Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers.

By W. Reinke, Melissa Stormont, K. Herman, R. Puri, N. Goel. 2011

840 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/6bc78ea0d930dbaf23776174709bb496c1f8e405

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. M. Hemmeter
2. L. Fox
3. Patricia A. Snyder
4. W. Reinke
5. James Algina
6. K. Herman
7. Katrina McChesney
8. Lori L. Newcomer

In Education

1. L. Fox
2. M. Hemmeter
3. Patricia A. Snyder
4. James Algina
5. Jill M. Aldridge
6. W. Reinke
7. K. Herman
8. Lori L. Newcomer

In Speech and Hearing

1. Katrina McChesney
2. Jill M. Aldridge

Citations in the corpus

• RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS (2015, background): “Wehby, Symons, and Shores (1995) extended the Shores et al. (1993) research. Participants included 28 students identified with EBD, ranging from 6 to 12 years of age. Students were selected from 14 self-contained special education classrooms, but information regarding number of teacher participants ”
• Supporting students’ mental health in schools: what do teachers want and need? (2019, background): “Similarly, effective, engaging and evidence-based training for teachers must be designed with a thorough knowledge of what school staff need and would like (Reinke et al. 2011).”
• Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program (2014, background): “This lack of knowledge may be associated with a lack of sufficient experience, training, or support (Reinke et al., 2011).”
• Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms (2016, background): “intervene effectively with children who have persistent challenging behavior and a desire for implementation support focused on practices to promote children’s social-emotional competence and address challenging behavior (Reinke et al., 2011; Snell, Berlin, Voorhees, StantonChapman, & Hadden, 2012).”
• The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review (2018, positive): “This is particularly signi fi cant given that past research has shown that, although teachers acknowledged that schools should seek to enhance students ’ mental health, teachers felt ill-equipped to do so (Reinke et al., 2011).”