Category Archives: School Mental Health

Research in Brief: Restorative Practices, Socio-Emotional Well-Being, & Racial Justice

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By: Delaney Desman

Highlights:

  • This Research in Brief blog is part of the School Mental Health series highlighting work and resources for mental health professionals.
  • This brief originated from the Virginia Partnership for School Mental Health (VPSMH) project, which partners with VA school divisions and institutions of higher education to expand support for school mental health services.
  • This brief summarizes a research article about completing the circle by linking restorative practices, socio-emotional well-being, and racial justice in schools.
Source: Canva

The authors propose a three-part model to implement restorative practices in schools with efficacy. First, they recommend targeting student and faculty behaviors through restorative practices to help reduce stress, foster trust between students and teachers, & increase classroom engagement. Second, the authors argue for the integration of tier three mental health supports within restorative practices through community partnerships and collaboration. Finally, the authors highlight the importance of school staff recognizing and understanding the impact of structural and interpersonal racism, particularly for Black and Latinx youth. They recommend schools take a trauma-informed approach to bolstering student mental health supports and services. By focusing on these three actions, schools can better ensure restorative practices are benefiting students in an equitable way.

Importance

School mental health professionals must be cognizant and actively combat ways institutionalized racism impacts students, such as exclusionary discipline. When students are suspended they are not able to engage in school, maintain academic achievement, and have positive associations with their school community.

Equity Considerations

The article fails to address implications for students with disabilities, various socioeconomic statuses, or English language learners. This Western perspective is not explicitly addressed and raises concerns about whether or not restorative practices are culturally relevant or appropriate for all students.

Practitioner Tips

  • Schools should emphasize strengthening the tier 1 socio-emotional climate within the school. This approach supports students and staff, builds community, and strengthens relationships within schools.
  • Fostering a positive school climate and using a trauma-informed lens to support students is an important step to creating a positive school culture.
  • Ensure acute mental health needs of students are addressed through services and resources to allow for true restoration to take place.
  • Address systemic and interpersonal racism within schools (past and present) to ensure restorative practices benefit students equitably.
Brief: Restorative Practices, Socio-Emotional Well-Being, & Racial JusticeDownload

Reference

Huguley, J.P., Fussell-Ware, D.J., Stuart McQueen, S., Wang, M.T., & DeBellis, B.R. (2022). Completing the circle: Linkages between restorative practices, socio-emotional well-being, and racial justice in schools. Journal of Emotional and Behavioral Disorders, 30(2), 138-153. https://dx.doi.org/10.1177/106342662210 88989

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Delaney Desman is a graduate student in the Counselor Education program at the University of Virginia, pursuing the School Mental Health emphasis offered to trainees through the Virginia Partnership for School Mental Health. Trainees in this emphasis complete additional coursework and field experience requirements that prepare them to take on leadership roles in addressing the mental health needs of students in K-12 schools.

Research in Brief: Mindfulness-Based Programs & School Adjustment

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By: Karen Ko

Highlights:

  • This Research in Brief blog is part of the School Mental Health series highlighting work and resources for mental health professionals.
  • This brief originated from the Virginia Partnership for School Mental Health (VPSMH) project, which partners with VA school divisions and institutions of higher education to expand support for school mental health services.
  • This brief summarizes a systematic review and meta-analysis of studies on mindfulness-based programs and school outcomes that used a randomized controlled design with students from preschool to undergraduate levels.
Source: Canva

In this systematic review and meta-analysis, 46 studies on mindfulness-based programs were selected an evaluated. Each of the selected studies used a randomized controlled design and consisted of students from preschool to undergraduate levels. Results of this analysis found that in comparison to control groups, there was a small effect for overall school adjustment outcomes, academic performance, and impulsivity; small to moderate effect for attention; and moderate effect sizes for mindfulness outcomes.

Importance

  • School mental health professionals are able to use proactive and preventative measures to support students’ mental health and help build resiliency skills.
  • To promote the use of mindfulness-based programs, school mental health professionals must act as advocates to help clarify the relationship between mindfulness and outcome data when consulting with decision-makers such as school/district administrators, school board members, policy makers, etc.

Equity Considerations

  • Need for more research, as many mindfulness-based programs are being offered across populations, but there is a lack of research investigating differences in programs across participant characteristics.
  • Need to examine the effects of mindfulness-based programs as a whole, as well as individual components, for specific populations.

Practitioner Tips

  • Mindfulness-based programs are encouraged to be implemented at a Tier 1 (school-wide) approach, focusing on helping students build skills in mindfulness
  • Rather than targeting psychopathology, it is important for school mental health professionals to take a strengths-based approach to build skills in students.
  • Incorporating a combination of research-designed mindfulness activities and yoga-based mindfulness activities have shown continued positive effects even after the intervention concludes.
  • Providing training and professional development opportunities in how to implement mindfulness can allow teachers to incorporate mindfulness strategies and practices into their classrooms.
  • Adaptation of an existing mindfulness program, such as MindUp, have shown significant effect on improving overall school adjustment and mindfulness.
Mindfulness-Based Programs & School AdjustmentDownload

Reference

Mettler, J., Khoury, B., Zito, S., Sadowski, I., & Heath, N. L. (2023). Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. Journal of School Psychology, 97, 43-62. https://doi.org/10.1016/j.jsp.2022.10.007

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Karen Ko is a graduate student in the Counselor Education program at the University of Virginia, pursuing the School Mental Health emphasis offered to trainees through the Virginia Partnership for School Mental Health. Trainees in this emphasis complete additional coursework and field experience requirements that prepare them to take on leadership roles in addressing the mental health needs of students in K-12 schools.

