Emotional disability and strategies for supporting student outcomes: interviews with K–12 special education teachers

ABSTRACT

This interview study with special education teachers in rural and urban school divisions within Virginia, USA, reports instructional strategies that support outcomes for students with social emotional mental health (SEMH) needs. Evidence-based strategies from the interviews are delineated for teachers who work with this highly vulnerable population. K–12 teacher–student relationships (TSRs) and four relational phases – appraisal, testing, agreement, and planning – were analyzed. Strategies for influencing students socially, academically, and behaviorally were also identified. Research questions probed (a) the role of TSRs for students with risk factors and (b) strategies for achieving desirable results in SEMH contexts. TSRs were examined relative to supports and risks associated with students’ development and success. A literature synthesis of strategies and models for advancing knowledge is included. The article offers insight into what teachers do in actual situations to foster student growth and outcomes.

KEYWORDS:

• Instructional strategies
• K–12 teacher–student relationships
• relational phases
• social emotional mental health needs

Acknowledgments

We thank the teachers for their time and the reviewers for the constructive feedback.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Carol A. Mullen

Carol A. Mullen, PhD, an award-winning researcher and mentor and Fulbright Scholar alumnus, is Professor of Educational Leadership and Policy Studies at Virginia Tech, USA, and former editor of the Mentoring & Tutoring journal (Routledge). She has published 28 academic books, including The Risky Business of Education Policy with coeditor Tienken (2022, Routledge/KDP), and over 240 book chapters and articles in highimpact journals (e.g., Teacher Development). Broadly, her areas of interest and research are social justice issues in leadership and education within international contexts.

Turonne Kalada Hunt

Turonne Kalada Hunt, EdD, is Director of the Transitional Day Program, a K–12 day school for students with disabilities, at Anchor Commission in Virginia, USA. She received her doctorate in Educational Leadership and Policy Studies from Virginia Tech. In public education for over 16 years, she taught students with disabilities before transitioning into administration and serving as a middle school assistant principal and elementary principal. Her areas of interest and research are issues of disability and inclusion in public education.