Effective Professional Development for School Mental Health Staff 122 views

School mental health professionals (SMHPs) are charged with addressing student mental health concerns, and yet often lack adequate, accessible training and support to deliver evidence-based practices (EBPs). Addressing this research-to-practice gap requires professional development that is accessible, effective, and informed by the experience of school staff to ensure training meets the practical and relevant goals of participants. This three-paper dissertation examined the impact of professional development and training across complementary studies. The first manuscript evaluated a new online training model of the Comprehensive School Threat Assessment Guidelines (CSTAG). This study demonstrated that a structured, accessible online training can improve knowledge and shift attitudes across professional roles. The second manuscript explored Project Extension for Community Healthcare Outcomes (ECHO) as a form of professional development, and although findings are mixed regarding its impact on burnout, it still highlighted a need for ongoing learning and support structures. The third manuscript called for the development of an accessible training for SMHPs navigating the hospital-to-school transition, including specific needs identified by participants through qualitative inquiry. These manuscripts demonstrate how training can be both a solution and a gap; while effective when implemented well (as in manuscript 1), it is still underdeveloped in many critical areas (as seen in manuscripts 2 and 3).

PHD (Doctor of Philosophy)

School Mental Health; Professional Development; Online Training

English

2025-07-31