| Title: |
Are Elementary Educators Prepared to Address Student Mental Health in Title 1 Schools? An Examination of Role Breadth, Self-Efficacy, and Attitudes toward Trauma-Informed Care |
| Language: |
English |
| Authors: |
Linda M. Raffaele Mendez (ORCID 0000-0002-2834-8338); Mikalya J. Drymond-Cundy; Shannon M. Suldo (ORCID 0000-0002-2173-181X); Robert F. Dedrick (ORCID 0000-0001-5696-750X) |
| Source: |
School Mental Health. 2024 16(4):1141-1155. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Secondary Education; Elementary Education |
| Descriptors: |
Elementary Secondary Education; Elementary School Teachers; Mental Health; Trauma Informed Approach; Self Efficacy; Teacher Role; Teacher Attitudes |
| Geographic Terms: |
Florida |
| Laws, Policies and Program Identifiers: |
Elementary and Secondary Education Act Title I |
| DOI: |
10.1007/s12310-024-09680-8 |
| ISSN: |
1866-2625; 1866-2633 |
| Abstract: |
This study examined the perceived preparedness of educators working in Title 1 schools to address the mental health needs of students. Data were gathered from educators (defined as teachers and other school personnel; N = 299) employed by eight Title 1 public schools within one district in Florida, most of whom were K-5 teachers (n = 199). Participants completed measures of perceived role breadth (i.e., the degree to which they believe that attending to mental health needs is part of their role as an educator), self-efficacy in addressing student mental health needs, and attitudes toward trauma-informed care principles and ideals. Results showed that participants had a relatively high average score on the role breadth measure [M = 4.31 on a scale from 1 (low) to 5 (high)], indicating that they believe their role includes responsibility not only for student learning but also for attending to the mental health of students. Scores on the self-efficacy measure showed a moderate level of confidence in addressing the mental health needs of students [M = 3.08 on a scale from 1 (low) to 4 (high)], although there was variability in mean levels of confidence across different types of tasks. In terms of attitudes toward trauma-informed care, participants showed moderately positive attitudes on the ARTIC-10 [M = 5.05 on a scale from 1 (low) to 7 (high)]. Structural equation modeling was used to examine the relation between the outcome variable of attitudes toward trauma-informed care and the following predictor variables: school, role (teacher vs. non-teacher), role breadth, and self-efficacy. Results showed that role breadth and self-efficacy were significant and positive predictors (p < 0.01) of attitudes toward trauma-informed care. Implications for school-level trauma initiatives are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1449776 |
| Database: |
ERIC |