The purpose of this phenomenological study was to investigate the perceptions and experiences of special education teachers and service providers working to support the mental health needs of students with disabilities in their classrooms and schools. The study research questions focused on the perceptions of mental health for students with disabilities, training and professional development related to supporting student mental health, and best practices for supporting the mental health needs of students with disabilities. This study was grounded in Bronfenbrenner’s social ecological theory as a framework to consider the interactions of students, educators, and service providers in the learning environment, and the impact those relationships have on student mental health. Data were collected using semistructured interviews and analyzed using interpretative phenomenological analysis. The nine participants were employed at an elementary school in the Southeastern United States. The study resulted in four themes: relational foundations for mental health support, responsive and inclusive classroom practices, educator roles and professional growth, and navigating systemic and structural barriers. This study is important because it promotes discourse in the elementary education setting to enhance training for educators to proactively address the mental health concerns for students with disabilities. This study can serve as a source of information for educators and service providers to advocate for increased mental health training and staff to support the unique mental health needs of students in their classrooms.
| Date of Award | Jan 1 2025 |
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| Original language | English |
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| Supervisor | Mary Lynn Vogel (Supervisor), Katrina Pann (Advisor) & Kimberly Durham (Advisor) |
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