A Mixed Method Study of Teachers' Appraisals of Student Wellness Services and Supports during COVID-19

Autor/inn/en	Childs, Tasha M.; Brown, Elizabeth Levine; Brown, Naomi; Iachini, Aidyn L.; Phillippo, Kate; Galib, Linda; Parker, Audra; Fujimoto, Ken
Titel	A Mixed Method Study of Teachers' Appraisals of Student Wellness Services and Supports during COVID-19
Quelle	In: Journal of School Health, 92 (2022) 7, S.637-645 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Childs, Tasha M.) ORCID (Iachini, Aidyn L.) ORCID (Phillippo, Kate) ORCID (Parker, Audra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13186
Schlagwörter	Teacher Attitudes; Wellness; COVID-19; Pandemics; Preschool Teachers; Kindergarten; Elementary School Teachers; Secondary School Teachers; Health Services; Health Promotion; Mental Health; Content Analysis; Interdisciplinary Approach; Access to Health Care; Mental Health Workers; Faculty Development; Immigrants; Instructional Program Divisions; School Administration; School Personnel; Teacher Student Relationship; Educational Change + Suchen Sie Ihr Suchwort? Lehrerverhalten; Well being; Well-being; Wohlbefinden; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Health service; Gesundheitsdienst; Gesundheitswesen; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Psychohygiene; Inhaltsanalyse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Psychiater; Immigrant; Immigrantin; Immigranten; Schulpersonal; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform
Abstract	Background: Understanding teachers' appraisals of student wellness services and supports during COVID-19 is essential to strengthening services and improving student health outcomes. This mixed-method study aimed to examine US PK-12 teachers' appraisals of student wellness services and supports during COVID-19. Methods: This study focuses on qualitative data from 291 teachers' open-ended responses to the question: "What do you wish your school leaders knew about this (wellness support) aspect of your work?" and whose responses described wellness services and supports. A qualitative content analysis was conducted by an interdisciplinary research team using open- and axial coding. Results: Three main themes emerged. (1) insufficient access to mental health professionals and programming at schools, (2) concern about the quality of available services, and (3) a need for teacher professional development and support on student wellness. Statistically significant differences in teacher appraisals of insufficient access to mental health professionals and programming were found based on grade level taught and percentage of immigrant students in the school. Conclusion: With amplified student wellness needs, school personnel, including school leaders, must consider ways to allocate additional resources/staffing, assess the quality of services and supports, and design professional development opportunities to support teachers' involvement in supporting student wellness needs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11