| The purpose of this investigation was to determine the perceptions of regular and special education teachers, school counselors, and school psychologists on mental health issues in schools. A random national sample of participants was selected. Participants completed a School Mental Health Issues Survey, which assessed presenting problems of students, available community mental health services, barriers impeding youth from receiving mental health services, receptiveness and support of communities regarding the delivery of mental health services in schools, what school-based mental health services presently exist in schools and what should be provided, and whether or not mental health services in schools are effective in meeting the mental health issues of the students. Surveys were mailed twice, including a follow-up mailing. The final sample included 413 respondents from all 50 states and the District of Columbia. Results indicated significant differences based on position, school level, and school geography. School counselors and psychologists, and regular and special education teachers, were most closely linked to each other in terms of perception. Depression, suicidal thoughts, alcohol and drug abuse, and inappropriate sexual behavior were viewed as more serious as respondents rose in grade level. Urban respondents generally rated each of the presenting problems as more serious than rural or suburban staff. Impaired self-esteem, Attention-deficit Hyperactivity Disorder, and peer relationship problems were seen as the most severe problems of students. Family stress and financial issues, and managed care and insurance issues, were reported as the greatest barriers to treatment. Respondents perceived receptiveness and support in their communities toward students receiving mental health services in schools. Evaluation of problems and individual counseling were the most frequently available services in respondents' schools. Overall, respondents reported mental health services in their schools as ineffective in meeting the needs of the students. Additional differences based on position, school level, and school geography, as well as implications for mental health services in schools and future research are also discussed. |
