilities but that they are lacking the necessary professional development and training and supervision to provide this support.
"]},{"key":"dc:title","label":"Title","values":["Schools as Systems of Care Supporting Mental Wellness in Schools: Teacher Perceptions and Roles"]}]}],"canonical_facts":{"dc:contributor":["Connie Moss","Grafton Eliason","Anne Fitzgerald"],"dc:creator":["Scanlon Limegrover, Tracy Lynn"],"dc:date.available":["2017-12-20T08:00:00Z"],"dc:description.abstract":["Schools lack a response system for effectively supporting student mental health needs and there is a substantial research to practice gap in this area. To better understand how to build capacity for schools, with and through teachers, the purpose of this study was to examine teachers' perceptions of current mental health needs in their schools; their knowledge and competencies about mental health issues as well as perceived competencies and barriers that contribute to burnout. Participants included 20 teachers from two local Pittsburgh area Catholic schools. Teachers reported they believe it is their job to support middle school student mental wellness and confidence in their abilities but that they are lacking the necessary professional development and training and supervision to provide this support.
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