Importance, quality, and engagement: School mental health providers' perceptions regarding within-district transition care coordination practices.

Although care coordination (CC; i.e., the organization of care activities between professionals to facilitate appropriate service delivery; McDonald et al.

Utilizing KAP in Schools: An Evaluation of Educators' and Staff Knowledge, Attitudes, and Practices Related to Trauma.

We examined differences in knowledge, attitudes, and practices related to student trauma and trauma-informed practices among various educators and certified staff members in a United States, Midwestern school district. We examined three research questions: 1.) Are there significant differences in knowledge, attitudes, and practices among teachers with differing years' experience? 2.

Educator Perspectives on Mental Health Supports at the Primary Level.

During the early years of formal education, young students develop a number of formative academic, motor, behavioral, and socioemotional skills that lay the foundation for future learning. Since student mental health in the early grades predicts academic achievement in later grades, mental health interventions are essential at the primary school level. Not only are teachers expected to provide academic instruction, they are now involved in providing students with mental health services, despite a lack of training to do so.

School Psychology Supervisors' Perceptions of Specialist-Level Training: An Exploratory Study.

Surveys of trainers in school psychology have been administered to examine training competencies and content delivered to school psychology trainees. Surveys of practitioners working with school psychology trainees are limited as discussed by Lewis et al. (2005).