Pilot Evaluation of Preservice Teacher Training to Improve Preparedness and Confidence to Address Student Mental Health

ABSTRACT

Teachers have an important role in identifying, supporting, and referring students with mental health needs to school-based mental health providers. However, most teachers receive little or no preparation in this area. The present study examines the impact of one brief, single-session, online role-play simulation designed to prepare teachers to identify students in psychological distress, talk with them about their concerns, and, if necessary, refer them to school mental health services. Forty-six preservice teachers (i.e., undergraduate and graduate students training to be teachers) were randomized to complete either the role-play simulation or a control training. Participants who completed the simulation reported significant improvements in preparedness and confidence in their ability to identify and respond to student mental health needs, as compared to control group participants. These differences were maintained at 1-month follow-up, suggesting that the training had a positive effect on core outcomes related to preservice teacher attitudes regarding supporting student mental health. There were no significant group differences in ratings of mental health-related stigma. Results indicate that a brief, easily disseminated online training applied in preservice preparation settings may effectively improve preservice teacher attitudes about their preparedness and confidence to support student mental health.

KEYWORDS:

• Teachers
• mental health
• schools
• children
• adolescents

Acknowledgments

The authors would like to thank the Boston University Wheelock College of Education & Human Development for funding to support this research.

Disclosure statement

Glenn Albright has an employment agreements with Kognito, the company that developed the simulations examined in this study.

Additional information

Funding

This work was supported by Boston University.