Abstract
This poster presents an OT-created Tier I healthy coping skills program to promote positive mental health of K–1 students that educated and modeled preventive mental health techniques to teachers to improve knowledge and confidence in embedding strategies into the school routine.
Primary Author and Speaker: Breanna Ciardullo
Contributing Authors: Donna Latella
The purpose of the mixed methods study was to create, model, and provide 7 K-1 teachers with a Tier I coping skills program to be embedded in the daily school routine to promote positive mental health (MH) and social-emotional growth of the 119 students reached. Tier I preventative MH meets the needs of all students, promotes social emotional learning (SEL) and positive relationships, and improves MH literacy and engagement in school demands [2]. The COVID pandemic has left lasting marks on many elementary students, such as lacking age-appropriate SEL skills, attention, and maturity, as well as rising anxiety, withdrawal, fears, and depression, negatively impacting their ability to learn, socialize, and manage emotions [3]. To best support this population in their vital years of growth, there’s a dire need for preventative MH care to decrease the potential of development of a MH disorder from arising, while maximizing educational participation and outcomes [1]. The school setting offers accessibility of the population, optimizing engagement to meet behavioral and emotional needs, while allowing teachers to become aware of the importance of preventative MH and strategies to incorporate them. This 6 week study sought to alter participant perceptions on the importance of preventative MH strategies being introduced to K-1 students to promote their wellbeing. The program targeted resiliency, mindfulness, kindness, emotional recognition, and attention. Results demonstrate a statistically significant improvement in confidence in introducing coping skills and familiarity of healthy coping skills that can benefit K-1 students. There was a perceived reduction in student behaviors and increase in emotional regulation. By OTs collaborating with teachers to promote SEL from a Tier I preventative approach, there is opportunity to build capacity amongst professionals while providing students with tools needed to manage emotions and improve meaningful educational participation.
Benton, T. D., Boyd, R. C., & Njoroge, W. F. M. (2021). Addressing the global crisis of child and adolescent mental health. JAMA Pediatrics, 175(11), 1108 https://doi.org/10.1001/jamapediatrics.2021.2479
National Center for School Mental Health (2023). School Mental Health Quality Guide: Mental Health Promotion Services and Supports (Tier 1). NCSMH, University of Maryland School of Medicine.
New America. (2024). Toolkit for using policy to enable effective and supportive transitions for children, Families, & Educators. The State of Children, Families, & Educators in the Second Year of COVID: Challenges & Solutions.