School administrator perceptions and actions toward reducing mental health factors to learning

Approximately one in five children have a mental health need that impacts their academic functioning (World Health Organization, 2004). This study investigated what actions school administrators who oversee kindergarten through eighth grade, and how their perceptions of mental health have impacted those decisions. Both a survey and an interview were conducted with current school administrators in three counties in Western Pennsylvania. Findings suggested that administrators take mental health factors to learning very seriously and place a significant amount of pressure on themselves to address this barrier. Additionally, school administrators utilize a team approach to focus on mental health in the school setting, often incorporating outside agencies and therapists. Administrators reported a significant increase in time spent addressing mental health, particularly in early grade levels. Further implications were discussed, and future research ideas were recommended