Abstract:

Texan youth have increased stress and anxiety in their personal and school lives. Addressing students’ behavioral and mental health needs is dependent upon teachers’ and others’ confidence and knowledge of youth mental health disorders, behavioral management, and social skills. The Center for School Behavioral Health at Mental Health America of Greater Houston (MHAGH) provided more than 150 train-the-trainer workshops in selected Texas schools from 2019 to 2020. Workshop topics were based on nationally-recognized curricula (Emotional Backpack Project, EBP). We used Kirkpatrick and Kirkpatrick’s (2006) four-level evaluation model to determine the effects of MHAGH’s professional development activities for teachers and school personnel addressing students’ behavioral and mental health needs. We applied the Reaction and Learning levels in our evaluation studies. In-person workshops were delivered prior to the novel coronavirus; virtual workshops were after March 2020 because of school closures. Workshop participants included school personnel (i.e., teachers, principals, superintendents, counselors), parents, and community members (i.e., child-serving agencies). More than 13,800 participants provided pretest/posttest data for evaluating perceptions of the EBP training modules (i.e., Children’s Mental Health, Trauma-Informed Classrooms, Youth Suicide Prevention, Trauma 102, and Self-Care and Mindfulness), knowledge of selected topics, and to determine if significant differences occurred in perceptions or knowledge after the MHAGH workshops.

Participants were characterized as female (~62%), white (~31%), teachers (~63%), who were 26-45 years old (~47%). Paired samples t-tests revealed significant (p < .05) increases in participants’ posttest understanding of students’ mental and behavioral health issues, confidence and/or comfort levels in approaching students, parents, or other school staff members about students at risk of harmful behavior, and understanding of mindfulness activities for personal and classroom use (with students). Small to large (d >= 0.2…0.8) effect sizes were noted (Cohen, 1992). An exact McNemar’s test revealed significant (p < .01) increases in correct responses (i.e., knowledge gains) that trauma-informed schools are consistent, predictable, positive, and safe, and trauma-informed educators foster cultural awareness and promote equity. Other significant (p < .001) gains occurred in the self-care and mindfulness workshop module. In-person and virtual workshops yielded similar results.

Some limitations (lack of control group and non-probability samples) existed in our studies. However, MHAGH’s professional development workshops produced positive results in participants’ knowledge, perceptions, and confidence to address students’ mental and behavioral health needs. Teachers, staff, and administrators are underutilized resources in promoting positive mental and behavioral health in schools. Our results suggest MHAGH’s professional development workshops be adopted statewide to increase school officials’ knowledge and confidence in helping students cope with mental and behavioral health needs, and occur more often. Given the need for virtual training because of COVID-19, we suggest offering online modules to boost knowledge retention, increase post-workshop engagement, and foster continuous professional development for teachers and others addressing students’ behavioral and mental health needs.

Keywords:

Teacher Professional Development, Children’s Mental Health, Trauma-Informed Classrooms, Youth Suicide Prevention, Self-Care and Mindfulness.