Schools as First Responders. Mental Health Universal Design for Learning (UDL)

DORIA, M.J. (MICHAEL)¹, KILE, S. (SHERILYN)¹, STEKETEE, A. (ANN)^2
1CHAPMAN UNIVERSITY, ONE UNIVERSITY DRIVE, 92866, ORANGE, CA
²CHAPMAN UNIVERSITY, ONE UNIVERSITY DRIVE, 92866, ORANGE,CA

 

Submission type

Oral and Poster

Scheduled

Room 209, 11-07-2019, 13:30 - 15:00

Keywords

SCHOOL MENTAL HEALTH, UNIVERSAL DESIGN FOR LEARNING, INTERVENTION, EDUCATORS, YOUTH MENTAL HEALTH

Summary

The number of youth experiencing mental health (MH) problems is as high as 20% (Keiling et al., 2011; Stockman, 2012). Fifty percent of lifetime cases of MH illness begin by the age of 14 and 75% by age 24 (National Alliance on Mental Illness, n.d.).  Of these, approximately 70% do not receive treatment (Kataoka, Zhang, & Wells, 2002).

Academically, students with MH problems experience marked interference in academic functioning (Rosen & Cowan, 2014; Adelman & Taylor, 2010).  Given this, schools have an important stake in addressing the MH needs of students (Kase et al., 2017). Because of the time they spend with students, K-12 teachers and college professors are in a unique position to both identify problems early on and provide supports (Brockelman, Chadsey, & Loeb, 2006; Kratt 2016).

An important barrier in this effort is the lack of training in student MH (Hong, 2015; Phillippo & Kelly, 2014). This workshop is for educators and MH professionals. It will focus on preventative and reactive supports guided by educators.  Participants will gain knowledge of a) child, adolescent, and young adult MH, b) practices for mental health promotion in the classroom, d) methods for student MH advocacy, e) responsive MH supports.

 

Auteurs