DIFFERENCES IN SCHOOL DISCIPLINE EFFORTS AND MENTAL HEALTH SERVICES BY SCHOOL LEVEL: A NATIONAL ANALYSIS

The purpose of this journal-ready dissertation was to determine the degree to which diagnostic assessments and school efforts were provided at different school levels, factors may have limited school personnel in their efforts to provide mental health services to students, and staff was provided training in regard to mental health. In the first journal article, the differences in the availability of diagnostic assessments under the official responsibilities of a licensed mental health professionals by location were examined for the 2015-2016 school year. Additionally, the extent to which diagnostic mental health assessments were provided to evaluate students for mental health disorders and the location in which students were provided diagnostic assessments was addressed for the 2017-2018 school year. In the second journal article, the extent to which differences existed in factors that limit efforts to provide mental health services by school level was investigated. In the third journal article, the degree to which differences were present in staff training and practices was analyzed.

Method In this dissertation, a causal-comparative research design was used. Archival data were obtained from the School Survey on Crime and Safety for the 2015-2016 and 2017-2018 school years. The focus herein was on the relationships between independent and dependent variables in which the independent variables were not changed or manipulated in any way.

Findings Inferential statistical analyses were conducted to determine the extent to which differences were present in survey responses by school level. Elementary schools had the highest percentage that did not provide diagnostic assessments to students under the official responsibility of a licensed mental health professional. The top three factors that limited mental health efforts were: (a) inadequate access to mental health professionals; (b) inadequate funding; and (c) potential legal issues. Recognizing signs of students using/abusing alcohol and/or drugs is needed as it was the least likely training to be provided to teachers. Positive Behavioral and Intervention Strategies and Crisis Prevention and Intervention were the top two trainings offered to teachers across all three school levels. Implications for policy and for practice were made along with recommendations for future research.