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Publication Date
2017
Document Type
Masters Thesis
Study Type
Mixed method
Degree Name
Master of Social Work
Department
School for Social Work
Keywords
Charter schools, Urban schools, Students-Mental health, School mental health services, No-excuses, High-performing charter schools, School-based mental health, Teacher perceptions, Teacher self-efficacy
Abstract
This exploratory mixed methods study collected data from educators working in high performing or “no excuses” urban charter schools regarding their perceptions of mental health services and supports for students. The study asks about educators’ perceptions of needs, barriers to support, and levels of training and knowledge about mental health services for students.
The research was conducted through an online mixed methods survey that included closed and open-ended questions. A total of 26 educators from one high-performing charter school network in the northeastern United States completed the survey. The quantitative survey data was analyzed using descriptive statistics and the qualitative data was coded and analyzed for themes.
The findings demonstrated that educators employed by this network of high-performing charter schools have strong confidence in their ability to recognize and respond to mental health concerns in their students, though low confidence in the adequacy of their training on such issues. Results also demonstrated that educators believe their schools should be responsible for providing a broad range of mental health services and supports for students. Despite this endorsement, the results showed a much more limited range of supports and interventions in current use. The results contextualize the role of mental health services in this growing and influential area of urban education and provide a basis for future research.
Language
English
Recommended Citation
Corens, Gabriel Friedl, "Educator perceptions of student mental health services in high-performing charter schools" (2017). Masters Thesis, Smith College, Northampton, MA.
https://scholarworks.smith.edu/theses/1932
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Comments
iv, 96 pages. Includes bibliographical references (pages 71-79)