Congratulations to Assistant Professor Annahita Ball and
colleagues on the publication of their article, "Teachers’
experiences in collaboration with mental health professionals:
Implications for policy, practice, and research,"
in Advances in School Mental Health Promotion.
Mellin, E. A., Ball, A., Iachini, A. L., Togno, N., &
Rodriguez, M.A. (2017). Teachers’ experiences in
collaboration with mental health professionals: Implications for
policy, practice, and research. Advances in School Mental
Health Promotion, 10(1), 85-98.
Teachers are critical partners in expanded school mental health
(ESMH) collaborations that aim to bring educators, community mental
health professionals and families together to leverage expertise
and resources for addressing non-academic barriers to learning.
Although teachers are in a unique position to observe the
day-to-day mental health needs of students, their roles in ESMH
collaborations have been largely ignored leaving little
research-based guidance for maximizing this practice strategy. To
address this gap, this study explored 384 teachers’
experiences with ESMH collaboration including the types of
collaborations they are engaged in, what influences those
relationships and what they perceive to be the benefits of this
practice strategy. The findings support previous conceptual and
research contributions focused on collaboration, as well as suggest
some specific influences on collaborative relationships between
teachers and community mental health professionals. Implications
for practice, policy and research are offered.