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Educator-Informed Development of a Mental Health Literacy Course for School Staff: Classroom Well-Being Information and Strategies for Educators (Classroom WISE)

Author

Listed:
  • Jaime C. Semchuk

    (BC Children’s Hospital, Vancouver, BC V6H 3N1l, Canada)

  • Shannon L. McCullough

    (WestEd, 730 Harrison Street, San Francisco, CA 94107, USA)

  • Nancy A. Lever

    (National Center for School Mental Health, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21201, USA)

  • Heather J. Gotham

    (Mental Health Technology Transfer Center, Network Coordinating Office, Stanford University School of Medicine, 1520 Page Mill Road, Palo Alto, CA 94304, USA)

  • Jessica E. Gonzalez

    (Mental Health Technology Transfer Center, Network Coordinating Office, Stanford University School of Medicine, 1520 Page Mill Road, Palo Alto, CA 94304, USA)

  • Sharon A. Hoover

    (National Center for School Mental Health, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21201, USA)

Abstract

Educators play a critical role in promoting mental health and well-being with their students. Educators also recognize that they lack knowledge and relevant learning opportunities that would allow them to feel competent in supporting student mental health. As such, educators require resources and training to allow them to develop skills in this area. The Mental Health Technology Transfer Center (MHTTC) Network partnered with the National Center for School Mental Health at the University of Maryland School of Medicine to develop Classroom Well-Being and Information for Educators (WISE), a free, three-part mental health literacy training package for educators and school staff that includes an online course, video library, and resource collection. The Classroom WISE curriculum focuses on promoting positive mental health in the classroom, as well as strategies for recognizing and responding to students experiencing mental health related distress. This paper describes the curriculum development process, including results of focus groups and key informant interviews with educators and school mental health experts. Adoption of Classroom WISE can help educators support student mental health and assist in ameliorating the youth mental health crisis.

Suggested Citation

  • Jaime C. Semchuk & Shannon L. McCullough & Nancy A. Lever & Heather J. Gotham & Jessica E. Gonzalez & Sharon A. Hoover, 2022. "Educator-Informed Development of a Mental Health Literacy Course for School Staff: Classroom Well-Being Information and Strategies for Educators (Classroom WISE)," IJERPH, MDPI, vol. 20(1), pages 1-15, December.
    • Handle: RePEc:gam:jijerp:v:20:y:2022:i:1:p:35-:d:1009352
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    References listed on IDEAS

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    1. Peter Greenspoon & Donald Saklofske, 2001. "Toward an Integration of Subjective Well-Being and Psychopathology," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 54(1), pages 81-108, April.
    2. Franklin, Cynthia G.S. & Kim, Johnny S. & Ryan, Tiffany N. & Kelly, Michael S. & Montgomery, Katherine L., 2012. "Teacher involvement in school mental health interventions: A systematic review," Children and Youth Services Review, Elsevier, vol. 34(5), pages 973-982.
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