Research in Brief: Perspectives of Restorative Practices Classroom Circles

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By: Anna Hukill

Highlights:

  • This Research in Brief blog is part of the School Mental Health series highlighting work and resources for mental health professionals.
  • This brief originated from the Virginia Partnership for School Mental Health (VPSMH) project, which partners with VA school divisions and institutions of higher education to expand support for school mental health services.
  • This brief summarizes research on school staff and youth perspectives of tier 1 restorative practices classroom circles.
Source: Youth-Nex

In this qualitative study, researchers gathered perceptions from staff and students about the relationship between restorative practices, community-building circles, and social- emotional learning. Data included beginning- and end-of-year surveys about staff perspectives on implementation, semi- structured interviews with staff, and surveys about student participation. Results showed a strong association between community- building circles and social-emotional learning (SEL). The challenges mentioned included circle participation, equitable access, and conflict between discipline and restorative practices. This supports the idea that restorative practices need to be implemented school-wide.

Importance

School counselors, especially in elementary schools, often deliver short lessons and can incorporate community circles into their curriculum. This is an important opportunity to advocate for equitable access to classrooms. Community circles are a proactive way of building strong peer relationships and strategies for resolving conflict.

Equity Considerations

  • Ensure that all students have access to participate in the circle (e.g., alternative seating, multiple modes of participation).
  • Carefully consider opening and closing questions that all students can connect with.

Practitioner Tips

  • Community building circles have the potential to be a strong tool for improving social-emotional competence in students.
  • Teachers can seamlessly incorporate such circles into pre-existing group time by setting a clear routine (ex. greeting, opening question, SEL topic of the day, closing statement/activity).
  • Teachers and students report positive increases in student participation, communication, and sense of belonging.
  • Circles can be used among staff to develop a strong sense of school community.
Perspectives of Restorative Practices Classroom CirclesDownload

Reference

Garnett, B. R., Kervick, C. T., Moore, M., Ballysingh, T. A., & Smith, L. C. (2022). School staff and youth perspectives of tier 1 restorative practices classroom circles. School Psychology Review, 51(1), 112-126. https://doi.org/10.1080/2372966X.2020.1795557

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Anna Hukill is a graduate student in the Counselor Education program at the University of Virginia, pursuing the School Mental Health emphasis offered to trainees through the Virginia Partnership for School Mental Health. Trainees in this emphasis complete additional coursework and field experience requirements that prepare them to take on leadership roles in addressing the mental health needs of students in K-12 schools.

Research in Brief: Counselor-Delivered Mindfulness & Social-Emotional Learning Intervention

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By: Melinda Espinoza  

Highlights:

  • This Research in Brief blog is part of the School Mental Health series highlighting work and resources for mental health professionals.
  • This brief originated from the Virginia Partnership for School Mental Health (VPSMH) project, which partners with VA school divisions and institutions of higher education to expand support for school mental health services.
  • This brief summarizes research on a mindfulness and social–emotional learning intervention that was delivered by counselors.
Source: Youth-Nex

This article explores the effectiveness of a counselor-led early childhood mental health consultation (ECMHC) intervention and its impact on the lived experiences of a small group of early childhood educators. The intervention consisted of 12 weeks of one-on-one counselor-teacher consultation using social emotional learning and mindfulness-based interventions. There was also a mindfulness intervention group-consultation component with the teacher participants. Participants reported feeling an increased ability to handle classroom related stressors while also experiencing changes in their beliefs towards themselves as educators and individuals. These beliefs extended beyond the classroom as participants also reported changes in their personal lives.

Importance

  • Work-related stress and lack of support can limit educators’ ability to be healthy and effective.
  • School counselors are able to supplement and promote mental health care for other educators.
  • Promoting mindfulness habits and emotional regulation skills, counselors can not only support fellow educators’ well-being but also positively impact students.

Equity Considerations

  • This study was conducted in urban schools with student populations consisting mostly of students from minoritized and low-income backgrounds.
  • Teacher participants largely identified as part of minoritized groups as well.
  • Participants (teachers) were provided with consultation on culturally-responsive practices.

Practitioner Tips

  • Mindfulness-based interventions have the potential to positively enhance inter-educator relationships. Educators may use the skills they learn to inform interactions with other colleagues.
  • Mindfulness skills helped participants learn to cope with and address workplace conflict.
  • Consultation influenced by mindfulness allows the educator to receive some mental health support while developing goals and problem-solving from a new approach.
  • Mindfulness practices helped teachers increase their self-awareness which allowed for changes in beliefs about teaching behaviors and in their personal lives.
Counselor-Delivered Mindfulness & SELDownload

Reference

Palacios, A. F., & Lemberger, T. M. E. (2019). A counselor‐delivered mindfulness and social–emotional learning intervention for early childhood educators. Journal of Humanistic Counseling, 58(3), 184–203. https://doi.org/10.1002/johc.12119

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Melinda Espinoza is a graduate student in the Counselor Education program at the University of Virginia, pursuing the School Mental Health emphasis offered to trainees through the Virginia Partnership for School Mental Health. Trainees in this emphasis complete additional coursework and field experience requirements that prepare them to take on leadership roles in addressing the mental health needs of students in K-12 schools.