Teacher Use of School Connectedness Strategies With Underrepresented Youth in a Low-Income Middle School
Adolescents in low-income and rural communities are at a higher risk for mental health concerns. This study used a mixed-methods, community-based participatory research design to examine teachers’ experiences managing students with emotional and mental health needs in a low-income middle school serv...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
The University of Alabama
2022-12-01
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| Series: | Journal of Community Engagement and Scholarship |
| Online Access: | https://account.jces.ua.edu/index.php/s-j-jces/article/view/485 |
| _version_ | 1827856609888436224 |
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| author | Deborah E. Tyndall Mitzi C. Pestaner Shannon B. Powell Travis E. Lewis Carlos R. Melendez |
| author_facet | Deborah E. Tyndall Mitzi C. Pestaner Shannon B. Powell Travis E. Lewis Carlos R. Melendez |
| author_sort | Deborah E. Tyndall |
| collection | DOAJ |
| description | Adolescents in low-income and rural communities are at a higher risk for mental health concerns. This study used a mixed-methods, community-based participatory research design to examine teachers’ experiences managing students with emotional and mental health needs in a low-income middle school serving underrepresented youth. Barriers to connecting positively with students included disruptive student behaviors, a lack of student interest, and an emphasis on accountability measures for academic achievement. Three themes emerged: (a) disruptive student behavior resulted in a whack-a-mole approach to managing emotional health needs; (b) learning was often put on the back burner as teachers attempted Maslow before Bloom; and (c) a lack of training and limited time to connect positively with students contributed to missed connections. Findings from this study indicate that additional resources and staff training are needed to help rural, low-income schools support students who have emotional and mental health needs. |
| first_indexed | 2024-03-12T12:28:17Z |
| format | Article |
| id | doaj.art-fb11fdb5cf26476c8dc08f0e3f12e4a1 |
| institution | Directory Open Access Journal |
| issn | 1944-1207 2837-8075 |
| language | English |
| last_indexed | 2024-03-12T12:28:17Z |
| publishDate | 2022-12-01 |
| publisher | The University of Alabama |
| record_format | Article |
| series | Journal of Community Engagement and Scholarship |
| spelling | doaj.art-fb11fdb5cf26476c8dc08f0e3f12e4a12023-08-29T20:56:19ZengThe University of AlabamaJournal of Community Engagement and Scholarship1944-12072837-80752022-12-0115110.54656/jces.v15i1.485Teacher Use of School Connectedness Strategies With Underrepresented Youth in a Low-Income Middle SchoolDeborah E. Tyndall0Mitzi C. Pestaner1Shannon B. Powell2Travis E. Lewis3Carlos R. Melendez4East Carolina UniversityEast Carolina UniversityEast Carolina UniversityEast Carolina UniversityEast Carolina UniversityAdolescents in low-income and rural communities are at a higher risk for mental health concerns. This study used a mixed-methods, community-based participatory research design to examine teachers’ experiences managing students with emotional and mental health needs in a low-income middle school serving underrepresented youth. Barriers to connecting positively with students included disruptive student behaviors, a lack of student interest, and an emphasis on accountability measures for academic achievement. Three themes emerged: (a) disruptive student behavior resulted in a whack-a-mole approach to managing emotional health needs; (b) learning was often put on the back burner as teachers attempted Maslow before Bloom; and (c) a lack of training and limited time to connect positively with students contributed to missed connections. Findings from this study indicate that additional resources and staff training are needed to help rural, low-income schools support students who have emotional and mental health needs.https://account.jces.ua.edu/index.php/s-j-jces/article/view/485 |
| spellingShingle | Deborah E. Tyndall Mitzi C. Pestaner Shannon B. Powell Travis E. Lewis Carlos R. Melendez Teacher Use of School Connectedness Strategies With Underrepresented Youth in a Low-Income Middle School Journal of Community Engagement and Scholarship |
| title | Teacher Use of School Connectedness Strategies With Underrepresented Youth in a Low-Income Middle School |
| title_full | Teacher Use of School Connectedness Strategies With Underrepresented Youth in a Low-Income Middle School |
| title_fullStr | Teacher Use of School Connectedness Strategies With Underrepresented Youth in a Low-Income Middle School |
| title_full_unstemmed | Teacher Use of School Connectedness Strategies With Underrepresented Youth in a Low-Income Middle School |
| title_short | Teacher Use of School Connectedness Strategies With Underrepresented Youth in a Low-Income Middle School |
| title_sort | teacher use of school connectedness strategies with underrepresented youth in a low income middle school |
| url | https://account.jces.ua.edu/index.php/s-j-jces/article/view/485 |
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