| Title: |
Teacher-Delivered Mental Health Interventions: Promises, Challenges, and Recommendations for Future Directions |
| Language: |
English |
| Authors: |
Gwendolyn M. Lawson (ORCID 0000-0003-4363-3169); Andrew Orapallo (ORCID 0000-0002-2257-9100); Golda S. Ginsburg (ORCID 0000-0001-5172-2079); Avery Brewton; Courtney N. Baker (ORCID 0000-0001-9523-1036); Gazi Azad (ORCID 0000-0003-0395-4355) |
| Source: |
Administration and Policy in Mental Health and Mental Health Services Research. 2025 52(6):1296-1310. |
| 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: |
2025 |
| Sponsoring Agency: |
National Institute of Mental Health (NIMH) (DHHS/NIH); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH); Institute of Education Sciences (ED); Office of Justice Programs (OJP) (DOJ) |
| Contract Number: |
K23MH122477; R34MH132718 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Elementary Education; Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Mental Health; Prevention; Intervention; Teacher Role; Affordances; Barriers; Well Being; School Health Services; Access to Health Care; Trauma; Stress Variables; Attention Deficit Hyperactivity Disorder; Anxiety; Autism Spectrum Disorders; Low Income Students; Minority Group Students; Elementary School Students; Middle School Students; Positive Behavior Supports; Trauma Informed Approach |
| Geographic Terms: |
Louisiana (New Orleans) |
| DOI: |
10.1007/s10488-025-01467-6 |
| ISSN: |
0894-587X; 1573-3289 |
| Abstract: |
Schools are a key setting where services to support youth mental health can occur, and teachers are important for students' social, emotional and behavioral well-being. Teacher-delivered mental health prevention and intervention programs offer an opportunity to integrate mental health support meaningfully into students' everyday lives, as well as expand the reach and impact of mental health services. This is particularly important given the lack of highly trained mental health providers and the barriers to accessing clinical services. However, teachers are not trained as mental health providers and serve a primarily educational mission, and therefore, there are unique considerations for conceptualizing teachers as individuals who can deliver mental health prevention and intervention programs. The purpose of this paper is to delineate conceptual and practical issues related to utilizing teachers as non-traditional mental health providers including key opportunities and challenges to teacher-delivered mental health interventions. We present four examples of teacher-delivered programs that aim to support student mental health and well-being and use these example programs to illustrate these key opportunities and challenges. We also outline directions for future research, with the ultimate goal of enhancing teachers' skills and improving youth mental health. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2026 |
| Accession Number: |
EJ1495474 |
| Database: |
ERIC |