Dissertation
Professional staff in special education and their preparedness to address student mental health: experiences, challenges, and resolutions
Doctor of Education (Ed.D.), Drexel University
May 2026
DOI:
https://doi.org/10.17918/00011374
Abstract
This mixed method study examined special education professionals' preparedness to support students with mental health needs in the school settings. As schools experience increasing rates of mental health concerns among students, special educators are often confronted with a complex set of needs they must be able to support. The participants included 43 special education professionals employed within an educational agency in south-central Pennsylvania. The aim of research was to investigate special educators' perceptions of their preparedness to support students with mental health needs, identify factors that contributed to challenges they have experienced, and explore ways school entities could enhance educator preparedness. Quantitative data was collected using the Mental Health Needs and Practices in Schools Survey (MHNPSS), while qualitative data was gathered through five interviews and a focus group. Findings indicated that professionals perceived their preparedness as moderate and variable rather than consistently strong. Preparedness was influenced by factors including professional experience, training, collaboration, and organizational supports within school settings. Participants also identified systems-level barriers, including lack of practical training, workload demands, communication challenges, and limited mental health resources, as factors impacting their ability to effectively support students. Findings may help inform future practice and research.
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Details
- Title
- Professional staff in special education and their preparedness to address student mental health
- Creators
- Jennifer Spatz
- Contributors
- Michael G. Kozak (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- ii, 143 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022182368104721