Authors
Sarah Sinnott, Ph.D. student, Neag School of Education, University of Connecticut
ORCID 0009-0009-3369-2959
Sara Whitcomb Ph.D., Boston Children's Hospital, Neighborhood Parnerships
ORCID 0000-0001-8838-6005
Abstract
Schools are incorporating a range of social, emotional and behavioral (SEB) supports in order to support the mental health of school-aged students as mental health concerns remain a challenge for up to 20% of our PreK-12th grade students. However, these supports can often be viewed as additional work being added onto an already overwhelming workload for teachers. As such, it is important to recognize how these SEB supports are often already integrated into the work teachers are currently doing in schools. In this case study, a survey was disseminated across PreK-12 general education teachers in a Northeastern school district; this survey aimed to determine how the teachers were currently using Tier 1 practices to support SEB ad mental health needs within their MTSS framework. This survey was used to highlight areas of strength, in addition to areas for future support based on teacher feedback. After describing and reviewing the survey results, we reflect on this process, as well as offer considerations for districts to further support educators in the future.
