ArticleThe Journal of school health2022
A Mixed Method Study of Teachers' Appraisals of Student Wellness Services and Supports During COVID-19.
Article in The Journal of school health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Social Work Practice in United Arab Emirates (UAE) Schools during and after the COVID-19 Pandemic: A Qualitative Study.International journal of environmental research and public health · 2024Article
- Characteristics of K-12 Teachers Considering Leaving Due to COVID-19 and for Other Reasons.The Journal of school health · 2024Article
- COVID-19 pandemic impacts on kindergarteners' mental health: A qualitative study of perspectives of U.S. mothers with low income.Infant and child developmentArticle
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundUnderstanding teachers' appraisals of student wellness services and supports during COVID-19 is essential to strengthening services and improving student health outcomes. This mixed-method study aimed to examine US PK-12 teachers' appraisals of student wellness services and supports during COVID-19.
methodsThis study focuses on qualitative data from 291 teachers' open-ended responses to the question: "What do you wish your school leaders knew about this (wellness support) aspect of your work?" and whose responses described wellness services and supports. A qualitative content analysis was conducted by an interdisciplinary research team using open- and axial coding.
resultsThree main themes emerged. (1) insufficient access to mental health professionals and programming at schools, (2) concern about the quality of available services, and (3) a need for teacher professional development and support on student wellness. Statistically significant differences in teacher appraisals of insufficient access to mental health professionals and programming were found based on grade level taught and percentage of immigrant students in the school.
conclusionWith amplified student wellness needs, school personnel, including school leaders, must consider ways to allocate additional resources/staffing, assess the quality of services and supports, and design professional development opportunities to support teachers' involvement in supporting student wellness needs.
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