What are the external and environmental pressures and forces affecting independent schools and administrators as they respond to the mental health crisis. To what extent is the pressure to respond to the mental health crisis impacting independent school values and the value proposition of independent schools. However, before the pandemic, the mental health of young people was already a concern for educators.
On college campuses in the United States, mental health of young people is a serious concern. Wilson and Marshall (2019) referred to the growing literature by Luthar (2014) and others and emphasized the need for independent schools to pay attention to the mental health of students. Even amid the constraining forces of isomorphism, independent schools are responding to the mental health crisis in a variety of ways (Oliver, 1991).
What are the internal tensions, obstacles, and opportunities when independent school administrators respond to the mental health needs of their students and when they implement mental health programming. Research Question 1: What are the external and environmental pressures and forces influencing independent schools and administrators as they respond to the mental health crisis. Research question 3: To what extent does the pressure to respond to the mental health crisis affect free school values and the value proposition of free schools.
First, what are the external and environmental pressures and forces affecting independent schools and administrators as they respond to the mental health crisis. Second, what are the internal tensions, obstacles, and opportunities as independent school administrators respond to the mental health needs of their students and as they implement mental health. Third, to what extent is the pressure to respond to the mental health crisis affecting independent school values and the value proposition of independent schools.
Design resources for faculty that cultivate a shared understanding of mental health, that are designed for efficient delivery, and that leverage the already
The following are recommendations for Active Minds that align with Active Minds' strategic plan, and which emerge from the literature review and research of this study. While Active Minds has already commissioned research to identify opportunities that will help expand its presence into high schools, and the organization is already promoting and developing materials and resources for high schools, these recommendations provide additional, targeted opportunities for Active Minds to consider when expanding into high schools and into the independent school market, specifically. As Active Minds develops its resources and promotes materials for school administrators, the literature and data gathered from this study suggest that to improve educators.
In particular, a gatekeeper teaching model can be most effective in disseminating their high school materials, as Wei, Kutcher, Baxter, and Heffernan (2020) illustrate with a “train the trainer” approach as designed in GTET. This model fostered “significant improvements in knowledge” about mental health challenges and significantly demonstrated “reduction in the stigma of the Go-To Educators program” (p. 2). Research and literature show that continuing to develop the ability of teachers in schools to understand and then address the mental health challenges faced by their students is of the utmost importance, particularly because.
By using trust and relationships between teachers and students, the conversation about mental health can be improved. The research from this case study also shows that for these resources to be most effective, high school materials must be designed to be implemented in limited time periods, as the data collected from this study illustrates the premium of time and Likewise, materials that address topics such as perfectionism, anxiety, and stress related to academic performance would resonate with independent school students.
Lyman and Luthar (2014) analyzed the experiences of two groups of academically gifted students in very different socioeconomic status groups and asserted that there are detrimental effects of perfectionism and extrinsic goals on the well-being of students in affluent communities. Lyman and Luthar (2014) note that “in schools that are dominated by high achievers, educators and parents should be aware of it. Most importantly, Active Minds could consider acknowledging the various cultural stigmas that can be attached to mental health in their resources and provide considerations and context for use by administrators and faculty.
In addition to developing resources for the faculty, Active Minds should develop targeted resources for administrators to share in their parent education programs
Active Minds to develop programming and frame it as an integral part of developing student well-being and as a value proposition for independent school leaders to align with their school missions (finding 5). The research collected in this study suggests that some parents in independent schools may harbor reservations about mental health programming, either because of the stigma surrounding mental health conversations or because of possible cultural factors (Finding 2). Yet administrators also see that parents are interested and enthusiastic about mental health initiatives that improve their child's well-being (Finding 3).
Given the disparate markets in which independent schools exist, Active Minds should consider providing resources to administrators specifically designed to address parent questions and concerns. Developing resources with talking points and relevant tools that administrators can communicate to parents will promote the promotion of mental health programs in independent schools and support administrators' efforts to educate their communities on the topic of mental health. Parents are integral and involved constituents in independent school communities, and Active Minds should consider tailoring their resources to the context of care and the value proposition that independent schools promote.
In alignment with Active Minds strategic plan, Active Minds should pursue a partnership with the National Association of Independent Schools (NAIS) and
Introduction to the special issue: Using prevention science to address mental health problems in schools. How do you feel about how your school deals with the mental health of different groups. What pressures do you face as an administrator to respond to mental health issues in your school?
Counselors in every department, health and wellness programming, student clubs and mental health awareness.
