Date of Award
6-12-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Committee Members
Chris Jenkins; Johnny Stitts; Timberly Baker
Call Number
ISBN 9798280760806
Abstract
This qualitative instrumental case study explores teacher perspectives on the impact of school-based mental health services on student academic performance, attendance, and behavior in a northern Mississippi school district. Understanding their influence on key student outcomes is crucial given the increasing integration of school-based mental health services in educational settings. Framed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) five core competencies, this study examines how school-based mental health services support these competencies through teachers' insights. Data were collected using criterion sampling, focusing on eight high school teachers through focus groups, individual interviews, and a review of the district’s school-based mental health services procedural manual. Despite challenges posed by the hierarchical communication structure at the study site, varied data collection methods ensured comprehensive insights. Thematic analysis, supported by the Delve qualitative data coding tool, identified five major themes: the varied impact of self-management interventions on academic performance, transformational effects on responsible decision-making and behavior, therapist-student relationship dynamics influencing attendance, mixed effects on social and self-awareness development, and alignment with CASEL competencies. Teacher feedback revealed significant positive impacts on student motivation and attendance, though effects on academic performance and behavior were mixed. The procedural manual’s alignment with CASEL competencies underscores the theoretical soundness of the school-based mental health services program. Conclusions suggest that while school-based mental health services can positively impact student outcomes, their effectiveness varies among students, highlighting the need for tailored and comprehensive mental health interventions. Future research should explore the long-term effects of school-based mental health service and its implementation in diverse educational contexts to enhance student well-being and academic success. Key words: School-based Mental Health Services, Psychotherapy, Mental Health Disorder, Social Emotional Learning
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Ingram, Carol, "Teacher Perspectives on The Impact of School-Based Mental Health Services on Academic Performance, Attendance, And Behavior" (2025). Student Theses and Dissertations. 1048.
https://arch.astate.edu/all-etd/1048
