Teacher Understanding of Mental Health and
Implications for School Psychology
Megan C. Pulvermacher, M.S. Ed., Contributor: Ericka A. Grimm Faculty Advisor: Betty V. DeBoer, Ph.D.
Abstract
In the United States today, there is approximately one
child in each classroom diagnosed with Attention Deficit
Hyperactivity Disorder (ADHD). While ADHD is the most
common disorder seen in the schools, Reactive
Attachment Disorder (RAD) is becoming increasingly
prevalent. Students with RAD may present a number of
behaviors that can be difficult to manage within the
classroom setting. This study investigated general
education teachers’ perceived and actual knowledge of
mental health specifically, ADHD and RAD.
Background
Why study teachers’ knowledge of mental health?
A prior study found that 89% of teachers agreed that
schools should address students’ mental health needs.
However, 65% of teachers surveyed reported ‘unsure’ to
‘strongly disagree ‘ when asked if they had the skills
required to meet the mental health needs of their students
(Reinke, Stormont, Herman, Puri & Goel, 2011). Davis,
Kruczek and McIntosh (2006) emphasized that a variety of
mental health disorders can and should be treated in
schools.
Ratter, et. al. found that school psychologists had a higher
level of knowledge of ADHD than RAD. In order to provide
quality mental health services within our schools,
collaboration amongst school staff is critical. School
psychologists, school counselors and school social workers
typically provide most direct mental health services.
However, general education teachers have the most
frequent contact with these students and are often called
upon to implement necessary interventions. With a clearer
understanding of what teachers know about mental health
disorders, such as ADHD and RAD, school psychologists
can better bridge the gap between research and practice
by providing teachers with needed support and identifying
additional training needs (Reinke et al., 2011).
Methods
Hypotheses/Results
Discussion
Participants
• Participants were
•Recruited through the Wisconsin Education Association
Council (WEAC) website
•Attendees of the 2012 Western Wisconsin Education
Conference (WWEC)
•Recruited through a survey link sent to teachers in a
large, Wisconsin suburban high school
•Recruited through a survey link sent to teachers in a
rural school district in Wisconsin.
• Hypothesis #1: General education teachers will
demonstrate medium to high actual knowledge of ADHD.
 Participants demonstrated medium knowledge on the
ADHD portion of the survey-- 63%
• Hypothesis #2: General education teachers will
demonstrate low actual knowledge of RAD.
 Participants demonstrated low knowledge on the RAD
portion of the survey-20%
General education teachers have a higher overall knowledge
of ADHD than RAD. Teachers’ perceived knowledge of ADHD
showed no relationship to their actual knowledge, based on
the survey taken. Teachers’ rating of their perceived
knowledge of RAD matched their actual knowledge.
Regardless of perceived and actual knowledge, 93% of
teachers considered supporting student mental health a part
of their role as an educator.
Procedure
• Participants rated their perceived level of knowledge of
RAD and ADHD and answered knowledge questions
regarding symptoms, treatments, and characteristics of
RAD and ADHD.
100
90
80
70
50
• 40 participants completed the survey
• 67% Female, 28% Male, 5% Preferred not to answer
• Experience: 0-5 years: 9 participants, 6-15 years: 11
participants, and >15 years: 20 participants
• 93% viewed mental health as a part of their role as a
teacher.
Yes
8%
No
92%
15%
85%
50%
50%
48%
Percentage Correct on Knowledge
Survey
60
Descriptives
Reported Training
Pre-service RAD
training?
Additional RAD
training since
licensure?
Pre-service ADHD
training?
Additional ADHD
training since
licensure?
Implications for School Psychologists:
52%
63%
40
30
20
10
20%
0
RAD
ADHD
• Hypothesis #3: General education teachers’ perceived
knowledge of ADHD will match their actual knowledge of
ADHD.
 Regardless of participants’ level of perceived
knowledge, each demonstrated a medium level of
actual knowledge (r = .263).
• Hypothesis #4: General education teachers’ perceived
knowledge of RAD will match their actual knowledge of
RAD.
 Participants accurately predicted their level of
knowledge of RAD. This finding was significant
(p < .01) using the Kruskal-Wallis Test.
 When consulting and collaborating with teachers about
students with ADHD, school psychologists need to be
sensitive to the possibility that teachers may be over- or
under-estimating their actual knowledge. As a result,
school psychologists may need to find better ways of
assessing teachers’ knowledge of ADHD over self
report.
 University training programs, district and/or school
building in-services concerning mental health disorders
may be beneficial in supporting teachers in working with
students with common as well as less common
disorders.
References
Davis, A., Kruczek, T., & McIntosh, D. (2006). Understanding
and treating psychopathology in schools: Introduction to the
special issue. Psychology in the Schools, 43(4), 413-417.
Ratter, E., DeBoer, B., Dixon, R., & Toribio, S. (2011, February).
Reactive Attachment Disorder: A needs assessment of
school psychologists’ knowledge. Presented at the National
Association of School Psychologists Convention, San
Francisco, CA.
Reinke, W., Stormont, M; Herman, K, Puri, R., & Goel, N. (2011).
Supporting children’s mental health in schools: teacher
perceptions of needs, roles, and barriers. School Psychology
Quarterly, 26(1), 1-13.
Acknowledgements
We would like to thank Dr. Sherwin Toribio for his assistance in the
statistical portion of this research project.
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