Wendy M. Reinke

Abstract: There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to examine teachers’ perceptions of current mental health needs in their schools; their knowledge, skills, training experiences and training needs; their roles for supporting children’s mental health; and barriers to supporting mental health needs in their school settings. Participants included 292 teachers from 5 school districts. Teachers reported viewing school psychologists as having a primary role in most aspects of mental health service delivery in the school including conducting screening and behavioral assessments, monitoring student progress, and referring children to school-based or community services. Teachers perceived themselves as having primary responsibility for implementing classroom-based behavioral interventions but believed school psychologists had a greater role in teaching social emotional lessons. Teachers also reported a global lack of experience and training for supporting children’s mental health needs. Implications of the findings are discussed.

TL;DR: In this article, the degree of association of three specific self-variables (selfefficacy, goal orientation, and fear of failure) with school engagement for high school students was examined.

TL;DR: Results indicated that implementation of the Classroom Check-Up plus visual performance feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior-specific praise, and decreased use of reprimands.

TL;DR: In this paper, the authors evaluated the use of classroom-level behavior management strategies that align with School-Wide Positive Behavioral Interventions and Supports (SW-PBIS), and found that teachers with higher rates of general praise were found to report being more efficacious with regard to classroom management.

TL;DR: In this article, the authors explored teacher stress, burnout, coping, and selfefficacy to determine their relation to student outcomes, including disruptive behaviors and academic achievement, and identified four profiles of teacher adjustment were identified.