Educator Perspectives of a School-University Partnership for Mental Health

Autor/inn/en	Asomani-Adem, Akua A.; Ormiston, Heather E.; Nygaard, Malena
Titel	Educator Perspectives of a School-University Partnership for Mental Health
Quelle	In: School-University Partnerships, 15 (2022) 3, S.3-15 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	School Health Services; Mental Health; Multi Tiered Systems of Support; Trauma; Elementary Schools; Intermediate Grades; School Personnel; College School Cooperation; Elementary School Teachers; Art Teachers; Resource Staff; Administrators; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Special Education Teachers; Teaching Assistants; Coaching (Performance); Food Service + Suchen Sie Ihr Suchwort? Schuleingangsuntersuchung; Psychohygiene; Elementary school; Grundschule; Volksschule; Mittelstufe; Schulpersonal; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Art teacher; Kunsterzieher; Kunsterzieherin; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen
Abstract	School-university partnerships (SUPs) have been used for decades to address a variety of university and k-12 school needs, including teacher training and research (Allen et al., 2013; Bebas, 2016; Walsh & Backe, 2013). While beneficial, their use in other areas such as school-based mental health services have largely been neglected. Additionally, research on SUPs has traditionally focused on university partners' perspectives of the partnership, with k-12 educator ideas remaining relatively unexamined (Coburn & Penuel, 2016). Using semi-structured interviews, the current study investigates educators' views of a SUP for supporting student mental health. Results of the study indicate educators in a Midwestern school district believe a partnership for mental health to be beneficial but have concerns related to longevity of the partnership. In addition, participants expect support for students, families, school staff, and the school as an outcome of the partnership. Implications for practice and directions for future research are discussed. (As Provided).
Anmerkungen	National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01