Abstract
ABSTRACT Background Delivering school mental health services within a multi-tiered system of supports (MTSS) offers a framework for addressing student mental health needs. Limited research has examined school mental health provider and teacher preferences for delivering mental health promotion and prevention classroom programming. Purpose We present mental health clinician and teacher feedback regarding their preferred role in facilitating a classroom-based trauma-focused prevention program for elementary school students and define Tier 1.5 within MTSS. Methods Clinicians (N = 9) facilitated Bounce Back for Classrooms lessons with teacher support in 16 classrooms across two school years from 2022 to 2024 in an urban, Mid-Atlantic school district. Surveys assessing feasibility, acceptability, and preference for lesson delivery were completed. Results Findings indicate that although teachers and clinicians both believe teachers can effectively implement lessons independently, teachers would prefer clinician co-implementation. Discussion A co-implementation model with clinicians and teachers co-leading lessons, with increasing facilitation roles for teachers as they become more comfortable with content, is recommended. Translation to Health Education Practice Health Educators, in alignment with Areas III and V of national competencies, are well-positioned to engage in advocacy while co-facilitating curricula at the Tier 1.5 level of MTSS to support high numbers of students exposed to trauma. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars.
Published Version
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